Ирина Эланс
Vocabulary activities as a main part of FLTL
Костанайский государственный педагогический институт
Факультет иностранных языков
Давлетова Адеми Ерсайыновна
Vocabulary activities as a main part of FLTL
Курсовая работа
Introduction..................
1.Teaching vocabulary as a main part of learning foreign languages
1.1The goals and principles of learning vocabulary…………………………..5
1.2. Methods of teaching vocabulary....................
2The main techniques of teaching vocabulary
2.1 Classification of vocabulary exercises ………10
2.2 Vocabulary activities as an effective way of teaching
vocabulary....................
3. Approbation…………………………………………………
Conclusion....................
References....................
Vocabulary is one of the important aspects of language to teach. There are many quotations from famous linguistics to support this idea. For example, "Without grammar very little can be conveyed; without vocabulary nothing can be conveyed." (Wilkins 1972:111) and "When students travel, they don't carry grammar books, they carry dictionaries." (Kristen in Lewis 1993) . Moreover, errors of vocabulary are potentially more misleading than those of grammar. Sometimes the context of the utterance would lead a listener to question their first interpretation, but a chance response such as "Yes, my father has an affair in that village'(confusing the Swedish “affair” meaning 'shop' with the English 'affair' which can mean 'extra-marital relationship') gives the listener the wrong impression. From above, you will see the importance of vocabulary. Hence teachers should know how to present vocabulary effectively in order to help student develop vocabulary. Vocabulary is the knowledge of words and word meanings. As Steven Stahl (2005) puts it, "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is the first and foremost important step in language acquisition. In the classroom where students are not finding themselves comfortable with L2, language learning can be made interactive and interesting with the introduction of appropriate vocabulary exercises.[1;1-2]
In this work we present a lot of possible ways to teach language more effective than nowadays.
The topic of the research is “Vocabulary activities as a main part of FLTL”.
Vocabulary activities are suggested to be used in order to help children find language classes, especially vocabulary lessons, more interesting.
The object of the research: The process of teaching foreign languages.
The subject of the research: Different methods in teaching foreign language vocabulary on the way of forming all four skill areas: reading, writing, speaking, and listening.
The goal of the research: to develop optimal conditions for teaching
The objectives of the research:
-to study goals and principles of teaching vocabulary
-to study methods of teaching vocabulary
-to define techniques of teaching vocabulary
-to present lesson plans on using some vocabulary activities at school
The methods of the research:
-analysis of the literature on the given problem
-generalization
-description
Hypothesis: If we perfectly use methods in teaching and learning foreign language vocabulary which are the requirements we will do the process of FLTL effective, colorful and productive.
The structure of the research work:
The research work includes introduction, three chapters, conclusion, references.
The first chapter gives information about goals ,principles and methods of teaching vocabulary.
The second chapter is about importance of vocabulary activities and we present classification of vocabulary exercises here.
The third chapter is approbation.
1. Teaching vocabulary as a main part of learning foreign languages
1.1 The goals and principles of teaching vocabulary.
We know the following fact that:
I – words are used in reading,
II - words are used in speaking,
III – words are used in writing.
The main goal of teaching vocabulary is assimilation of the meaning, form of the words and its usage in oral and written speech – that is formation of lexical habits. People can have many aptitudes, but without a large and precise English vocabulary to express them, they cannot take a full advantage of these abilities. Unlike aptitudes, vocabulary is not a natural ability; it can be improved if one is willing to make the effort to do so.[2;112]
Principles of teaching vocabulary
The vocabulary, therefore, must be carefully selected in accordance with the principles of selecting linguistic material, the conditions of teaching and learning a foreign language in school. Scientific principles of selecting vocabulary have been worked out. The selected words should be:
- Frequently used in the language ( the frequency of the word is may be determined mathematically by means of statistic data);
- Easily combined (nice room, nice girl, nice weather);
- Unlimited from the point of view of style (oral, written);
- Included in the topics the syllabus sets;
- Valuable from the point of view of word-building (use, used, useful, useless, usefully, user, usage).
