| Body | This activity was designed for learners of all levels. It was created to guide learners through setting up a language space (a space where the objects in it are labeled using target language vocabulary), identifying vocabulary related to their language space that they already know, and brainstorming which words related to the space they want to learn.
Learning outcomes:
Learners will be able to:
- Identify 2 or more words they already know in the target language that name elements of their language space
- List 3-5 additional words related to their language space that they want to learn
- Write one sentence using each of the known words and words they want to learn
Mode(s): Interpersonal, Presentational
Materials: Expand Your Vocabulary video, My Language Space worksheet, online or printed dictionary in the target language, paper or sticky notes
Procedure:
- As a group, have learners look around the space that you are in together and brainstorm a list of vocabulary words they know for the items in the space. This could be words like desk, chair, book, window, classmate, friend, etc. Write these words on the board or on a digital document for all to see. If learners do not know a word for a specific item in the space, have them describe that item as best they can.
- Next, show learners the Expand Your Vocabulary video.
- After watching the video, tell learners that they will be creating their own language spaces. This can be a physical space in their home or other physical location where they spend time. Or they can choose a virtual space, such as a space or scene in a digital game they play, or an online channel, sub-group or discussion board they participate in. Learners can define what constitutes a space in whatever way makes sense to them, as long as they visit that space regularly and can identify and learn vocabulary words in the target language that relate to the space.
- Give learners the My Language Space worksheet. Have them decide on what space they will use as their language space and write it on their worksheet.
- Next, have them write down at least 2 vocabulary words related to their space.
- Then, have them brainstorm 3-5 additional aspects of the space, or items in the space, that they don’t yet know the name of, and write them on the worksheet. They can describe these aspects or items using the target language (circumlocution) or write the name of each one in their L1.
- Have learners work individually or in small groups to look up the words that they don’t know, and write each word on the worksheet next to where they wrote the description or equivalent (or related) word in their L1. They can do this using a printed or online dictionary, a textbook, or any digital resources related to the target language.
- Instruct learners to use the list of words from the handout to create labels using sticky notes or paper for their language space. When they are next in their space, they will put the labels on the appropriate items in the space. For digital spaces, they can create digital labels, or print or draw a representation of the space and write labels on it.
- Over the next week, encourage learners to spend time in their language space. Each day they will choose one vocabulary word they have labeled in their space and write a sentence using that word in the week-long chart on the worksheet. Tell learners that the goal with writing these sentences is to use the words from their space regularly- they can be as creative as they want! For a challenge, encourage learners to write sentences that link together to create a short narrative story about their language space and what they see or do there.
- Learners can share their sentences or story in small groups or with the whole class in a future class period or online meeting.
Notes:
-Modifications (tech) - For step #1 in an online setting, have learners brainstorm words for aspects or functions of the virtual meeting app or related to the technology you are using (computers, etc.). If learners are comfortable with showing the individual spaces they are in, have them brainstorm words for what they can see of each other’s backgrounds. Or have learners put up digital background images and brainstorm words based on what they can see in them.
-Modifications (scaffolding) - Learners of any level can use circumlocution to describe items when they do not know the specific vocabulary word for it. Lower level learners may wish to use their L1 to name the words they do not know yet but want to learn.
|
|---|
