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 will play a song called The

Greetings Song the students can follow the song with the lyrics provided by the teacher,

the aim of playing the song is to give to the students important input 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 make groups of two students to some of the greetings that are present in

the song. 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

show 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 are ask

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 is

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 is imperatives using the TPR method (total

physical response) first of all the group will be divided into groups to assign them

different scenarios such as: the house, the kitchen, the playground, the classroom, the

library, etc. After the groups are made, the teacher will distribute some flashcards with

the vocabulary need it for the activity, the teacher will provided an example of what the

activity is about, he will take the flashcards related to the classroom, it contains pictures

such as open the book, close the book, stand up, sit down, lets write, lets draw, etc.

With each picture he will perform the corresponding action of opening the book,

standing up, drawing, etc. After the introductory activity the students have to perform the

corresponding actions of their pictures with a partner, for example: don’t jump! Don’t
run! Etc. The teacher will act as a monitor of the activity, checking errors, or

misbehaving students. Finally to check the understanding of the students, the teacher

will ask their students to write down in their note books three imperative commands with

the orders that their partners perform.

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.
 Anexo actividad 1: https://www.youtube.com/watch?v=gVIFEVLzP4o

Anexos de la actividad 2 y 3 serian un set de flashcards las puedo hacer en línea

como las hice para diseño, o solo las meras imágenes ya me dira como lo quiere, y lo

hago.