The first principle, word frequency, is an example of a purely linguistic approach to word selection. It is claimed to be the soundest criterion because it is completely objective. It is derived by counting the number of occurrences of words appearing in representative printed material comprising novels, essay, pays, poems, newspapers, textbooks, and magazines.
Modern tendency is to apply this principle depending on the language activities to be developed. For developing reading skills pupils need “reading vocabulary” ( M. West), thus various printed texts are analyzed from the point of view of word frequency. For developing speaking skills pupils need “speaking vocabulary”. In this case the material for analysis is the spoken language recorded. The occurrences of words are counted in it and the more frequently used in speaking are selected. [3;15]
The other principles are of didactic value, they serve teaching aims.
The selected words may be grouped under the following the classes (M. West):
1. Words that we talk with or form (structural) words which make up the form (structure) of the language.
2. Words that we talk about or content words.[4;10]
1.2Methods of teaching vocabulary
Teaching vocabulary in regular English classes has come to involve the production of a series of strategies and has since become an even more common subject matter for research studies. As a basic approach in teaching standard vocabulary, conclusively rendered by several authors in the field, we can agree that “it is important that we as teachers only introduce a little at a time, starting with the most frequent, useful, and learnable vocabulary, and returning later to more difficult vocabulary and less frequent uses of previously learned items.
We need to repeat vocabulary often, because students must work with a word or phrase many times before acquisition takes place, and we must offer variety to keep the exercises fresh and to cater to different learning styles.” (McCartney, 26)
Classic methods that can be used for introducing vocabulary might range from the following (Joseph Pettigrew): matching (synonyms, opposites, beginnings and endings, terms and definitions, parts of phrases etc.), filling in the blank sentences, choosing the possible answers, completing phrases / sentences, correcting the mistakes, labeling / drawing a picture, crossing out the word that doesn’t belong with the others in the group, indicating categories, completing and discussing word sheets, looking for words that mean something given by a synonyms or a definition, filling in crossword puzzles, acting out (pantomime) for guessing the word, asking y/n questions for finding the word (e.g. jobs).
Then, for distinguishing shades of meaning & near synonyms, several types of drills can be employed, such as: discussing analogies, choosing multiple possible answers that can complete a structure or sentence, identifying semantic categories, arranging the words on a scale, discussing which word in a pair or a group is
stronger, is slang, is more polite, has a more positive connotation, etc., completing definitions with one of several variants given.
When approaching a reading material, a reading passage, vocabulary can be introduced by teachers indicating students to guess word meaning from the context, giving the definitions and letting them find the words, teaching them when not to look up a word/ parts of speech/ different meanings of familiar vocabulary
or explaining to them how to guess word meaning from the context (by relying on aspects such as: cause & effect, opposite/contrast, general sense, synonyms or paraphrases, recognizing definitions or examples from the subcategory implied by the notion etc.). (Pettigrew, 4-5)
[5;2-3]
The variety of methods (of teaching vocabulary) leads to increased vocabulary learning.
Different methods for teaching vocabulary:
Explicit instruction (definitions instruction including pre-teaching and analysis of root words)
Implicit instruction (exposure to words during reading)
Multimedia methods (pictures, hypertext)
Program methods based on investigating of different scientists (Direct, Audio-lingual, Grammar-translation, etc.)
Direct method
The direct method of teaching foreign languages, sometimes called the natural method, refrains from using the learners' native language and uses only the target language. It was established in Germany and France around 1900. Characteristic features of the direct method are:
-teaching vocabulary through pantomiming, real-life objects and other visual materials;
-teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language);
-centrality of spoken language (including a native-like pronunciation);
-focus on question-answer patterns;
-teacher-centering;
Principles of the Direct method:
Classroom instructions are conducted exclusively in the target language.
Only everyday vocabulary and sentences are taught.
Oral communication skills are built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes.
Grammar is taught inductively.
