4

GENERAL LINGUISTIC.

Autor: GROUP 1
 FACULTY OF EDUCATION SCIENCES EDUCATION

PEDAGOGY OF NATIONAL AND FOREIGN LANGUAGES

ONLINE MODE

SUBJECT:

GENERAL LINGUISTICS.

PROFESSOR:

MGS. MOURAD ANTOINE SEBASTIEN

STUDENTS:

APOLO MALUCIN MARCO RUBEN

BLOKSA FERNANDEZ STEFAN AUGUSTO

LOAIZA ANGULO LEONELA SOLANGE

LOPEZ BOBADILLA DAMARIS SARAI

LOPEZ LOPEZ ESTHER DE JESUS.

TOPIC:

CHARACTERISTICS OF MORPHOLOGY, SYNTAX AND SEMANTICS.

COURSE:

LEVEL 4 GROUP C1

SCHOOL PERIOD

APRIL – AUGUST 2024

Chapter 4

Task A

Identify and list any lexical chains of three or more words in the following text. Give

each list a title. A lexical chain can consist of repeated words, synonyms and antonyms,

hyponyms, or simply words that belong to the same lexical field.

Squeaky Clean

Birds caught in oil spills could soon be cleaned using iron powder and magnets. Unlike

detergents, the technique removes oil without destroying the waterproof properties of

feathers.

John Orbell and his colleagues at the Victoria University of Technology in Melbourne,

Australia, found that oil sticks to fine iron powder in preference to birds' feathers.

Combing the feathers with a magnet removes the oil as well as the iron. 'We were quite

amazed by the efficiency of the cleansing process,' says Orbell.

Magnetic cleaning is also much quicker than existing treatments, which involve gently

scrubbing feathers before rinsing and drying. 'The dry-cleaning process takes a matter of

minutes,' says Orbell. As less handling is required, the procedure should be less stressful

for the birds and allow more to be treated per hour.

(by Jon Copley)

List of lexical chains

Birds Cleaning process Oil Metals

Bird Cleaned Oil Iron

feathers Detergents magnets

cleansing magnet

rinsing magnetic

drying

Task B

Identify any lexical features of the following poem that you could guide your learners to

notice and manipulate:

Wild Iron

Sea go dark, dark with wind

Feet go heavy, heavy with sand

Thoughts go wild, wild with the sound

Of iron on the old shed swinging, clanging:

Go dark, go heavy, go wild, go round,

Dark with the wind

Heavy with the sand

Wild with the iron that tears at the nail

And the foundering shriek of the gale.

(Allen Curnow, Collected Poems, Carcarnet Press)

Complements and relationships in sentences, such as: “Sea go dark, dark with wind”

and “Feet go heavy, heavy with sand” Students could make sentence connections

between two or more things giving them their own meaning.

The emphasis on rhythm and meter at the ends of sentences in words that end in the

same sound such as “wind, sand, sound, round.” Students could look for words that

share the same sound in endings.

Figurative language is present such as " Thoughts go wild", or "Wild with the iron

that tears at the nail" which suggests a metaphorical rather than literal meaning.

Students can create metaphors from things they have experienced.

Use of Sensory Language in words such as "dark", "heavy", "wild", "swinging,"

"clanging," "tears," and "shriek" evoke sensory experiences, this allows students to look

for words that provoke sensations or feelings.

Task C

Analysis of the COBUILD Corpus: The word "iron".

Grammatical and Semantic Information: The COBUILD corpus extract reveals

several interesting grammatical and semantic aspects about the word "iron".
Analysis of the parts:

- Iron as a noun (n):

- In the sentence "the Barth is made mainly of iron and silicon," "iron"

functions as a noun to refer to metal.

- "There's a coin laundry, complete with iron and ironing board..."

- "Inequities and building materials, such as steel and iron..."

- Iron as a verb (v):

- In the sentence "Iran may bave to turn to hold a preliminary meeting to

iron out their differences," "iron" is used as a verb in the expression "to

iron out," meaning to resolve or smooth out differences.

- Iron as an adjective (adj): Although not explicitly mentioned in the excerpt

provided, "iron" can also function as an adjective in specific contexts, as in "iron

discipline" to describe a strict discipline.

Different meanings:

Literal (metal): In the sentence "the Barth is made mainly of iron and silicon,"

"iron" literally refers to the metal iron.

