After a long hiatus – due mostly to problems with my internet connection at home – here I am again. I’ve been wanting to share these activities for some weeks now, ever since I did them in class, so what better time than now? There’s nothing much to them and probably many of you may have done them. But assuming other teachers are like me, and sometimes forget things and activities, the mind just goes blank once in a while (no matter how big our “pool” of ideas or experience may be), it doesn’t hurt putting these ideas out there and maybe helping someone who’s having a “teacher’s block” ;-).
As language teachers we all know that presenting words to a student is not enough to ensure he is going to learn that vocabulary. We have to help them see the context, use the vocabulary, show it again and again. These activities were used just for that – for bringing back vocabulary we’ve seen this semester and forcing students to fish them out of their brains.
Idea #1 – Reviewing parts of the body
My Teen 3 groups (made of 12 and 13-years olds) have seen parts of the body and we were going to have a lesson that they’d need that vocabulary again. Since I knew they had seen it before (more than once in previous semesters) I thought it’d be better to draw the vocabulary from them instead of proposing the vocabulary to be reviewed – this way I wouldn’t be limiting my students to the words I considered necessary revising. So I took blank slips of paper to class, split the students into groups of 3, gave each group a roll of masking tape, a marker and a handful of slips. Then I told them to pick one of the students to be the “model” and that they would have 5 minutes to write as many parts of the body as they could remember and stick them on the respective place on the model.
They had a lot of fun during the activity – and we’re talking about students who have class at 8AM! It was the first activity of the class, to get them moving and out of their sleepiness. When time was up, the 4 models were lined in the front of the class and we checked the slips/parts of the body in each of them, checking if they were in the right place. With names that I know (or that I saw) the students had trouble with the spelling I would ask out loud how it was spelled and asked a student to write it on the board. The idea of letting them tell me the words they already knew worked out well. There were more parts of the body than I would have proposed, students learned words from their peers and there was an unexpected teaching opportunity. One of the groups had written “ass” and “boobs” (you never know what these kids are going to pick up from movies and songs these days!) on their slips – they had placed them correctly too ;-)! But I took that as an opportunity to say that yes, those were words used to describe those body parts but there were more appropriate ones. Surprisingly (??!!?) when elicited, nobody was able to tell me the appropriate way of calling those parts, so I taught them and wrote them on the board (bottom/butt and breasts – also eliciting the difference between breasts and chest).
Idea #2 – Parts of the Body part II
As a follow-up to the previous activity, the next class we had I started with another game. I took the words they had come up with on the first class, wrote them in bigger slips and stuck them on the board. I split the students into 3 groups, asked them to stand in 3 separate lines. I said out loud the use of a specific part of the body (i.e. We use this to taste, This is where thinking takes place, etc) and the first student in each line had to run and grab the slip that had the answer/correct body part written in it. Again, very energetic activity, good to wake them up for class and different from the usual “match-the-pictures-to-the-words”.
Idea #3 – Reviewing Vocabulary Seen in Texts
With my more advanced groups we use a lot of texts in class, all of them authentic texts (though after the Reading Challenge Course Marisa Constantinides gave I now know the activities in their great majority are not authentic!), and most times there’s a vocabulary activity. But we usually never see or work with those words again after the activity is done… So I started thinking what was the point? So I decided to review the vocabulary from the texts we had read after each unit is over. I have approached this in two different ways. For both activities I went back to the texts and made a list of the words. Then I wrote the words onto slips of paper and stuck them to the board (just like on the follow-up activity I described above).
With one of the groups I gave them the definition of the word and they had to run and grab the correct slip. With the other I read a sentence using the words saying “bleeeep” where the word was – and then they had to run and grab the correct slip. In both cases I put a lot more words on the board than I asked for.
Idea #4 – Reviewing Vocabulary Seen in Texts part II
As a follow up to the previous activity, a couple of classes later I did another warm up with this vocabulary. I divided the class into 2 groups (there are not many students in these groups) and brought to class a powerpoint (you can see it here Warmer VOCAB HINT 2 March) where each group took turns in choosing a number from the first slide. Each number took them to a slide with a sentence using one of the words from the list/reviewed in the class I described above. This word was highlighted in the sentence. The group then had to propose a synonym, a word to substitute the highlighted word without changing the content/message of the sentence. After the group said the synonym the other group had to say whether it was adequate or not, and if not, which word would do the job. They really liked the activity and I think it was a good way to help them fix the vocabulary.
I plan on recalling vocabulary seen more often, more consistently from now on. And I hope you enjoyed these activities. If you think of any variation for them, please share! 🙂