Concept attainment is a really simple way to dip your foot in the water to allow students to discover patterns in the target language. Click here for a more detailed description of concept attainment. Concept attainment is best used when you have two ideas that are distinguishable in your language's grammar. Some of the best uses for it include:
I've created a sample lesson for a Spanish 1 class in a school unit when indefinite articles are typically taught. Here's how it works: First, the teacher will explain to students that they're going to see a bunch of words on the screen. At first, the teacher will tell students if the words are in the yes category or the no category. Then, the responsibility moves to the students to discuss and write the words in the correct categories. The words will be shown individually on the screen like this (without the yes/no next to them) Next, students are going to revisit those columns with the titles of sí and no and their job is to write new headers for those categories. Essentially, this is the part where they take a look at all of the words in the yes/no columns and figure out what the words have in common and how they can explain what they're seeing. After sharing answers to the reclassifying of the two columns, the teacher can fill in the gaps with any necessary or missing explanations. From there, it's now on to students to immediately apply their learning in a task. In this example, students are asked to describe wall to wall what they see in their classroom. There are sentence starters/verbs that are given to provide scaffolding because the targeted grammar is the un vs una so students should focus more on that and less on the words like tiene, aula, etc. A few notes: First, the yes and no words were chosen specifically because of their articles. This is a generalization of the "rule". As a next step, other words like lápiz, reloj, celular, etc. can be introduced simply with the un/una in front of them as one chunk for students to work with. Second, when presenting the words on the board one at a time in step 1, I purposely left out the un and una. I wanted students to focus on the endings of the nouns. If I had kept the un/una in front, they would have noticed that and made no connection between the noun ending and the article. Third, the yes column are all the una words and the no column are all the un words. By showing more words that will take una this is an attempt to break a likely pattern of overgeneralizing the use of un. Students tend to assume all nouns receive un or el when that is not the case. By providing multiple counter examples to this, the hope would be to help students notice this difference early on in their language learning journeys and to not overuse un in the future. Where Do We Go From Here?
I taught this grammar, great! Now what? The instinct would likely be to jump in and start explaining definite articles next but that instinct might hinder students' understanding of indefinite articles. The next step should be to continue with learning targets and activities that require students to use those indefinite articles to complete other tasks such as:
Try this out and let me know how it goes!
4 Comments
12/19/2022 01:28:15 pm
İnstagram takipçi satın almak istiyorsan tıkla.
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1/4/2023 02:23:56 pm
100 tl deneme bonusu veren siteleri öğrenmek istiyorsan tıkla.
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