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TitleGrouping Words to Remember Them
SourceCASLS Activity of the Week
Body

By Scott Gravina, Vice President of Mobile Learning at LingroLearning

This activity utilizes one of the many freely available videos on LingroToGo, a new mobile app for language learners. The goal of this activity is to expose students to a new language learning strategy (semantic mapping) and show them how it may be applied to supplement the strategies they are currently using for vocabulary acquisition. This activity may be used at any level and ultimately is designed to help students become better independent learners. Feel free to check out another activity we published on InterCom on this topic.

Objectives: Learners will be able to:

  • Demonstrate understanding of how semantic maps aid in the retention of new vocabulary
  • Organize and group concepts according to pre-selected categories
  • Create an original semantic map based on self-conceived categories
  • Present their semantic maps to the class

Modes: Interpretive, Presentational

Materials needed:

Procedure:

1. Introduction to the topic: Have students download LingroToGo and navigate to the video called Grouping Words to Remember Them (Health & Safety > Nutrition > Making a Grocery List). After students watch the video (1:55 min.), check their understanding by asking volunteers to explain key concepts. You may wish to use the following questions:

  • What is a semantic map?
  • How does a semantic map help you to remember words?
  • Why do you think it is important to create more than one semantic map?
  • Have you ever used a semantic map before? When?

2. Think: An easy way to make word associations is to group things according to their color. Using the color-coded semantic map provided, have students work in groups to list as many classroom items as possible that match the color-coded categories. You should also feel free to change the topic (classroom items) and categories (colors) to adapt this activity and tie in more closely with the topics you are studying in class. Get creative and show students how semantic mapping can help them with any new set of words!

3. Create A.: Have students work in groups to create a second, original semantic map by coming up with their own categories. Students should use the same set of words they created in Step 2 to try to make as many connections as possible.

4. Create B.: Task students with creating three semantic maps for the targeted vocabulary individually (for homework or in class).

5. Evaluate: Provide learners with a vocabulary assessment (an image identification or something of the like). Ask them to write a brief reflection on whether or not their retention has improved after working with the semantic maps. If it has improved, they should explain why. If it hasn’t improved, they should explain how they might use semantic maps differently in the future. For example, they could identify what more meaningful or salient categories might be.

Notes/Modifications:

  1. If students do not have their own device, have them share with a friend. If you have tablets for the class, you may want to download the app before doing this activity in class.
  2. While the examples given in the video are in Spanish, this strategy is applicable to any language.
  3. You may want to make Step 2 a competition to see which group can come up with the most items for each color.
  4. You can easily create your own semantic map using other colors (or create your own categories) by inserting shapes in Word, Google Docs, or any similar program.
  5. If students have a difficult time coming up with their own categories, you may want to give them a few ideas to get started.
  6. An alternative approach to semantic mapping in small groups is to brainstorm categories as a class and post the categories on butcher paper around the room. Then, allow students to move from paper to paper and add what words they think best fit. Debrief by leading a class discussion in which learners discuss why they chose some words over others for specific categories, particularly in cases in which words appear in multiple locations.
Publishdate2018-03-05 02:15:01