New teaching points are introduced orally.
Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas.
Both speech and listening comprehensions are taught.
Correct pronunciation and grammar are emphasized.
Student should be speaking at least 80% of the time during the lesson.
Students are taught from inception to ask questions as well as answer them.
The aim of direct method is to think in the target language to develop a good communication skill. [6, 18]
This method of Language Learning is also called the Aural-Oral Method. This method is said to result in rapid acquisition of speaking and listening skills. The audio-lingual method drills students in the use of grammatical sentence patterns. When this method was developed it was thought that the way to acquire the sentence patterns of the second language was through conditioning or helping learners to respond correctly to stimuli through shaping and reinforcement.
The Audio-lingual Method is based on the following principles:
Speaking and listening competence preceded reading and writing competence.
Use of German is highly discouraged in the classroom.
The development of language skills is a matter of habit formulation.
Students practice particular patterns of language through structured dialogue and drill until response is automatic.
Structured patterns in language are taught using repetitive drills.
The emphasis is on having students produce error free utterances.
This method of language learning supports kinesthetic learning styles.
Only everyday vocabulary and sentences are taught. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught through association of ideas.
The printed word must be kept away from the second language learner as long as possible. [7,78]
The grammar-translation method of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth century’s. It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek, and this may account for its heavy bias towards written work to the virtual exclusion of oral production. It is based on translation from one language into another. Students work individually, student-student interaction is missing. Students are given grammatical rules and they memorize them. Later they should apply the memorized rules into other examples in form of translation. Students mostly work with literary texts focused on culture.
The major characteristic of the grammar-translation method is, precisely as its name suggests, a focus on learning the rules of grammar and their application in translation passages from one language into the other. Vocabulary in the target language is learned through direct translation from the native language, e.g. with vocabulary tests
As Omaggio describes is, testing of the students is done almost exclusively through translation: "students had learned the language well if they could translate the passages well."
Translation is an effective technique when translating
students something that they do not understand, from English language
to L1 or vice-versa. This is more appropriate for students who are beginners
and is occasionally used for students of intermediate or advanced level
of English. This technique helps teachers to emphasize new structures,
specifically in terms of accuracy.
Building Vocabulary Through Reading
Another technique that teachers can use is to help
students to use new words in context. Use this kind of method to help students find the
meaning of words while reading a text. The important is that teachers
should make sure that students are aware of how words fit into sentences
and how to use them, and not just to know their meaning and pronunciation. [8]
2.The main techniques of teaching vocabulary
2.1 Classification of vocabulary exercises.
L2 Vocabulary Exercises: Vocabulary exercises vary greatly according to which aspect of word knowledge is being practiced. Exercises focus on other aspects of word knowledge, besides a word's meaning; such as the word's spelling, part of speech, morphology, meaning in a specific context, connotation, synonyms….
In addition, the directions for a given exercise vary considerably. Therefore, the amount of time required, degree of difficulty, the type of retrieval and the number of vocabulary retrievals are affected by these two factors.
Some studies show that L2 vocabulary retention is higher for students who complete written activities after a reading task than for students who complete another reading assignment after reading task. [9;1654-1655]
Manipulative
Scheme1 .Classification of vocabulary exercises by Paulston [10;7]
Paulston (1970) classifies classroom exercises(see scheme1) into manipulative (e.g., reciting dialog lines, pattern drills, and cued question-answer), meaningful (e.g., directed dialog and predictable question-answer but still focus on the meaning rather than drills), and communicative activities (e.g., simulation, interview, and free completion exercises).