Figurative (resolving differences): In the phrase "to iron out their differences,"

"iron" is used figuratively to describe the act of resolving or smoothing out

problems or differences.

In idioms: In the expression "iron discipline", "iron" is used in a figurative sense

to denote severe and rigorous discipline.

Specific contexts:

Use as a noun: In the phrase "the Barth is made mainly of iron and silicon,"

"iron" refers to the metal material used in construction.

Use as a verb: In the phrase "Iran may bave to turn to hold a preliminary

meeting to iron out their differences", "iron" is used as a verb to indicate the

action of resolving or smoothing out differences between parties.

Idiomatic usage: In the phrase "iron discipline", "iron" describes a form of

discipline that is firm and strict, similar to the hardness of metal.

Collocations and idiomatic uses

Iron and ironing board: Forms a common collocation in reference to ironing

utensils.

Iron out: Idiomatic use as a verb to mean to solve problems or differences.

Iron bar: Reference to an iron bar, possibly in a physical or figurative context.

Iron discipline: Expression describing a very strict discipline.

From this analysis, we can see that "iron" in the text plays several different roles

depending on the grammatical and semantic context in which it is used, as a noun, verb

and adjective, with meanings ranging from the metal itself to figurative expressions

related to solving problems or describing qualities of discipline. These different uses

and meanings show the versatility of the term "iron" in the English language, both in

concrete contexts and in idiomatic expressions. This illustrates the versatility and

richness of the English language in its ability to convey diverse and nuanced meanings.
Chapter 5

Task A

A WAYS OF PRESENT WORDS

These presentation methods help students understand the meaning and use of new

words by integrating visual, auditory and kinesthetic elements, facilitating a deeper

understanding and practice of vocabulary.

SET 1: punch, slap, smack, hit, kick

Method of Presentation: Role Play or Dramatization

Description: Use dramatization or role play to have students act out each action. You

can have students make gestures or smooth movements that represent these actions.

Ask students to act out a situation in which they use each action in a controlled manner

and in a safe environment, such as simulating hitting a pillow.

SET 2: witch, castle, heroine, cruel, brave, grant a wish, cast a spell

Method of Presentation: Visuals and Narration

Description: Use fairy tale images, illustrations, and narratives to give context to these

words. You can show pictures or drawings of castles and witches, and tell a short story

that includes a heroine and events where wishes are granted or spells are cast.

Present an illustrated short story where the heroine bravely faces challenges and

encounters a wish-granting witch.

SET 3: classical, folk, jazz, pop, ethnic

Presentation Method: Music and Audio Samples

Description: Uses audio and video samples from different musical genres. Plays

excerpts of each type of music and shows images related to the musical styles.

Plays a piece of classical music, a piece of folk music, a sample of jazz, a pop song, and

an ethnic song, discussing the characteristics of each genre.

SET 4: doctor, accountant, engineer, social worker, lawyer

Method of Presentation: Pictures and Descriptions of Professions

Description: Present photos of people in these professions and provide brief

descriptions of what they do in their jobs. You can also use interviews or short videos of

professionals talking about their day-to-day work.

Show a photo of a doctor in a hospital, an accountant working with numbers, an

engineer at a construction site, a social worker helping people, and a lawyer in a

courtroom.

SET 5: promote, resign, retire, lay off, give the sack

Method of Presentation: Work Situations and Dramatization

Description: Use role-playing or simulations of work situations to illustrate these

concepts. You can create scenarios where students have to act out the actions of being

promoted, resigning, retiring, being laid off, or firing someone.

stage a short skit where one employee receives a promotion, another decides to quit,

another retires, and another is fired.

SET 6: woollen, cotton, nylon, leather, plastic

Method of Presentation: Real Objects and Material Samples

Description: Use physical samples of each material so students can touch and see them.

You can bring in clothing or products made of wool, cotton, nylon, leather, and plastic

for students to examine.

Bring a wool scarf, a cotton T-shirt, a nylon jacket, a leather wallet, and a plastic bottle

into the classroom for students to compare the materials.

Task B

Anticipating problems. Look at the following words. What problems of meaning

(including style and use) or form (either spoken or written) they present to learners?

