We come and go with different threads and ideas here. My attention has again been snared this week by the importance of highlighting, focusing on, spending extra time doing TPR on, etc. VERBS.
Eric shares a useful idea about that topic:
I would like to share images to use for Visualization during PVA. I have images for the 52 highest frequency Spanish verbs all within the 220 highest frequency words.
https://docs.google.com/presentation/d/1LwtyvhUvVz0yuNKyabQDNJexrX71QsqtfMypIcGht_Y/edit?usp=sharing
In addition to gestures and word associations, visualization is another powerful learning strategy. I say “learning” and not “acquisition.” But, I do think this helps to create that “movie in their minds.” Furthermore, the visual can help keep the images in the working memory, until enough reps have been had from CI to cause acquisition.
I first felt the power of a visual in Laurie Clarcq’s workshop in Maine this past Fall. She had us look at a picture associated with a structure, then close our eyes and visualize the picture as she said the target structure. The visuals stuck with me for a long time after that short demo. I think the visual may even stick in the mind longer than the associated word. By presenting a visual without text, we can get students to go directly from target language to meaning, rather than target language -> first language -> meaning. There is nothing wrong with translation, because it does help us accurately establish meaning, but then the visual helps us skip over the translation.
I printed the images out without the text and laminated and wrote on the back of the cards the first person and third person present tense forms. I use the cards to introduce a new verb, to review, and to informally assess. By showing students an image and asking students “How do you say ‘he goes’?” and asking “How do you say ‘I go’?” the conjugation patterns became clearer to my students, especially for those irregular patterns. I also ask what letter gets added to say “they,” “we,” etc. This is grammar instruction, but without the grammar terminology. It is important students grasp that “va” doesn’t mean “goes” but rather it means “he goes.” I think reviewing the images builds confidence, because the kids see how much they really know and I get to tell them that they know the most important parts of the language! I wouldn’t waste time on this if it were not for all the CI reps my students have already received on these verbs.
I’ll be adding more images as I find time to search on Google Images. You can download the PPT, modify any images (maybe you don’t like that I included the Yankees choking in 2004 to the Red Sox as the image for “loses”, haha), and change the Spanish to whichever language you teach.
[ed. note: Catharina adds to the available sites for good images. She says:
I’ve used the book “Chalk Talks” by Norma Shapiro and Carol Genser. Half the book is dedicated to a “dictionary of symbols” with drawings that are easily re-created and recognized by the kids. Also “1000 pictures for teachers to copy” by Andrew Wright, an excellent resource for drawing stick figures.]