[10;8]
recognition
interpretation
Scheme 2. Classification of vocabulary exercises by Wesche and Paribakh [11]
Vocabulary exercises, developed by Wesche and Paribakht (1994) comprise five categories(see scheme2) of mental processing which are required to complete various vocabulary exercises. These categories are: selective attention, recognition, manipulation, interpretation and production. The first exercise category is selective attention. The widespread application of this type of exercise is first to supply learners with a target word list that serves as the tool to attract the learners’ attention. The second exercise category is recognition. The usual application of this type of exercise is asking learners to match the target word with the only correct definition from many word distracters. The third exercise category is manipulation. The general application of this type of exercise is asking learners to construct target words with stems and affixes. The fourth exercise category is interpretation. The common application of this type of exercise is multiple-choice exercises asking learners to guess the word meaning in context. The fifth exercise category is production. The public application of this type of exercise is answering a question by using the target word. Wesche and Paribakht (1994) claimed that extensive reading without vocabulary enhancement exercises was insufficient for vocabulary retention and gains. Exercises that drew learners’ attention and provided the mental processes required to expand vocabulary and learn new words in depth were indispensable for promoting vocabulary learning (Kargozari & Ghaemi, [11; 111-112]
Awareness raising
The following types of exercises are designed to draw the learners' attention to the relevant vocabulary in the text.
1.Awareness raising – listening and writing (Gap filling with sound) |
Task
Learners are presented with a gapped text. They listen to the complete text and are asked to fill in the gaps. They may pause the sound at any time to fill in a gap.
Pedagogic note
In this exercise the learners' attention is drawn to relevant vocabulary. On the one hand, learners have to concentrate on particular words while listening to the text, on the other hand they are asked to write those words; they also have the possibility to compare wrong entries with the correct solution.
This combination of listening to, writing and comparing a particular word in its context offers learners many opportunities to get acquainted with the vocabulary of a new text (cf. chapter 3, WP1 Gap-filling exercise).
Word list explanations
Pedagogic note
Word lists are very helpful if you want to get learners to focus on specific vocabulary relevant for a particular topic.
We recommend using word lists only after the vocabulary has been introduced as part of a text or in exercises of type Voc1 or Voc2.
Moreover, word lists should be followed up by exercises in which learners can check whether they have actually learnt the words' meanings (cf. Voc4) and whether they are able to use the new vocabulary (cf. Voc7 and Voc8).
Remember words
Variants on this exercise:
• Production template: Learners make a list of all the words they can remember; they can compare their list with the complete word list.
• Gap-filling template: Learners are asked to complete words of which only the first few letters are given.
Pedagogic note
This exercise is intended to help the memorizing of new vocabulary and can be used in addition to practicing with the word list itself.
Using new words
Pedagogic note
This exercise also requires preparatory vocabulary exercises. Learners are taught to use newly acquired vocabulary in new contexts.
Instead of this exercise you could also use production exercises in which, for instance, learners could be asked to answer questions for which they need the new vocabulary.
Sense relations
Task
In this exercise learners are asked to match words and their antonyms.
Pedagogic note
This type of exercise can be easily varied and used for the systematic enlargement of vocabulary. Apart from teaching antonyms of words, exercises like this can be used to teach synonyms or hyponyms.
You can use Gap-filling or Drag&Drop templates for these exercises. Gap-filling exercises where learners are asked to come up with the solutions themselves are usually far more demanding than Drag&Drop exercises where learners can choose from a given list of words. Therefore, learners should be prepared thoroughly for Gap-filling exercises.
Pedagogic note
In this type of vocabulary exercise learners can practice word formation. The exercise can be realized in Drag&Drop or Gap-filling templates.
Here are more ideas for exercises to practice word formation:
• deriving nouns from verbs or vice versa (exercise with texts and word lists)
• creating compounds from two or more words
• creating words from syllables (Drag&Drop template)
Pedagogic note
Collocations are usually learned as set combinations of words but they are still troublesome even for advanced learners. Not the comprehension but the production of collocations is usually the problem. It happens very easily that learners use unusual or incorrect combinations of words because they do not know the collocation or standard phrase.
Gap-filling exercises and open production exercises could be used for tasks where learners are confronted with sentences or texts that contain unusual, unacceptable or non-idiomatic collocations. Learners could then be asked to suggest alternatives. .[12;33-36]
2.2Vocabulary activities as an effective way of teaching vocabulary
Results from research on second language vocabulary clearly call for more vocabulary practice in classes, especially classroom activities that include the three goals of focusing, multiple retrievals, and developing successful learning strategies.. Here are some activities that possible in using at the classroom.
