Many things have been written about the way a language must be taught, about the amount of words one must introduce, and what learners are and are not ready to assimilate. Yet, I have always felt that the artificiality in books does not provide enough scope for students to make use of all the vocabulary they don’t know they know, and which is part of their daily conversations.
Not only do I feel that many books keep students from experimenting with the language, but also have the impression they present students with situations in which they cannot use the language right after a class is over. Moreover, if we consider the context in which the language is being learned, the geographical location where the school we teach is, students’ ages, and many other factors that will have an essential role in the teaching-learning process.
So, I have become fond of invading students with vocabulary, of providing them with tools they can use as they please, of exposing them to a variety of ways too play with the language, asking all kinds of questions- regardless of the challenge. My take on this is that students can handle the challenge, but planning meticulously can be fearsome for some teachers.
I am sharing some resources / strategies that will hopefully showcase examples where, even from a very early stage (beginning level), students will be able to use language in complex situations, to address familiar situations for them (considering their age, and where they have been).
It must be said that these are examples developed for a setting in an international school.
Common mistakes from English to Spanish.
Basic Spanish, MYP phase 1, Deductions and descriptions.
Basic Spanish, MYP phase 1, Cities and activities.
Basic Spanish, MYP phase 1, schools, activities and facilities.
Vocabulary lists by theme and concept.
Mute Short films.