Choose one example activity from chapter 14 and describe how you would use it (i.e., adapt it) for use with your own students, present or future.
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Vocabulary games caught my quit precious attention. One example of this the Vocabulary Bingo in the classroom and I found it interesting and exciting to the learners' side.Here's How to Use Vocabulary Bingo in the Classroom
ReplyDeleteBy Amanda Herron, eHow Editor
Games are one the most popular ways for students to study vocabulary and repetitive information. Use vocabulary bingo in language classes or with any content area that has a vocabulary with definitions for students to learn. This activity uses kinesthetic learning techniques as students get to use markers and bingo cards. It is also visual as they search for the written or typed words and audio as they hear the definitions and words called out. For an added treat, use chocolate candies to mark the bingo cards and allow students to eat them when you are finished.
Preparing and Playing Vocabulary Bingo
Step 1; Create the bingo grid on a piece of 8x10 white paper. It should be five columns wide and five rows high. The center square should be marked “free space” or something similar.
Step 2; Make five different master copies of the vocabulary bingo card. Fill in the remaining spaces with either a vocabulary word or a short definition. Vary the location of the words on each of the five master copies. Make copies of the master bingo cards so you have enough for each student in the class.
Step 3; Pass out a bingo card and markers (candy, beans, confetti) to each student. Instruct the students to mark their “free space” before beginning.
Step 4; Call out a definition for one of the vocabulary words your students have studied. If they recognize the word it defines and have that word on their bingo card, they mark the word. If they do not recognize it, they miss out in winning the game. You can also call out a vocabulary word, and the students will mark the definitions on their cards. When a student gets a row either horizontally, vertically or diagonally, they may say “bingo.”
Step 5; When a student wins, he must tell the teacher each of the words in their row, as well as the definitions that go with them. This gives all the students in the class an oral review of words they may not have on their cards.
Step 6; If preferred, laminate copies of the vocabulary template. You can then let students choose 24 vocabulary words and write them with dry-erase markers in any square they choose. This gives them control over their game. Erase the cards after each game and let students choose a different 24 words and different placements.
Teaching vocabulary is the major part of teacher's art. If students reading or listening text book they have to understand the maeaning of vocabularies. Reading and listening is important part of the input for increasing the student's acknowledges. People may ask or hear to say what word meanss, or draw their attention specifically. However teachers set out to teach or practise a specific area of vocabulary teachers will learn various ways of teaching vacabulary. When introducing vocabulary, students get to upper some of students will know some of the words teachers are asking to focus on. When teaching functional language like 'inviting' teachers can get students to practice simple invitation. When practising vocabulary using the aim of activities, wor map or using dictionary.
ReplyDeleteLearning vocabulary might be one of the demanding and boring tasks for language learners. That is why teaceher need some skills to teach vocabulary for their students more effectively.
ReplyDeleteThere are various ways to introduce new words to students. For instance, reading texts, listening, different kinds of vocabulary games and using dictionaries... etc.
I think that vocabulary games are a lot of fun and useful to acquire new words for any groups of students, especially younger students.
Here's How to Use" vocabulary whisper game" in the Classroom. It is suitable for beginner/elementary levels, it can also apply to higer level students.
This activity provides all the students in the class an oral review of words and sentences that they have learned in their lesson.
1. Make two teams and line them up.
2. Whisper a word or sentence in the next S's ear (e.g. "I'm hungry").
3. S/he then whispers that in the next S's ear and so on until the last S.
4. S/he then says the word/sentence out loud to see if it's the same as the original message.
5. The team will be won who is quick and speak correctly. They will get the one point.
Most students are studying vocabulary memorizing and writing it on the paper. I do not think this way is good. In my opinion, the best way to obtain the vocabulary effectively is to study a lot of words naturally. So I chose the activity EX6. This activity helps the students learn vocabularies more naturally and memorize longer.
ReplyDeleteFirst, give the students a sheet of paper written topic.
Second, make them write the words related with the topic. And then make them write the words related with another word which they wrote.
Finally, make them exchange their paper and then share the words and practice speaking the words.
I found that "Backs to the board game" is interesting and exciting to the students. Through this game, students can learn how to explain the meaning of a word or phrase. It is also help the students speak vocabularies that they have learned in their class more naturally.
ReplyDeleteHere's how to play game in our activity.
Students sit in two teams. A member of each team sits with their back to the board.
The teacher now draws a picture or writes a word on the board.
All of the team who can see this picture or this word have to explain what it describes or means to the team member who has their back to the board.
The first student to guess the picture or word gets a point for their team.
I like 'word map'. Harmer said that word maps are an extremely engaging way of building up vocabulary knowledge, but I think we can adapt it to reading and writing because word map is a really good way to organize ideas. I would like to introduce my adaptations here.
ReplyDelete1. As a pre-reading activity, we can brainstorm a specific topic through ‘word map’ and predict the content of the reading passage. This activity will help students understand the topic better.
2. As a post-reading activity, we can review the content and organize a lot of ideas. Students can elaborate the word map they made at the pre-reading stage through adding new ideas or make a new word map. This activity obviously shows what students had already known and what they have newly learned.
3. We also use ‘word map’ as a pre-writing activity. Students are usually confused with what they have to write and not to write when they get a writing topic. ‘Word map’ helps organizing ideas and prevent their writings from wandering out of point. Therefore, they can keep their writing coherent.
Like examples above, word map activity can be varied for not only vocabulary building, but also reading and writing.
I think knowing new vocabulary is important but more important is not forgetting the words the students have already learned. Although students see and memorize many words, they forget them easily if they don’t use them much.
ReplyDeleteSo activities to make students use the words they’ve already learned are necessary. That is why elicitation is needed.
In that point, I like the activity “Example 9”
This game helps students draw their words.
1. Divide the class into two teams
2. One member of each team sits with their back to the board.
3. The teacher writes a word (or phrase) on the board.
4. The other students who can see this word have to explain what it means.
5. The student who guesses the word first gets a point for their team.
I believe that vocabulary must be memorized. But it is not easy work. Eventhough students memorized some words, as time goes by they get forgetting the words or phrase unless the voca which they have already learned is exposed to them constantly.
ReplyDeleteI believe vocabulary games are very helpful and effective way to memorize new words and games are useful resources that remind students of the words they have already learned. And it will be fun and entertaining if the games are competitive.
In chapter 14, my choice is example 9 'back to the boards. But I want to adapt that game in the follow steps.
1. Students are put into small group.(Each group members are 4 or 5)
2. Each groups write the words which they have learned on that day on the each cards. So they have to write 10 words one by one on the each cards.
3. The teacher collects each team's cards, then give them back randomly, provided that each team can not have their own cards and they can not see the card, the card's face is down.
4. One member of each team is elected and he or she sits opposite side
5. The teacher shouts "START"
6. The other students of each team who have the cards have to explain what it means.
7. As soon as possible, the elected students have to guess the 10 words the other students explain about.
8. The first team who guesses the 10 words win.
I chose example 7 from chapter 14. This activity will help young students in beginning level to describe people's various actions in English, using verbs that represent people's behaviors, such as "climb a tree", "have some tea".
ReplyDeleteIn addition, the students can practice how to use the grammar item "present continuous" while they try to express what someone is doing.
1. As a teacher, I put on the board a picture of people who are doing various actions in the playground and gives the students a list of names that can be linked to the people shown in the picture.
2. The students can then ask me questions e.g. "What is Jason doing?" for which I
answer "He is playing badminton". One student then comes up and points to the corresponding person in the picture.
3. Now I make the students work in pairs. Two students in pairs are given the same pictures which show people who are doing something in the park, but have different names of them left out, and are given the different list of names missing, respectively.
4. Pairs should match the list of names to the people in their own picture who don't have their names, by asking each other in turn e.g. "What is Michael doing?" without showing their own picture to their partner.
5. After finishing that, the individual students can write down all the sentences that they used to work on the activity, e.g. "What is Anna doing?"→"She is reading a book" so that they can effectively memorize the pertinent vocabulary as well as language structure.
In my class I usually explain some key words to my kids before starting a new unit at first. So I have to think of how I can approach them with interest and ease.
ReplyDeleteThere are some ways that I can apply for my class now. And this is one of them. Actually I use it.
In kindergarten we have the general activity named 'gathering thoughts', similar to 'brainstorming'. All class members talk about the topic they will study about. And they make some graphic organizers with the result. It looks like word map in ex.6.
This activity can not only help children to build up self-confidence but also make them memorize the vocabulary longer than when they're taught by teacher.
But some kids have trouble translating what they want to say into English. In this case teachers can help them.
I like the example 5 'Word circle' in chapter 14. The aim of the activity is to have students use words that they more. In this activity, students look at a wheel of words and try to say which words combine with eye and foot to make compound words.
ReplyDelete1. Show students the wheel
2. They realize while eye +brow can make eyebrow, foot +brow doesn't work in the same way.
3. Students are put into pairs or groups and told to come up with the combinations as quickly as possible without using dictionaries.
4. Write the answer on the board, and ask students to check with their dictionaries to see if they are right.
5. Students make sentences using these compound words
I think that memorizing vocabulary could be easier if the students try more.
ReplyDeleteIn other words, there is no best way to acqure vocabulary without much effort.
I prefer Ex13.
Because I think that the verb is the king of words.
In English, there are many verbs that have various use.
For example get, do, make etc.
If the students know which verb is right in the sentence, they could develope their ability.
And I think dictionary is the best resource of vocabulary.
Many standard expressions are in the dictionary. By looking through dictionary, students get more information even if they don’t intend to.
Find expression(throw the expresssion to the students, ask to complete the verb) → Understand the verb(students put the found verb in the expresson) → Practice it(make other expressions with the verb)
I think teaching vocabulary should be focused in memorizing those words or phrases for a long term. So I am sure that some kind of activities for memorizing vocabularies in the class will be very efficient and helpful. I got some idea from Example 9; Backs to the board, which we did try in our own class. It was fun and everyone jumped into the competition actively. Even after the class, we talked about the words and the way of explaining of the words. Of course I still remember the words that we used for that game. But it was too noisy to hear others’ explanation. So next time, if I apply this game for my class, while one team members explain the words to the team member, I will let the other teams listen, so they can compare with their own way.
ReplyDeleteExample 10(Snap!)
ReplyDeleteI want to use this game at the end of the lesson.
This game can be played in pairs. Two students have a pack of cards each. All the card consists of the words that have been taught during the class.
One pack is pictures; the other has words which relate to the pictures. First, shuffle the card well, and then students deal their cards. They should put down each card at the same time as their partner. When a picture card matches the word card that has been put down at the same time, the first person to say Snap! keeps the pair of cards. The object of the game is to collect as many pairs as possible.
Or we could transform this method a little bit;
This game also can be played in pairs or groups. The instructor shuffles the picture cards and word cards all together, and put down all the card with facedown.
Each student takes turn and starts flipping two cards and see if the picture card and word card match. If it does, the student keeps the pair, and put them back otherwise. The object of the game is to collect as many pairs as possible.
There can be another way to play this card game.
This game can be played with 4 students. The instructor puts down all the word cards with faceup. All the students wait with both hands on their head. The instructor will say the word among the cards, and the first student to pick up the card keeps it. The purpose of the game is to collect as many cards as possible.
I choose example9 from chpater 14.
ReplyDeleteFirst, teacher prepare some flash cards that have already been learned .
Then divide into 2 groups and explain how to play. Each team choose one student who answer the questions. The selected students sit back to the board. Others have to explain the meaning of a word in English. Each team has only 2 minutes. The winner team of the game is a team that get more point.
I tried playing the game for elementary school students. They didn't explain in English but they used only body language. They were very excited.
In my opinion, to play the game teacher maybe explain the meaning of words in English before the game.
'Example 2' is my favorite activity in chapter 14 and what I usually apply to my 'speaking' lessons. Actually I think in this activity, there aren't many game-like fun factors compared with other activities presented in this book. But it seems to be quite well-organized activity that integrates 4 skills.
ReplyDeleteNow let me explain how I use it in my class. Most of the school textbooks have sections for practicing conversation and they usually have topics(ex. appologizing, giving advice...) and key expressions about them. First, I present some pictures or short video clips about the topic and let the Ss find out today's topic. After that, I have Ss pratice key expressions several times by drilling and suggest some other similar expressions by giving questions to Ss. And then, I show Ss some pictures and let them make sentences using the key expressions. After going through the answers by pair work, I present Ss authentic dialogue from English movies or TV shows with a cloze test or some simple and easy Qs. The last activity is to make their own dialogus with their partners and present their work to the class. And we can also make a short role play or give some authentic reading materials with some Qs about the text.
I chose the activity - "Got it!" I call this game as snatch game. Students spread several cards face up on their desk. When teacher reads out the words, students snatch it quickly. Who gets the most cards are the winner in the group.
ReplyDeleteWhen I do this game I use the picture cards first, and then use the word card. If I have enough time for this activity, I use both picture and word card at the same time. In this case two students can get the cards, so it makes the game more fun. One of the students in the group can reads out instead of teacher. Through this game students learn words with fun and they can enjoy the sense of speed.
I found "Word map" is very useful and a good way to get children's participations.
ReplyDelete"Word map" is more like to the vocabulary study, but students are having so much fun doing this. To practice and memorize the vocabularies by using games make childrens approach the words more easily and effectively.
This is the way I use the "Word map" in the class.
1. I sometimes make teams and sometimes make each student do their own "word map".
2. Let students create their own "word map". They have to use words of today's lesson's.
3. They can build "word map" according to meanings or role's of words (nouns, adjectives, verbs...).
4. Those who can make "word map" the most is the winner. They can get a good prize from me.
It helps not only students review today's words really simple and fun, but also students remember new words very easily.
So I say thank you for the games the valuable tools I'm using. :)
Snap game is useful for simple word-meaning recognition. It can be played in pairs or groups.
ReplyDeleteSometimes I use matching game in the class. For example, when the lesson topic is about job, in the first time it is applied for word distinction. I'll explain how to play this game. At first I divide groups with four people and then I give each group picture cards and word cards. In each group, they put down each cards as facing down. Next, they turn over one card in the each picture cards and word cards at the same time. When the cards are same, student can get the cards after reading. The person who has the card most plentifully is the winner.
I chose example 6 from chapter 14. This activity will help anyone and any level. Students are going to develop vocabularies.
ReplyDelete1. The class divide into groups (4~6)
The students use board or paper.
2. They choose one of the topic suggestions and write it in a large circle in the center of paper or board.
3. Think about the topic(2~3min). Then write each new idea that comes into your mind in smaller circles around the large circle.
4. Look over your groups of circles and then make them exchange their paper and share the words.
5. They can feedback the words and practice the words.
15.
ReplyDeleteI have been in australia to study english 4years ago.
In my class I have done "back to the boards" activity. that activity seemed to help my english study. And it was fun and entertaining games activity. because they know the words already. they may know "how to explain the word meaning"
"Let's start"
t→s : let's review the method you learned already.
s : student bring back one's memory.
t : explanation about "back to the board"
t→s : divide the class into a,b,c... teams.
t : writing about words on the board.
s : one student sit the back of a chair. - clear up the meaning ask question.
the remainder student explain words. - give us a more concrete explanation.
students expanation alearly will take up a positive attitude.
t→s : teacher giving marks to the team who finishes ealiest.
Teacher position is a limit.
Student position is natually. student can lead the mood and it looks like good method that they can grow their mind of cooperation.
The best way. perhaps, of introducing new words is for students to read texts or listen to audio tracks and see or hear those words in action. In such an aspect, Ex 1 is good to learn new words through actions. Also, a procedure. which we might call PPP, well be applied, Ex1 is a very effective way to teach small numbers of individual words at beginning level of adults and teenagers.
ReplyDelete1. The teacher starts by showing, drawing or miming the actions
2. Conduct a rapid cue-response drill where the teacher points to a picture or mimes the action
3. Nominate a student to say the words.
3. Let students put the correct verbs in the sentences projected and written onto the board to the class or in pairs.
4. After exercising, the teacher goes through the answers, making sure that the students pronounce the words correctly.
5. Ask students to do a quick round of class robot, where one students is a robot and the others give instructions, and robot has to mime these activities.
6. Ask students to write new instructions using the new words, or design their own activity sequence.
I think that most importance of game for study is the value of student's participation. Specially students often feel that studying of vocabulary is so boring, so when we teach the new word, we should think about student's interestings. It’s one of the reasons I wanna choice the example 6, word map. Word map is so useful without many material. Only board and brains, we need. When I think about this method, I'll teach in this method in begining of class. When student doesn't know about other students, word map may be useful method.
ReplyDelete1. Let students observe their partner.
2. Students write their partner's name. Though this process students can introduce themselves.
3. Students fill the word of partner's clothes and something(e.g,.red watch, blue hair clip, etc)though observation.
4. Some students go in front and fill up the word map about their partner on board.
Example 6(Word map)pp. 235 is for any aged EFL learner can be appropriated to learn lexis. Word maps can let students engage to build up the vocabulary knowledge and provoke into retrieve and use what they know
ReplyDeleteHow I apply this into my real class was that I elicit words for one of the b basic categories like fruits, Actions, person and so on. I put students in 3groups and asked each team had one of those three. I named "person" chosen team A, " Action" chosen team B and "fruits" chosen team C. and asked one of A-B-C team number in turns stand up to tell one of their words from the their own categories in turns.
I gave the each team their chosen words of categories, if the level is too low like 2nd grade students. and encouraged the teams write the new words or what words they forgot. And asked whole -class the meaning of the sentences they were making. Therefore the whole class can engage to know the new vocabularies through the groupwork and whole -class work. It was great fun with students. and students seemed to enjoyed it. *****
And for assignment, I suggested each student drew the word for rooms map and wrote in the circle of the map.