Discuss what you could do in class to help learners with these problems.
 stomachache actually

lawyer gentleman

thorough crisps

comfortable remind

furniture invaluable

Get on with chuffed

1. STOMACHACHE

 Meaning Problems:

o The concept might be new or have different connotations in the learner's

first language.

o In some languages, different terms are used for specific types of pain in

the stomach area.

 Form Problems:

o Pronunciation can be tricky due to the combination of "stomach" and

"ache," especially the silent 'e' at the end.

o Spelling might be challenging due to the 'o' and 'u' in "stomach" and the

silent 'e' in "ache."

 Classroom Strategies:

o Use visual aids (pictures of someone holding their stomach) to illustrate

the concept.

o Practice pronunciation with syllable breakdown: "stom-ach-ache."

 o Provide examples and compare with similar words like "headache" and

"toothache."

2. ACTUALLY

 Meaning Problems:

o Learners might confuse it with "currently," as it does not directly

translate to "actualmente" in Spanish, for example.

o It’s often used to introduce a correction or contrast, which can be subtle

and context dependent.

 Form Problems:

o Pronunciation can be difficult due to the consonant cluster and the

reduction of 'u' to a schwa sound (/ə/).

 Classroom Strategies:

o Highlight its use in sentences to show it often introduces surprising or

corrective information.

o Provide contrastive examples: “He seems tired. Actually, he’s been

working all night.”

o Use role-play or dialogues to practice its contextual usage.

3. LAWYER

 Meaning Problems:

o The profession might have different roles or titles in other countries (e.g.,

solicitor, barrister in the UK).

  Form Problems:

o Pronunciation can be tricky due to the diphthong in "law-" and the silent

'w.'

o Spelling may be confusing, especially the '-yer' ending.

 Classroom Strategies:

o Discuss different types of legal professionals and their roles.

o Practice pronunciation through phonetic breakdown and repetition.

o Use spelling activities and visual aids to reinforce the correct spelling.

4. GENTLEMAN

 Meaning Problems:

o Cultural nuances regarding what it means to be a “gentleman” can vary

greatly.

o In modern usage, it might seem old-fashioned or overly formal.

 Form Problems:

o Pronunciation of the 'gent-' cluster and the silent 't' can be challenging.

 Classroom Strategies:

o Discuss cultural perceptions of being a “gentleman” and compare with

equivalent terms in students' native languages.

o Use it in various contexts, from formal introductions to idiomatic

expressions like “ladies and gentlemen.”

 o Practice pronunciation, focusing on the ‘gent-’ sound and the silent 't.'

5. THOROUGH

 Meaning Problems:

o It implies a level of detail and care that might not directly translate into

other languages.

 Form Problems:

o Pronunciation is complex due to the 'th' sound and the 'ough' ending,

which doesn't follow a consistent pattern.

o Spelling can be confusing due to the irregular 'ough' combination.

 Classroom Strategies:

o Provide clear examples contrasting thorough with incomplete or

superficial work.

o Use phonetic exercises and repetition to practice pronunciation.

o Highlight common words with the 'ough' pattern and compare their

pronunciations (though, rough, through).

6. CRISPS

 Meaning Problems:

o Known as "chips" in American English, which can cause confusion.

o The term is specific to British English, while "chips" means something

different in American English.

  Form Problems:

o Pronunciation issues might arise with the initial 'cr' cluster and the final

'sps' sound.

 Classroom Strategies:

o Use visual aids to differentiate between British "crisps" and American

"chips."

o Conduct activities where students categorize British and American terms.

o Practice pronunciation focusing on the initial 'cr' and the final consonant

cluster 'sps.'

7. COMFORTABLE

 Meaning Problems:

o The word implies physical or emotional ease, which might not directly

translate into some languages.

 Form Problems:

o Pronunciation can be problematic due to the reduced syllable ('for'

sounds like 'fer') and the silent 'e.'

o Spelling may be confusing because of the omitted 'r' in the pronounced

form.

 Classroom Strategies:

o Use pictures and scenarios to illustrate being "comfortable."

 o Practice pronunciation, focusing on the reduction of the middle syllable.

o Provide spelling activities to reinforce the correct form.

8. REMIND

 Meaning Problems:

o It might be confused with “remember,” which is a common issue among

learners.

o Its use in context as a transitive verb might be unfamiliar.

 Form Problems:

o Pronunciation should emphasize the distinct syllables "re-" and "mind."

 Classroom Strategies:

o Contrast "remind" and "remember" in different sentence structures.

o Use reminders in classroom management (e.g., “I remind you to do your

homework”) to practice its use.

o Role-play scenarios where one person reminds another of something.

9. FURNITURE

 Meaning Problems:

o It is an uncountable noun, which might be confusing as learners might

expect to use "a" or a plural form like “furnitures.”

 Form Problems:
 o Pronunciation can be difficult, especially with the 'fur-' and the silent 'e'

at the end.

 Classroom Strategies:

o Use visual aids and realia to demonstrate different types of furniture.

o Emphasize its uncountable nature and practice using it in context (“some

furniture” vs. “a piece of furniture”).

o Practice pronunciation with syllable breakdown.

10. INVALUABLE

 Meaning Problems:

o It’s a false cognate in many languages, meaning learners might think it

means “not valuable” instead of “extremely valuable.”

 Form Problems:

o Pronunciation can be tricky with the stress on the second syllable.

 Classroom Strategies:

o Provide examples and synonyms (e.g., priceless) to illustrate its positive

meaning.

o Use it in different contexts to reinforce understanding (“an invaluable

lesson”).

o Practice pronunciation focusing on the stress pattern.

11. GET ON WITH

  Meaning Problems:

o It’s a phrasal verb with multiple meanings: to continue doing something

or to have a good relationship with someone.

o The preposition "with" changes its meaning significantly, which can be

confusing.

 Form Problems:

o Phrasal verbs often pose difficulties in separating and recognizing their

individual components.

 Classroom Strategies:

o Use situational dialogues to illustrate different meanings (continuing an

activity vs. getting along with someone).

o Provide visual aids or role-plays to contextualize its use.

o Practice forming sentences with other phrasal verbs to reinforce the

pattern.

12. CHUFFED

 Meaning Problems:

o It’s a British slang term meaning “very pleased,” which might not be

familiar or directly translatable.

o The informal nature of the word could be confusing in terms of when it's

appropriate to use.

 Form Problems:
 o Pronunciation might be tricky with the initial 'ch' sound and the final 'ed'

pronounced as /t/.

 Classroom Strategies:

o Explain and contrast with American English equivalents like “thrilled” or

“delighted.”

o Use in informal conversations and role-plays to demonstrate its usage.

o Practice pronunciation through repetition and phonetic exercises.

Task C

Presenting a lexical set. The following activities come from a coursebook presentation,

but they are out of sequence. Can you organice them into a logical sequence? What

factors did you consider when ordering the activities? Note that some of the activities

refer to the photograph.

1. Start with Basic Identification and Observation (Activity 1 and 2):

o Activity 1: Ask students to identify what Alex and Jim are wearing by

observing the images. This helps students start engaging with the

vocabulary in a visual context.

o Activity 2: Have students match the words from the box to the clothes in

the photographs. This reinforces the connection between the vocabulary

and the visual representation.

 2. Enhance Understanding through Discussion (Activity 3):

o Activity 3: Pair students up to discuss and recall what their partner is

wearing. If they can’t remember, they should ask questions. This activity

encourages verbal practice and reinforces memory through interaction.

3. Connect Vocabulary to Body Parts (Activity 4):

o Activity 4: Match the words with the parts of the body they cover or are

associated with (using A for head, B for feet, etc.). This deepens the

understanding of each item’s usage and placement.

4. Correct and Apply Vocabulary in Context (Activity 5):

o Activity 5: Provide sentences with intentional errors for students to

correct. This not only helps in reinforcing the correct usage of

vocabulary but also improves grammatical accuracy.

5. Practice with Descriptions and Colors (Activity 6):

o Activity 6: Have students identify the colors of the clothes worn by

different people in the images and use the vocabulary to describe them.

This combines the understanding of colors with clothing vocabulary.

SEQUENCE:

1. Activity 2: Match the words with the clothes in the photographs.

2. Activity 1: Identify what Alex and Jim are wearing.

3. Activity 4: Match the words with the parts of the body.

4. Activity 3: Discuss and recall what your partner is wearing.

5. Activity 5: Correct the sentences with clothing descriptions.

6. Activity 6: Identify and describe the colors of the clothes.

Chapter 6

Tasks A – B

How to put words to work.