Types of activities using Audio-lingual method:
1. Dialog Memorization: Students are given a short dialog to memorize then
they must use mimicry and applied role playing to present the dialog.
Examples of dialogs that could be used are included in the materials
section.
Objective: Experiment with language and non-verbal elements (e.g. gesture)
to achieve an effect for a particular purpose and audience.
2. Backward Build Up: Provide students with the sentence fragments found in the materials section. Students repeat each part of the sentence starting at the end of the sentence and expanding backwards through the sentence adding each part in sequence. [13, 45]
Objective: Participate in a variety of shared language experiences.
3. Transformation Drill: The teacher provides a question which must be transformed into a statement. An extension of this activity is to have the students make a question out of a statement.
Objective: Select from a range of word choices and use simple sentence patterns to communicate ideas and information.
4. Complete the Dialog: Have the students fill in the blanks in the dialogs provided. The proper English word must be inserted into the text. This activity is much like a cloze activity.
Objective: Make connections between text, prior knowledge, and personal experiences.
5. Dictation: Using any piece of literature at the students' reading level, read the piece aloud several times. Have the students write down what they hear. The idea is to write what they have heard as literally as possible.
Objective: Listen purposefully to determine main ideas and important details.
6. Flashcards: Using flashcards with words that are relevant to them brainstorm other words about the word on the card. A new word could be chosen each day. Objective: Make connections between text, prior knowledge, and personal experiences.
7. Chain Drill: A chain of conversation forms around the room as
the teacher greets or questions a student and that student responds
then turns to the next student and greets or asks a question of the
second student and the chain continues.
Objective: Participate in shared language experiences.
8. The Alphabet Game: The teacher picks a category, such as the supermarket. Then the first student says, "I am going to the supermarket. I need a few apples." (The first student names something beginning with A.) The second student says, "I am going to the supermarket. I need a few apples and I need a few bananas." The game continues in this manner with each consecutive student adding an item beginning with the next letter after repeating the items named before their own. Objectives: Participate in shared listening experiences. Share ideas and experiences in large and small groups. [13, 53]
Reading Aloud: Students take turns reading sections of a passage, play or dialog loud. At the end of each students turn, the teacher uses gestures, pictures, regalia, examples or other means to make the meaning of the section clear.
Question and Answer Exercise: This exercise is conducted only in the target language. Students are asked questions and answer in full sentences so that they practice with new words and grammatical structure. They have the opportunity to ask questions as well as answer them.
Getting Students To Self-Correct: The teacher the class has the students self-correct by asking them to make a choice between what they said and an alternate answer he supplied.
Conversation Practice: The teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly.
Fill-in-the-blank Exercise: This technique is already been discussed in the grammar translation method, but differs in its application in the Direct Method. All the items are in the target language; furthermore no explicit grammar rule would be applied. The students would have induced the grammar rule they need to fill in the blanks from examples and practice with earlier parts of the lesson.
Dictation: The teacher reads the passage three times. The first time the teacher reads it at a normal speed, while the students just listen. The second time he reads the passage phrase by phrase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed and students checked their work.
Map Drawing: An Example: The students are given a map with the geographical features unnamed. Then the teacher gives the students directions such as the following, “Find the mountain range. Write the words “Toros Mountains” across the mountain range”. The teacher gives instructions for all the geographical features of Turkey so that students will have a completely labeled map if they follow the teacher’s instructions correctly. The students then instructs the teacher to do the same thing with a map he has drawn on the blackboard. Each student can have a turn giving the teacher instructions for finding and labeling one geographical sentence.
