This activity may add little or no new vocabulary. There continues to be a need for experience with forms for "your, my, etc." Thus the Nurturer now asks, "Where is my shirt, where are your glasses, etc." Second and third person plural possessors should be included, "Where are you guys' hats?" A small number of new clothing items or body parts might be thrown into this activity. It is often easy to pick up two or three new vocabularies in the context of a lot of old vocabularies.
Review earlier vocabulary, with different possessors(TPR)
TPR(Total Physical Response); examples: my boots, our elbows, the bee’s wing, the pot’s lid.
Materials needed: some earlier objects
Record with video
Activity: Lexicarry (Finish new expressions on page 3.
Record with video!
Activity: 3: Various actions
At this early stage, it is important to learn a healthy number of actions for the most fundamental human actions and experiences. Actions can readily be learned through TPR, and then combined with objects and locations that are already known.
A rather heterogeneous set might be added, related to various kinds of actions and objects learned earlier: listen, read, turn, chew, play, work, write, sleep, wake-up, swallow, draw, erase. The GPs are attempting to include the words for the most basic actions, experiences and objects of everyday life during their first 600 words. Eventually, it becomes hard to find large groups of such basic words that naturally group together. Learning words in natural groups (such as a group of words for kinds of animals or for kinds of trees) would mean learning more specific, less basic words. Therefore, at this stage, there may need to be sessions in which groups of unrelated, but very basic, words are learned together. (In fact, the value of learning words in related sets has been debated.)