1. THE FOLLOWING TEMPLATES ARE DESIGNED BASED
ON MARZANO’S 6 STEPS.
Target: Low level proficiency learners. (Year 1-2)
Context: Based on personal experiences and observations in Malaysian sub-urban and
rural classrooms.
Teacher Guided Vocabulary Activity: With or without Language Transfer/ L1.
Below are some examples.
Personal Note:
Always check for students understanding by helping them apply the words into their
conversations/written work as much as possible.
Try not to teach new words in isolation, meaning, teaching without associating the words
to things they already know or don’t know in their environment....or without showing them
a picture. Don’t assume that just by explaining verbally and with body gestures, they will
understand. If your experiences are similar to mine, when my children nod their heads
enthusiastically (like head banging at a concert) and with a long sing-song shout reply,
“UNDERSTAND”....I’d be suspicious...very suspicious...LOL;p .
Try to avoid giving students random words and then asking them to find the meaning in
the dictionary.....errrr.....followed by totally forgetting to repeat/use the words again. Jeng
jeng jeng ;p Once upon a time, I was guilty of that.
I know many scholars and teachers are against using translation methods/ language
transfer in the classroom but I used it at a minimal rate. My belief is that if older children
with really poor language proficiency can understand what they are doing, they will learn
better and with more confidence. So I don’t see it as taboo.
New word:
Cake
Meaning:
A sweet baked food.
Picture:
New word:
Cake
Translation:
Kek
Picture:
Without Language
Transfer
With Language
Transfer
2. NAME: DATE:
CLASS: SUBJECT:
Vocabulary Exercise
New word:
Translation:
Picture:
New word:
Translation:
Picture:
New word:
Translation:
Picture:
New word:
Translation:
Picture:
3. NAME: DATE:
CLASS: SUBJECT:
Vocabulary Exercise
New word:
Meaning:
Picture:
New word:
Meaning:
Picture:
New word:
Meaning:
Picture:
New word:
Meaning:
Picture:
