1. Flashcards: Create or use pre-made flashcards to teach vocabulary.

Show the picture on one side

and the corresponding English word on the other. Encourage students to practice pronunciation
and spelling.
2. Word Games: Play word games like "Hangman," "Word Scramble," or "Bingo" using English
vocabulary. Jeopardy, 100 Chilenos Dijeron. These games make learning fun and engaging.
3. Role-playing: Assign different roles to students and have them engage in conversations using
English. For example, you can simulate a restaurant scenario, where some students act as
waiters and others as customers, practicing ordering food and having conversations.
4. Picture Description: Provide students with pictures or images and have them describe what they
see using English sentences. This activity helps develop vocabulary, sentence structure, and
descriptive skills.
5. Storytelling: Have students create and share their own short stories using English. Encourage
creativity and imagination while focusing on grammar and vocabulary usage.
6. Songs and Chants: Use English songs and chants to reinforce vocabulary and pronunciation.
Choose catchy tunes and lyrics that are easy to understand and sing along to.
7. Language Exchange: Pair students who speak different native languages and assign specific
time slots for them to practice speaking English together. This allows for authentic conversation
and language practice.
8. Dictation: Read a short passage or sentence aloud, and have students write it down. This activity
helps improve listening skills, spelling, and grammar.
9. Show and Tell: Encourage students to bring an item from home and describe it to the class using
English. This activity enhances speaking and presentation skills while expanding vocabulary.
10.Multimedia Resources: Utilize multimedia resources such as videos, podcasts, and online
games designed for language learning. These resources provide interactive and engaging
content to support language acquisition.

1. Input Hypothesis: Language acquisition occurs when learners receive comprehensible input,
which is language that is slightly beyond their current level but can be understood through
context and other clues.
2. Monitor Model: Learners have an internal "monitor" that helps them edit and correct their
language output. This monitor is influenced by conscious learning, which occurs when learners
focus on explicit grammar rules and try to apply them while speaking or writing.
3. Natural Order: There is a predictable sequence in which language learners acquire grammatical
structures. This sequence is largely independent of formal instruction and follows a natural
developmental path.
4. Affective Filter: Factors such as motivation, self-confidence, and anxiety can affect language
acquisition. When learners are motivated, relaxed, and feel low levels of anxiety, their affective
filter is low, allowing for optimal language learning to take place.
5. Acquisition vs. Learning: Krashen makes a distinction between language acquisition, which
occurs subconsciously through exposure to comprehensible input, and language learning, which
is a conscious process of studying grammar rules and explicit language instruction.
6. Silent Period: During the early stages of language acquisition, learners may go through a silent
period, where they are hesitant to speak but are actively absorbing and processing the language.
This silent period is a natural part of the language learning process.