PROYECTO

FORMACIÓN DE ESPECIALISTAS Y ATPI, DISEÑO DE MATERIALES EDUCATIVOS Y DE FORMACIÓN

DE DOCENTES, EDICIÓN DE LIBROS, INVESTIGACIÓN EDUCATIVA Y EVALUACIÓN

TEACHER’S MODULE 1
COMMUNICATIVE VOCABULARY ACTIVITIES
ENGLISH FOUNDATIONS
Day 1-8
AGENDA
TUTORING TIME
1:30-1:50 Introduction Greetings and workshop presentation
1:50-2:35 Activity 1: Teacher-generated Activities.
2:35-3:50 Activity 2: Vocabulary Production activities.
3:50-4:00 Activity 3: Closing activity.

Previous: GREETINGS AND WORKSHOP INTRODUCTION 20’ (1:30-1:50)

The workshop agenda and objectives will be posted on the board or on a flipboard. Facilitator goes over
them.

WORKSHOP OBJECTIVES:
 Create teacher-generated materials for vocabulary practice.
 Design vocabulary activities that increase student talking time.
 Reflect on the use of vocabulary activities.

The facilitator asks participants what they think are the advantages of teaching vocabulary through
teacher-generated materials and communicative activities.
Listen to several opinions and complement with the following information:

Advantages of Teacher-generated materials:

 Contextualization: Materials are customized according to students needs
 Individual Needs: Resources adapt to heterogeneity in the classroom
 Personalization: Materials take into account the different learning styles, increase motivation and
engagement, provides greater choice, freedom and spontaneity.
 Timeliness: Teachers can generate up to date resources which are relevant, based on high interest
topics and tasks.

Advantages of Communicative vocabulary activities:

 These type of activities help students apply new vocabulary to situations that are more related to
real life instead of using the target words in isolated sentences.
 Knowing a word involves a whole lot more (pronunciations, meanings, contexts, collocations,
spellings, etc.)
 Teach vocabulary within context accompanied by some type of visual or aural aid
 Practice vocabulary in various contexts in order to remember it and to develop an understanding
of the range of usage of a given word
 Have learners manipulate new vocabulary in different ways (receptive and productive skills)

Vocabulary Communicative Activities 1

  The more engagement learners have with a word, the better it will be retained.

Activity 1 TEACHER GENERATED ACTIVITIES 45´ (1:50-2:35)

OBJECTIVE: Create teacher/ students generated materials for vocabulary practice.

DEVELOPMENT:
The specialist models the following activities and teachers follow along.

SCRAMBLED SENTENCES:

 The facilitator asks teachers to get in pairs and recall two of the words they have learned in the
previous sessions. Asks them to write 1 sentence with each word on different pieces of paper.
Have them cut each word of the sentence and mix the pieces. They will exchange their scrambled
sentences with another pair to order them. When they have finished organizing them ask them
to provide an extra sentence for each word.
Resources: One bond paper sheet per pair of students, a pen and scissors.

BINGO:

 The class brainstorms a list of 9 words from a previously

studied topic.
 The specialist asks teachers to draw a 9-square grid on their
notebooks. They will fill it out with the words in the list. Then,
the facilitator calls out the words and teachers write an X under
each.
BINGO means there are three words in line (horizontal, vertical,
diagonal). The first person to complete a row shouts BINGO and
is the winner.
 Optional Variation: Instead of giving the word, the facilitator provides a definition, a synonym, a
fill-in-the-blank, and antonym. There can also be a group work grid in which one student is the
leader of a group and calls out words until there is a winner in their group.
Resources: Notebook and pen.

PAIR PICTIONARY:
 Teacher provides slips of paper with words from the lesson vocabulary. Students shuffle the slips
of paper and put them facing down on the desk. Student A picks a word and draws a picture.
Student B guesses the word. Then, change turns.
Follow up: You can use student pictures for a matching game by exchanging their papers with
another pair.
Variation 1: the teacher can give pieces of paper and students write the words.
Variation 2: you can use a protective sheet for blank pages to turn them into mini-white boards
using a whiteboard marker.
Resources: Color paper sheets (ten per section) One bond paper sheet per pair of students, pen

Vocabulary Communicative Activities 2

CLOSING:
 The specialist summarizes the importance of having games in the class and benefits of student-
generated materials: less time, un-expensive, student-centered, engaging etc.

Activity 2 VOCABULARY PRACTICE 75´ (2:35-3:50)

OBJECTIVE: Design vocabulary activities that increase student talking time.

DEVELOPMENT:
 The specialist provides a list of 5 interactive vocabulary activities that teachers can implement in
their classes to teach vocabulary and increase student talking time.
 Teachers get in groups of 4 and choose 3 activities. Discuss how they would use them with their
classes taking into account the following: Topic studied, group size, available time for their class.
 Groups choose one of the most interesting activities and demonstrate it to the rest of the class.

CLOSING:
 The specialist summarizes the need for increasing student talking time in the classroom. She/he
discusses the advantages of having students interact with each other as it encourages the use of
multiple intelligences and reduces boredom.

RESOURCES: Interactive vocabulary activities copy

PHOTOCOPIES: Interactive vocabulary activities (One per every three participants)

Activity 3 CLOSING 10´ (3:50-4:00)

OBJECTIVE: Reflect on the use of vocabulary activities.

DEVELOPMENT:
 The specialists elicit participants’ ideas on vocabulary activities. They share with the class
insights from the workshop.
CLOSING
 The specialist will encourage participants to innovate in their classrooms by introducing
activities that are engaging and student-centered.

RESOURCES: NONE
PHOTOCOPIES: NONE

Vocabulary Communicative Activities 3