Paragraph Writing: On an example topic about geography the teacher may ask the students to write a paragraph in their own words on the major geographical features of Turkey. They can do this from memory, or they can use the reading passage in the lesson as a model. [14]
Types of activities using method of vocabulary building
Memory/Concentration
Goal: To match every drawing with the appropriate vocabulary word. Winning team is the one that matches the most words and drawings correctly.
Preparation: This requires the use of two sets of note cards, one set numbered from 1 to 30, and other cards divided in half, 15 with clear, clean line drawings that illustrate the vocabulary and 15 with the vocabulary word in the L2. It is possible to use the black board because it is centrally located in classroom, but a bulletin board or easel board would work just as well. Shuffle the drawing and word cards together to get a random order. Place the drawing cards on the blackboard in a 6x5 grid, with space around each card. Cover each drawing or word with a consecutively numbered card that can be lifted to show the drawing/word underneath.
Procedure: Divide the class in half. The first person says the numbers of two of the cards in the L2. The teacher lifts the card reveal the drawing/word hidden underneath. The numbers are replaced and play moves to the other team. Play continues until no match is made. Play alternates back and forth between teams until all words are matched with drawings.
Hints: Insist that everybody play, that nobody shares information with anyone else on them, that everybody listen, and that nobody takes notes. This is an activity that permits the students to remain in their seats while actively engaged in a whole class game. Everybody needs to pay attention and be quite to hear what numbers are being selected. Allow about 15 minutes to play.
Purchase magnetic letters. Play on the front board. A variation is a relay race, with 2 members from each team working together. A clue to the vocabulary item is given. One student searches for the letters. The other student places them on the board. First team to get the word correctly spelled wins the point. [15;21-23]
Grouping and Organizing
This is a good activity at the beginning of a lesson to acquaint the students with all of the vocabulary and to get them to think about relationships between and among words.
Goal: To organize vocabulary words by category.
Preparation: If you wish, you can pre-determine the categories into which the vocabulary list should be organized. Teachers generally allow the students to determine the categories themselves since this requires them to think more deeply about relationships.
Procedure: Students use the list of vocabulary provided at the end of the lesson in the textbook. These words are generally already divided into various topics (which do not count for purposes of this activity), but there are many more categories that can be created. Each category must contain at least 3 words for it to legitimately be considered a category. Words may be used in more than one category. Each student writes a category heading, underlining it, and lists all words that correspond to the category underneath the heading. Stipulate a time limit for this activity and stick to it, collecting the papers at the end of the time limit. Then, for full class follow-up, ask students what categories they listed and put these on the board. Once several categories are on the board, ask students to suggest words that fit the category.
Hints: This is an activity that can be done individually or in pairs or triplets, depending upon the amount of time you wish to devote to in class follow-up and paper grading. The teachers prefer individually because it forces each student to look at the words and think about their meaning, as well as requiring them to write the words multiple times. Additionally, this is a good activity to assign if you have to be out of the class on one of the first days of a new lesson. This can also be used as a homework assignment. This is probably a 30-minute activity and can be spread out over two days, with the follow-up on the second day[16;104-105]
Crossword Puzzles
This is a good activity to do any time, once the students are familiar with the vocabulary of the lesson.
Goal: To create a crossword puzzle that uses about 50% of the listed vocabulary. Depending upon the level of student, the clues are to be in the L2 if at all possible.
Preparation: Teachers usually prepare the grid for the students, so there is some uniformity in size; this makes it easier for me to read. Instead of asking the students to number each word individually as in a real crossword puzzle, the teacher puts numbers across the columns and letters down the rows. This way as a student finds a spot to place a word, he designates it, for example, as H12 (the word starts on row H, column 12) and places it either in the horizontal or vertical list of clues. Teacher often places one of the longer words or phrases in the grid with a definition or clue to help them get started.
Procedure: If this is a homework assignment, the usually give the students 2 or 3 days to work on it. If it is an in-class project, Teachers usually spread it out over 2 to 3 days. The clues may be definitions in the L2, synonyms or antonyms in the L2. Very rarely will the teachers permit a direct translation between L1 and L2 for the clues. All words must be interconnected and no floaters are permitted. If students wish, they may use a highlighter to block out the unused squares on the grid. A variation is for the teacher to prepare the clues and have the students fill in the grid.