Exploiting coursebook material.

Here is a vocabulary activity from a beginners’ course (Mohamed S and Acklam R, The

Beginners’ Choice, Longman), consisting of two stages. Devise at least three further

stages which would require learners to put the words to work’-both receptively and

productively.

Stage 3: matching and sorting.

Objective:

To reinforce the meaning and use of vocabulary through association and categorization.

Materials:

 Flashcards with pictures representing the vocabulary words of the human body.

 Notebook.

Instructions:

Matching:

Create pairs of flashcards, one showing the image with the human body part and the

other showing the definition. Students work in groups of two to match the cards. Give

and estimated time for the activity, creating a competition between the students.
Sorting:

Provide students with a set of words and ask them to classify them into categories

according to criteria, working on their notebook.

Stage 4: storytelling and role-playing.

Objective:

To encourage the use of vocabulary, use within the meaningful context.

Materials.

Not required, but students will have visual aids where they can enhance the activity.

Instructions:

Storytelling:

Students will create a short story incorporating as many of the new words learned

during the activity as possible. They will work in pairs encouraging creativity and the

use of words in different contexts.

Role play:

The preparation of a scenario for the students to use the vocabulary in a role-play.

Stage 5: reflection and review.

Objective:

Consolidate learning and provide opportunities for self-assessment and reflection.

Materials:

Work on a handout.

Pencil

Eraser.

Instructions:

Reflection:

Students write their experience using the vocabulary from the last lesson. Reflecting on

the difficulties they encountered and how they overcame them.

Review:

Through a quick review game where students’ vocabulary is tested in an interactive

way.
Look at the picture below and number the parts of the body.

Cognitive and affective depth.

Research suggests that tasks with depth have a greater learning pay-off than tasks that

lack depth. Rate the following tasks according to the amount of depth-either affective

(emotional) depth or cognitive (intellectual) depth. For example: cognitively demanding

vs cognitively undemanding; affectively engaging vs affectively unengaging. Place the

number of each task on this grid:

In order to grade tasks according to their cognitive and affective depth, we consider the

level of intellectual effort and emotional commitment required for each task.

Cognitively demanding. Cognitively undemanding.

Affectively engaging. Affectively unengaging.

1. Writing a personal essay.

2. Solving a complex puzzle.

3. Engaging in a debate.

4. Memorizing a list of words.

5. Listening to a lecture.

6. Watching a documentary.
  Writing a personal essay: is both cognitively and emotionally demanding.

 Solving a complex puzzle: is cognitively demanding, but cannot be affectively

engaging unless the student has personal interests.

 Participating in a debate: is cognitively demanding and can be affectively

engaging, within the topic of personal interest.

 Memorizing a list of words: this is not very demanding from a cognitive point

of view, where it may be unattractive unless the student has a personal interest in

the word.

 Listening to a lecture: there is a variation depending on the content and

delivery of the lecture.

Watching a documentary: it can be cognitively undemanding if the

documentary is not complex or if it does not require the viewer to analyze the

content in depth.

All eight tasks to the following set of words:

 Doing housework.  Watching TV.  Playing music.

 Babysitting.  Going for a drink.  Going for a walk.

 Eating out.  Reading.  Swimming.

 Working out.  Gardening.  Going to the

 Going shopping.  Going for a drive. movies.

 Redecorating.  Surfing the net.

1. Put the word in alphabetical order.

1. Babysitting. 4. Gardening. 7. Going for a walk.

2. Doing housework. 5. Going for a drink. 8. Going shopping.

3. Eating out. 6. Going for a drive.

9. Going to the 11. Reading. 14. Swimming.

movies. 12. Redecorating. 15. Watching TV.

10. Playing music. 13. Surfing the net. 16. Working out.

2. Listen and repeat the words.

3. Prepare questions using at least six of these words, and ask your classmates.

Report their answers to the class.

 What kind of housework do you enjoy doing the most?

I enjoy cooking because I love trying out new recipes.

 Have you ever had a babysitting job? If so, what was the most challenging

part?

Yes, I have. The most challenging part was keeping the kids entertained for long

periods.

 What’s your favorite restaurant for eating out, and why do you like it?

I love a small Italian restaurant in my neighborhood because of their authentic

dishes.

