By Deborah Espitia
In Part I of our series, Acquiring vocabulary: 5 strategies to create meaning in learning vocabulary, we noted that teachers are moving towards authentic resources and communicative tasks to teach vocabulary and language structures in context.
In Part II, Acquiring vocabulary: 9 strategies for creating graphic organizers, we reviewed a few graphic organizers that support vocabulary acquisition.
In Part III, Acquiring vocabulary: 10 ways to get students moving with physical models and kinesthetic activity, we reviewed types of physical models and kinesthetic activities along with ideas for applications that support vocabulary acquisition.
In Part IV, we’ll maximize the adage, “a picture paints a thousand words”.Continue reading “Acquiring vocabulary part IV: Mental pictures and drawing”