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Students identify cognates in a reading excerpt, learn and associate kitchen vocabulary with pictures, complete a vocabulary worksheet, then play Pictionary in small groups. 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In this lesson, students first look for cognates in a reading passage in order to recognize that their existing decoding skills are valuable in understanding words in the second language. This is a reading strategy that is applied here to vocabulary recognition in order to reinforce strategies in learning both skills. Students then associate words with pictures before seeing what the word means in the second language; in this way the students link the ideas to the words rather than merely linking the word’s meaning in the L1 to the lexical representation in the L2. Then students use a small few of the words learned to label a picture that is the cover of the book they will be reading from in this unit, after which they use the target language and new vocabulary to compose three sentences in the L2. Then students play Pictionary in small groups with the vocabulary. Finally, students revisit the reading passage from the first activity and notice how many more words they recognize. These activities are layered to get students to both see and use the words numerous times within a single lesson.  \nLevel: Novice  \nLesson length: 50 minutes Objectives:  \n• This lesson serves simultaneously vocabulary and pre-reading purposes.  \n• At the end of this lesson, students will:  \no Be able to identify basic kitchen vocabulary  \no Be able to identify cognates in kitchen vocabulary  \no Be able to use reading strategies when approaching a new text in the L2  \no Have been introduced to this unit ’s reading text, as well as its author Materials:  \n• Vocabulary worksheet  \n• Reading excerpt/activity worksheet Activities:  \n• Paso 1: Reading excerpt (6 minutes)  \no Underline all cognates in a paragraph  \n• Paso 2: Intro to vocab (15 minutes)  \no Show pictures, repeat after the teacher  \no Vocab list: students have a list of words in Spanish; as they repeat after the teacher, they fill in the English equivalent of their vocab words  \n• Paso 3: Vocab worksheet (8 minutes)  \no Fill-in-the-blanks, write sentences  \n• Paso 4: Group activity (15 minutes)  \no Pictionary with vocab words  \n• Paso 5: Revisit the reading excerpt (6 minutes)  \no Underline all the words that you now recognize (words studied in class)  \nLaura Rigby GER 397P  \nVerónica Ríos  \nPaso 1 – Read the following sentences and underline all the cognates and words you recognize in this paragraph.  \nEn una cacerola se ponen 5 yemos de huevo, 4 huevos enteros y el azúcar. Se baten hasta que la masa espesa y se la anexan 2 huevos enteros más. Se sigue batiendo y cuando vuelve aespesar se le agregan otros 2 huevos completos, repitiendo este paso hasta que terminan deincorporar todos los huevos, de dos en dos. Para elaborar el pastel de boda de Pedro con Rosaura, Tita y Nacha habían tenido que multiplicar por diez las cantidades de esta receta pues en lugar de un pastel para dieciocho personas tenían que preparar uno para ciento ochenta. ¡El resultado da 170 huevos! Y esto significaba que habían tenido que tomar medidas para tenerreunida esta cantidad de huevos, de excelente calidad, en un mismo día.  \nPaso 2 – Make-your-own Vocabulary Sheet  \n• Teacher shows pictures of vocabulary words, students pronounce the word and write the English equivalent on the vocabulary sheet. This way the students learn the Spanish word with the image of the object rather than immediately translating the word; this activates existing schema and assigns the Spanish word to the concept that already exists in English. This also gives students a chance to practice pronunciation.  \nPaso 3 – Vocabulary worksheet  \n• This worksheet further links the vocabulary from this unit to the book from which the reading passage is taken. It also asks the students to write three sentences using the vocabulary","cbCaiuxyl7PfJdts","https://ap.wps.com/l/cbCaiuxyl7PfJdts","pdf",1068219,"English","# Paso 1: Reading excerpt\n## Paso 2: Intro to vocab\n# Paso 3: Vocab worksheet\n## Paso 4: Group activity\n# Paso 5: Revisit the reading excerpt","[{\"question\":\"What is the main purpose of this Spanish vocabulary lesson?\",\"answer\":\"It reinforces students’ exposure to unit-relevant vocabulary and supports pre-reading skills through reading strategies, repeated practice, and vocabulary use.\"},{\"question\":\"How do students practice identifying vocabulary before learning meanings?\",\"answer\":\"Students first underline cognates in a reading passage, then connect words to pictures before learning the meaning in Spanish.\"},{\"question\":\"What activities do students complete after learning the vocabulary list?\",\"answer\":\"Students complete a vocabulary worksheet, play Pictionary in small groups using the vocabulary, and later re-read the initial paragraph to underline additional words they now recognize.\"}]","Vocabulary Lesson Plan - Paso 1 to Paso 5 | PDF",1790619393]