I am still thinking through how I really should teach vocabulary. More and more, I’m convinced I should toss the lists (certainly the laborious, too-long ones from the textbook), but I’m not confident yet that I can toss them completely. Although it’s likely that vocabulary is better acquired through storytelling, in chunks, and not as part of themed lists, Spanish I is still tough because at this point students need a lot of words at the get-go. I’ve included my beginning of the year vocabulary booklet, which includes some basic greetings and classroom objects so we can quickly function in the TL in the classroom. Most of my students come knowing some colors and numbers and adjectives, so I introduce them fairly quickly and have good community-building games to play with them. I also like to quickly teach these basic terms so that circumlocution is possible early-on.
This flies in the face of some of the TPRS philosophy (input ONLY at this stage) but I’m still working my ideas out. Just because these are lists doesn’t mean they are present out of context and as isolated words. For some of them (seasons and weather, for example), they might just get filled in as the seasons change and we need the new word. There are probably cuter ways to do vocabulary inserts, but I place a high premium on efficiency and ease of use, so straight lines and easy-to-cut shapes are my fave!