Tag Archives: slips of paper

A Low-Prep, Low-Tech Discussion Game to Activate New Vocabulary with a Simple Scrap of Paper

Naturally, I am a huge supporter of any activity that involves students getting out of their seats and interacting with other students. Also, if you have been reading me for a while, you will surely know that I am always worried about making vocabulary stick.
So, this super simple activity combines these two things+ zero preparation. How does that sound? Yes, I know. Besides, it’s compatible with any topic you are working with. Believe me, this activity is a hit.
There is a 99% chance that you will end up participating in the activity, but please, do not get all proper and spoil the fun by telling students to keep their voices down. Let them enjoy.

Aim: to make vocabulary stick by revising, reinforcing and using it.
Topic: Any. I was working with the theme of environment, but any topic would do
Level: Any.

How to go about it

Revising.

1. Revision with slips of paper. Start by revising the vocabulary you have introduced in previous lessons. I usually write the vocabulary I need to revise on slips of paper, place myself in the middle of the classroom (desks are arranged in a U shape) and very quickly give a short definition, synonym or antonym. The student who guesses correctly gets the slip of card. The winner, as you might have guessed, is the student who has more cards at the end of this activity. I do this activity very often. I think I like it because I can see that my students love it and it is a good exercise not only to revise meanings but also to work on pronunciation.

Writing.

2. Writing 5 newly- acquired words. Ask students to write on a small scrap of paper 5 words they have learned. If they have learned “make the most of” for example, encourage them to write the whole expression and not just “make the most “.

Speaking

3. On the board, write a question for the students to discuss in pairs.

4. Tell the students to stand up with the scrap of paper containing their words and choose a partner to talk to. They can sit down if they want to or they can remain standing.

5. Ask them to swap the pieces of papers and read the 5 words on it making sure they know what they mean. If they don’t, they should ask their partner to explain or clarify meanings

6. Point to the question on the board and ask them to discuss it trying to introduce as many words as possible from their list of words. Allow 4 or 5 minutes to discuss this question.

7. Important step: Ask students to swap lists again before asking them to stand up and find a new partner.

8. Write a new question for discussion on the board. Ask students to sit down with their new partner, swap the scraps of paper and repeat procedure.

My students said they loved the game! Let me know what your students think if you decide to give it a go.

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Teaching Collocations: a Low-Prep Activity

I am almost embarrassed to share this super easy lesson plan with you, but right now I am in the middle of a love affair with collocations and all my classes, no matter the level, are working  with collocations.

Please, don’t freak out! I am not going to give you an obnoxious list of collocations and ask you to learn them by heart. That’s not the way I do things!, but you’ll surely agree with me  that there is no point in learning the adjective “interested” if you don’t know that it’s followed by the preposition “in”. Yes, Ok, you can say “I’m interested”, but that’s it!! And we are aiming for a bit more, aren’t we?

(at the end of this post, you’ll find  some interesting links to learn more about collocations)

So, take a deep breath and follow me!

Step 1. What is a collocation? Though students don’t really need to be familiar with the term, it might be a good idea to introduce the concept.

In English we can say I absolutely agree but we cannot say I absolutely go; we can say I am interested in, but not I am keen in. We can say a heavy drinker, but not a strong drinker or a  chain drinker. These conventional combinations of words, chosen naturally by the English speakers to express an idea, are called “collocations”.

Below you’ll see some of the collocations I am going to use, but this activity will work with any collocation:

Depend on/ interested in/ arrive in/ arrive at/ fed up with/ spend on/good or bad at/ close to/fond of/keen on/ look forward to…etc.

Step 2. Slips of paper. Oral activity.

  • Select the collocations to be studied, as many as students you have in the class. In my case, I have decided to give them dependent prepositions with common adjectives and verbs because I have noticed they always make mistakes here.
  • Write the adjective or verb on the slip of paper and on the back of it, the preposition(s) it collocates with. Stand up in the middle of the class for everybody to see you. Show students the slip of paper containing the adjective or verb and ask them to guess the missing preposition, and then give you a sentence containing the collocation.
  • A small competition. Divide the class into two groups and repeat procedure. This time, groups will need to guess the preposition and give a sentence -different from the one they gave in the previous stage- to win the point.

Step 3. Slips of paper. Writing activity.

  • Give every student a slip of paper from the previous activity and ask them to individually think of a question to ask their partners containing this collocation.

Offer help if necessary.

Step 4. Speaking activity using the speed-dating technique.

Students sit facing each other. Some students will remain seated during the whole event (in real speed dating, women remain seated). They have 4 minutes to talk asking and answering the question they have written containing the collocation. Then, a bell rings and “men” need to stand up and move to their right to start a new conversation and the whole process is repeated again. I didn’t have a bell so I used a Class Timer (here).

A highly engaging activity your students are likely to enjoy!

Useful links to learn more about collocations

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Thanks for reading!

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