 How often do you go to the gym or engage in working out? What’s your

favorite exercise?

I go jogging every morning. Running is my favorite exercise.

 Do you enjoy gardening? If so, what plants o flowers do you grow?

I don’t really garden, but I do have a few indoor plants like succulents.

 What kind of music do you like to play or listen to when you’re relaxing?

I like listening to pop music to relax.

4. Rank these words in the order of personal preference.

1. Playing music. 3. Going to the 4. Going for a

2. Eating out. movies. walk.

 5. Surfing the net. 9. Going for a 11. Doing

6. Watching TV. drink. housework.

7. Going shopping. 10. Going for a 12. Babysitting.

8. Reading. drive. 13. Swimming.

14. Gardening

5. Categorize these words into three groups. Then identify the odd one out in each

group.

Group 1:
Group 3:
Group 2:
leisure activities. household/chores
physical activities

Doing housework
Working out
Playing music

Babysitting
Going for a walk
Watching TV

Going shopping
Swimming
Reading

Redecorating
Gardening
Surfing the net

Eating out
Going for a drive
Going to the movies

Odd one out:

Odd one out:
Odd one out

Eating out
Going for drive
Playing music.

6. Make true and false sentences about yourself using eight of these words,

beginning I really like… or I don’t like… very much. Can your partner guess

which are true and which are false?

  I really like playing music.

 I don’t like watching TV very much.

 I really like reading.

 I don’t like surfing the net very much.

 I really like going to the movies.

 I don’t like working out very much.

 I really like gardening.

 I don’t like going shopping very much.

7. Look these words up in the dictionary and check you know their meaning.

Babysitting: the work of taking care of someone’s baby or child while that person

is out, often as a paid job.

Doing housework: the work of keeping a house clean and tidy.

Eating out: to eat in a restaurant.

Working out: to do a calculation to get an answer to a mathematical question.

Going shopping: a place where you can buy goods or services.

Redecorating: to paint the inside of a house or put paper on the inside walls when

this has been done previously.

Watching TV: to look at something for a period of time, especially something that

is changing or moving.

Going for a drink: visiting a bar, pub, or similar establishment to have an alcoholic

or non-alcoholic beverage

Reading: the skill or activity of getting information from books.

Gardening: the job or activity of working in a garden, growing and taking care of

the plants, and keeping it attractive.

 Going for a drive: taking a trip in a car for pleasure.

Surfing the net: browsing or exploring the internet casually, often without a

specific goal.

Playing music: performing music using instruments or singing.

Going for a walk: taking a walk, typically for exercise or leisure.

Swimming: moving through water by using the arms, legs, and body in motions like

those of a frog or fish.

Going to the movies: visiting a cinema to watch a film.

8. Translate these words into your language.

Babysitting: cuidar niños

Doing housework: hacer las tareas del hogar.

Eating out: comer fuera

Working out: hacer ejercicio

Going shopping: ir de compras

Redecorating: redecorar

Watching TV: ver la television

Going for a drink: salir a tomar algo

Reading: leer

Gardening: jardineria

Going for a drive: ir a dar una vuelta en coche

Surfing the net: navegar por internt

Playing music: tocar musica

Going for a walk: ir a dar un paseo

Swimming: nadar

Going to the movies: ir al cine.

Task C

Latin America has a long history of word game programs. Here are some common

examples and how they might be adapted for the classroom:

● "Pasapalabra" (Spain): This show has two participants competing in several

rounds of word games, such as filling in the blanks in phrases, defining terms,

and completing crosswords. It's recognized for its fast-paced and difficult

vocabulary.

● "El Gran Juego de la Oca" (Argentina): This show, based on a Spanish board

game, frequently incorporates word puzzles and challenges as part of the

obstacle course structure.

● "Escape Perfecto" (Mexico): In this game show, competitors solve different

riddles, including word problems, to escape a succession of rooms and earn

prizes.

● "Cerebritos" (Various countries): This children's game show frequently

includes rounds focusing on wordplay, vocabulary, and spelling.

● "¿Quién quiere ser millonario?" (Multiple countries): The Latin American

version of "Who Wants to Be a Millionaire?" occasionally includes questions

requiring word knowledge or a grasp of linguistic details.

● "100 Latinos Dijeron" (The United States): This is a Spanish-language

version of "Family Feud," in which families compete to predict the most popular

survey responses.