Hints: A teacher prefer crosswords to word searches because a crossword requires that the words be inter-laced. This requires a bit more attention to the spelling of the word. If the teachers give this as a homework assignment, the teachers know that some students will put the words into a crossword making computer program. They must come up with their own clues, so it is still an effective method for them to have contact with the words. If a teacher prepare the clues and simply ask the students to fill in the grid, the teacher find that one student does the work and others borrow the answers. So, often it becomes an assignment to work on in pairs in class on a day when the teacher is attending a meeting and not in class[17]
Word Searches
This is a good activity for early in a lesson to help students recognize and become familiar with their new vocabulary.
Goal: To locate all of the words listed in the clues.
Preparation: Most students really do not care for word searches that include backwards and upside down words, so the teacher generally stays away from them. Place the desired words in a grid. Fill in the remaining squares of the grid with random letters. Provide a list of words or clues. The teacher tends to create clues based on definitions, synonyms, or antonyms in the L2, rather than direct translations from L1 to L2.
Procedure: There are two ways to approach this activity. One is to prepare the grid with the words and clues and just have the students highlight the hidden words. The other requires a bit more work on the part of the student, wherein the student prepares the grid and the clues himself before highlighting the hidden words. The teacher prefers the later because it requires more attention on the part of the student.
Hints: Some learning disabilities make word searches an almost impossible task.
Typewriter
Prepare two sets of alphabet cards. Distribute randomly to each team. Students will probably have 2 or 3 letters each, depending on the size of the class. Alternating teams, give a clue. The team must spell out the word by standing up letter by letter, saying the word, and spelling the word. The idea is to simulate an old-fashioned keystroke typewriter.
Flyers
This is a good culminating activity, before a test, to bring together all the grammar, vocabulary, and cultural concepts in a lesson.
Goal: To prepare an 81/2" x 11" flyer that announces something, using correct grammar, vocabulary, and cultural content from the lesson.
Preparation: Have in mind what you want the end product to look like before you start writing directions and a rubric for this. Decide if the flyer will have hand drawn art, or computer generated graphics. Determine the specifics for the assignment:
1) What is the minimum number of vocabulary words you wish them to use? 2) How many examples of the grammar points need to be incorporated into the flyer? 3) What is/are the topic/s, or will you let the students invent their own topics as long as they use the required elements? 4) Will you evaluate the appearance? This can be done either as an out-of-class assignment, or in-class. Be sure to reserve the computer lab if you need it. For hand drawn art, have a supply of colored pencils, markers, scissors, and glue on hand. Have wall space available for posting the flyers.
Procedure: Each student will work alone on this activity, producing a flyer that addresses the topic and uses the elements of the lesson. If this is an in-class assignment, be sure to provide the tools necessary for completing the assignment.
Hints: This type of activity is a good one to finish out a class period with, asking the students to complete the work at home and turn it in the next day at the start of class. Or, this is something that can be left for a day when a substitute is in the classroom
Posters
This is a good culminating activity, before a test, to bring together all the grammar, vocabulary, and cultural concepts in a lesson.
Goal: To prepare a large poster that explains something, using correct grammar, vocabulary, and cultural content from the lesson.
Preparation: Have in mind what you want the end product to look like before you start writing directions and a rubric for this. Decide if the poster will have hand drawn art, or computer generated graphics. Determine the specifics for the assignment:
What is the minimum number of vocabulary words you wish them to use?
How many examples of the grammar points need to be incorporated into the flyer?
What is/are the topic/s, or will you let the students invent their own topics as long as they use the required elements?
Will you evaluate the appearance? This can be done either as an out-of-class assignment, or in-class. Be sure to reserve the computer lab if you need it. For hand drawn art, have a supply of colored pencils, markers, scissors, and glue on hand. Have wall space available for posting the flyers.
