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Lli - Utp TEACHER: Dolly Ramos Gallego TEACHERS IN DEVELOPMENT: Angela Gabriela Guerrero

This classroom project focuses its attention in the use of games as a learning strategy to enhance vocabulary in students of primary school on the grounds that they can enjoy what they are doing while they are learning valuable input as Richards & Renandya (2002) state, a language speaker who has a good range of lexicon and who constantly develops strategies for acquiring new vocabulary, is a speaker who has greatest possibilities to interact in real language situations.

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Roosevelt Lopez Rodriguez
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38 views

Lli - Utp TEACHER: Dolly Ramos Gallego TEACHERS IN DEVELOPMENT: Angela Gabriela Guerrero

This classroom project focuses its attention in the use of games as a learning strategy to enhance vocabulary in students of primary school on the grounds that they can enjoy what they are doing while they are learning valuable input as Richards & Renandya (2002) state, a language speaker who has a good range of lexicon and who constantly develops strategies for acquiring new vocabulary, is a speaker who has greatest possibilities to interact in real language situations.

Uploaded by

Roosevelt Lopez Rodriguez
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LLI – UTP

TEACHER: Dolly Ramos Gallego

TEACHERS IN DEVELOPMENT: Angela Gabriela Guerrero

John Harold Hernández - Roosevelt Lopez Rodriguez.

3.3 Design

This classroom project focuses its attention in the use of games as a learning strategy

to enhance vocabulary in students of primary school on the grounds that they can enjoy

what they are doing while they are learning valuable input as Richards & Renandya

(2002) state, a language speaker who has a good range of lexicon and who constantly

develops strategies for acquiring new vocabulary, is a speaker who has greatest

possibilities to interact in real language situations.

Before to start the implementation of this project, a background study is

developed in order analyze some aspects such as language proficiency level and

attitudes of the students towards the language. The vocabulary taught during the

implementation was focused on the level of the learners taking as reference the

standards from the guide N°22 Estándares Básicos de Competencias en Lenguas

Extranjeras and, it will be articulated with the games proposed. The procedure of the

lesson was focused on the implementation of the PPP approach: presentation, practice

and production consider by Doff (1988) as one of the most effective way to introduce

vocabulary.
The implementation process comprises one unit with three lessons of 45 minutes

respectively. In each lesson the linguistic, sociolinguistic and pragmatic competences

were considered given the fact that vocabulary related to common aspects of real life

was the main input for raising awareness about the functional use of language in real

contexts. By the end of each lesson students were able to perform certain tasks in

which the content is presented through the practice of the four language skills. the

procedure of each lesson was framed into the procedural PPP approach using different

activities in which the presentation had the purpose to engage learners into the lesson

and to encourage them to participate in an active way so, warming up and ice breaking

exercises were implemented; moreover, during the presentation stage the vocabulary is

presented using as support different sources as PowerPoint presentations, videos,

readings, etc. Additionally the teacher present and explain the topic providing them the

appropriate input by the use of questionnaires, reading comprehension activities,

elicitation of information that allowed the learners to comprehend and get ideas of the

topic. On the other hand, in the practice stage the students had the opportunity for

putting into practice the input provided that was properly developed during the

implementation.

For example, the first activity presented had the aim to raise awareness into the

topic “greetings” in the initial stage of the session the teacher presented some

expressions related to the language used in the daily basis, he used the board to write

down the greetings, and he proceeds to explain it individually, in order to get students

attention and avoid distraction the teacher made groups of two students to check if the

students understand how to greet in English. To close the session the professor asked
to the students to play a game named ‘hangman’ in which they used one or two

greetings, and the other couples had to write down in piece of paper the greetings of

their partners.

In the second activity the aim was to introduce the basic vocabulary related to

members of the family, to accomplish that the teacher brought ten flashcards with the

image and the corresponding name, after showing them the flashcards the teacher

showed to the students only the image to ask them what member of the family is, if the

student make a mistake another partner can answer the question, then students were

asked to play a game named ‘lotto games’ in which the facilitator took from a bag a

piece of paper with the word of a member of the family and the student who had the

image in his or her panel covered it with other piece of paper and the student who

finished at first was the winner. Finally a matching activity was proposed by the teacher

to evaluate the comprehension of the students.

The main focus of the third activity was body parts, in order to present the input

the teacher drew in the whiteboard a sketch of a human being with arrows to designate

the names of each part of the body, to reinforce that knowledge the teacher brings a

song that was played in a portable speaker, after that introductory activity the teacher

group the students in couples to do a jigsaw puzzle to evaluate and check the topic.

Finally in the production stage, the students had the opportunity to foster the

input acquired into final outcomes where the four language skills were evaluated.

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