Classroom Adaptations
These games are easily adaptable for classroom usage to improve vocabulary, spelling,

and comprehension abilities in a fun and engaging way.

Pasapalabra:

Build your vocabulary by creating your own "Pasapalabra" dictionary of curriculum-

relevant terms.

Rosco Challenge: Divide the class into teams and have them compete in rounds of

"Rosco," the last challenge in "Pasapalabra" in which students must explain vocabulary

within a time frame.

Spelling Bee: Convert the letter-by-letter rounds of "Pasapalabra" to a spelling bee

format.

El Gran Juego de la Oca

Make a classroom-sized game board with squares representing various word difficulties

(such as anagrams, rhyming words, and synonyms/antonyms). Students roll dice to

move and accomplish the task on their tile to progress.

Escape Perfecto:

To play Escape Perfecto, set up a "breakout box" with concealed clues across the

classroom. Clues can be word puzzles, riddles, or codes that students must solve to

uncover the next hint and, eventually, "escape" the classroom or discover a hidden

prize.

Cerebritos:
Host a classroom "Cerebritos" tournament with rounds focusing on various word-based

abilities, such as spelling, vocabulary, and word construction. Students can participate

alone or as a team.

¿Quién quiere ser millonario?:

In the "classroom millionaire" game students answer questions about the curriculum or

linguistic skills. They can "earn" points or receive incentives for successful responses.

100 Latinos Dijeron:

 Have students write survey questions based on class themes.

 Use survey findings to talk about statistics and popular viewpoints.

 Encourage students to evaluate and discuss the survey results to foster critical

thinking.

Additional Tips:

 Base the complexity of the word games on the students' linguistic levels.

 Play the games in groups to promote collaboration and cooperation.

 Use interactive whiteboards or web tools to construct virtual versions of games.

 Use minor awards or incentives to encourage participation and accomplishment.

By implementing famous Latin American word game programs, teachers may create

dynamic and interactive learning experiences that promote language development and

cultural understanding in a fun and engaging manner.

Phoneme Hangman

Objective:
 ● To strengthen knowledge of phonemes (the smallest unit of sound that separates

one word from another).

● Introduce or review additional language concepts, such as minimum pairings,

allophones, and phonological rules.

Materials:

● Whiteboard or projector

● Markers or pens

● List of words and linguistic concepts (see examples below)

Steps:

1. Choose a word or linguistic term from your provided list. Fill in blank spots for

each phoneme in the word or notion. For example, the word "phoneme" will

contain seven blanks: _ _ _ _ _ _ _.

2. The students take turns guessing letters. If the letter appears in the word, fill in

the appropriate blank spaces. If not, draw a portion of the hangman figure.

3. After each accurate guess, talk about the phoneme represented by the letter. For

example, if the word is "phoneme" and the letter "f" is guessed, point out that /f/

is a voiceless labiodental fricative.

4. If the hidden word represents a linguistic notion, introduce or review it once it is

exposed. For example, if the word is "minimal pair," explain that it refers to

words that differ by only one phoneme (such as "pat" and "bat").

5. The game continues until the students correctly guess the phrase or concept, or

the hangman figure is finished.

Word and Concept Examples:

 ● Words:

○ vowel

○ consonant

○ syllable

○ morpheme

○ syntax

○ semantics

○ pragmatics

● Concepts:

○ phoneme

○ allophone

○ minimal pair

○ phonological rule

○ assimilation

○ elision

○ liaison

Adaptations:

● Adjust the complexity of the words and ideas according to the students' level.

● Use images or diagrams to explain phonemes or linguistic ideas.

● Divide the students into teams and compete to guess the words or ideas.

● Instead of letters, ask learners to guess phonemes (such as /p/ or /t/).

LINK OF THE VIDEO.

https://drive.google.com/file/d/1KICL26PV-imtL9Maxh5mRPq1lMqddNxE/view?usp=sharing

REFERENCES.

Libros de texto – Ministerio de Educación. (s/f). Gob.ec. de

https://educacion.gob.ec/libros-de-texto/

Trabajo practico 2 ejercicio gen ling.pdf. (s/f). Google Docs. de

https://drive.google.com/file/d/15sn7ym5h6rqV9RqCwt43CfypPTFeQm

eS/view