Procedure: Each student will work alone, or in pairs, on this activity, producing a poster that addresses the topic and uses the elements of the lesson. If this is an in-class assignment, be sure to provide the tools necessary for completing the assignment. An example of a poster project: the topic is basic health and exercise, the grammar is present subjunctive, the setting is someplace in France. The poster would have phrases exhorting people to eat well or exercise every day. There might be examples of a balanced diet or types of exercise. Foods would be those easily available in France and places to exercise would be in France as well.
Hints: When students work together on a project of this nature, they tend to waste a lot of time trying to figure out how to attack the assignment. Brainstorming with the entire class may reduce this problem. This is a good activity to spread out over two days so you have time for other types of instructional activities during the class period.
Radio Spots
This is another good culminating activity before a test, to bring together all of the grammar, vocabulary, and cultural concepts in a lesson.
Goal: To present orally, either in front on the class or onto a tape recorder, a 15-second segment for a radio broadcast that uses the vocabulary, grammar, and cultural concepts of the lesson.
Preparation: Write a good set of directions and a clear rubric for the activity, including pronunciation and inflection. If this will be recorded, gather together several tape recorders and cassette tapes. Place them around the room so several students can be recording at the same time. Check out all of the equipment to be certain everything works correctly. Set the volume. Write a specific set of directions for operating the tape recorder that is to be placed on the desk next to the recorder. Demonstrate the use of the tape recorder to the class, even if this is something they are accustomed to doing; it will reduce the poorly recorded messages.
Procedure: Provide students with a clear set of directions and rubric for this assignment. Give them time to write the script, practice it, and then to record or present it. The assignment may spread over a week to provide for sufficient practice time. If this is the first or second time they have done an activity of this nature, you may want to listen and critique prior to the final presentation. These messages may be public service announcements or advertisements.
Hints: A teacher has found that students like to record their spots and then listen to them as a whole class. They think they're wasting time; they are actually getting additional contact and more much-needed listening practice.
Skits
This is a good culminating activity, before a test, to bring together all the grammar, vocabulary, and cultural concepts in a lesson.
Goal: To create and present a cohesive skit on a particular topic.
Preparation: Create a rubric and a clear set of directions for the students. Include such items as content (vocabulary and topic), structure (grammar and syntax), sound of speech (pronunciation, flow, inflection), and presentation (props, action, delivery of lines, length).
Procedure: Since this is an activity that you have been using since early in level one, students should know what to expect. By this level, writing of lines should be very minimal. Planning should be done in the target language. On the day the skit is assigned, allow time in class for the groups to get together and decide on an approach, assign roles, and do some basic blocking of action. The day before the skit is to be performed in front of the class, provide some time for practice. On the day of the skit presentation, allow only enough time to ready the props. When presentations are over, have students write summaries of at least two of the skits, including a "plot line" and using the language elements you required for the presentation.
Hints: Three to four students per group provides for enough characters to lend variety and depth to the presentation without overwhelming the students. It is a good idea to emphasize that each student will receive an individual grade based on his verbal contribution to the performance of the skit on the day it is presented. If you have stipulated a number of vocabulary words, each individual must use that number of words.
What's My Line?
This is a good activity to encourage quick, global thinking. Requiring a broad vocabulary base and creative interpretation, students are always challenged in this fun activity. Based on the Drew Carey TV show.
Goal: To react appropriately and creatively to unexpected statements and behaviors of a partner.
Preparation: Choose the particular type of activity (questions only, newscast, on the spot reporting, etc.) the students will be asked to perform. Be sure you have a vision of what you want the students to do, and that they have the basic vocabulary necessary to do it, before asking them to do it. The following is an example for questions only.
Procedure: Divide class into opposing teams. One member of each team steps to the center of the room and a conversation ensues between them in which only questions may be used. When one student cannot respond with a question, he sits down and the next person on his team takes his place. Play continues until the topic is used up or until all students have had an opportunity to participate.
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