| Body | This activity involves a language learning strategy video on semantic mapping from LingroToGo, a new mobile app for Spanish learners. Though the activity is designed for Novice Low learners, the strategy presented here is useful for learners of all levels. The goal of the activity is to give students a tool and language learning strategy that will increase their learning autonomy and aid them throughout their language learning endeavors.
Learning Objectives: Students will be able to…
- Design a semantic map related to target vocabulary
- Develop schemata for target vocabulary by creating groups and word connections
- Present their vocabulary groupings to the class
Modes: Interpretive, Presentational
Materials Needed: Nutrition vocabulary handout in Spanish or in English, Semantic mapping video from LingroToGo (available on iOs and Android)
Procedure:
- Introduction: Explain to learners that the goal for the day is to create semantic maps based upon the current unit’s vocabulary (example for a unit on nutrition included in this activity). To introduce the idea of semantic mapping to learners, have them watch the video on LingroToGo. It can be accessed by opening the app and tapping “Health and Safety,” “Nutrition,” and then “Making a Grocery List.” The video is called “Grouping words to remember them.”
- Brainstorm: Divide students into small groups and, using the vocabulary manipulatives provided on the handout, have them sort the words into different categories. Begin by providing the categories (e.g. colors) and then allowing the students to come up with their own categories.
- Design: Have students individually create a semantic map of the vocabulary. Allow them to use colors, draw shapes and images, etc. as they see fit in order to create a map that maximizes the number of groupings they are able to make. This step can be completed on paper or digitally using a platform like Google Drawings or mind42.com.
- Share: Have students share their semantic maps with the class. These presentations should involve brief explanations of students’ reasoning in their selection of word groupings.
- Reflect: Students should complete the brief reflection at the end of the handout.
Notes:
- Depending on the size of the class, you might consider allowing students make maps in groups. Additionally, perhaps allow volunteers to share their maps instead of the whole class.
- Educators may want to present the target vocabulary before introducing semantic mapping if they have not done so already.
- Educators may choose to have students cut the words from the nutrition handout, or they may want to cut the words out before class.
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