EPIC Teacher's Guide - Book - Page 11
Additionally, young learners benefit from the introduction of cognate words, or words that
have a similar meaning and form in L1 (Tonzar, Lotto & Job 2009). Presenting these familiar
words in Epic helps pupils feel more comfortable and confident in the language, as they can
more quickly acquire the L2 words. The lexical items, including L1 cognates taught in Epic,
are carefully chosen to involve familiar topics for young learners, and frequently used
English words. Teachers should take care to point out cognates to pupils where relevant.
Vocabulary learning and the acquisition of lexical chunks is a continual process. The dynamic
process presentation of vocabulary, combined with re-entry and the mental activation of the
pupils through experiential activities, results in long term language development. This
prepares pupils for beginning reading, which then creates a stronger visual association with
the vocabulary based on the form and shape of the written word.
a. How to Introduce Vocabulary
Vocabulary should be introduced through pictures, flashcards, gestures, actual
objects, and/or through the context of the stories. Pupils should repeat chorally
after a new lexical item is introduced while looking at the flashcard picture or
representation in order to establish visual association with the phonetic form. When
appropriate, include any gestures that may help illustrate the word. Say the word
clearly and allow pupils to repeat it a number of times (loudly, softly, with gestures).
b. How to Review Vocabulary
The activities in Epic are of a “spiraled curriculum” nature, meaning the vocabulary
and language skills are re-entered to deepen the pupil’s knowledge of the language
from part to part and from unit to unit. Vocabulary is reviewed and re-entered
abundantly through different sources and activities: flashcards, movement, songs,
communicative games, stories and storybook pictures, drama, and multi-sensory
tasks in the Course Book.
The teacher should take every opportunity to maximize review of vocabulary in the
myriad of material provided. Specific suggestions for doing so are included in the
detailed instructions of the Teacher’s Guide. Within the program, every part of every
unit includes opportunities for review.
c. Choral and Individual Repetition
Pupils must be active users of the foreign language in order to learn it. Repetition of
vocabulary, lexical chunks and expressions helps pupils internalize the foreign
language. Repetition can be choral or individual. Choral repetition is a motivating
way to get pupils to participate actively in the lesson while reinforcing target
vocabulary and language. It builds confidence and allows even timid pupils to
practice using the language without focusing attention on him/herself. Pupils can
participate in chants, songs, and interactive reading chorally, adding movements.
Clapping their hands or stamping their feet adds an additional physical response to
the choral reading activity, further involving the pupils in the language-using
experience.
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