It is October and autumn has officially hit. I am just beginning to come to terms with the fact that days are getting shorter and warm days are saying their goodbyes. Well, welcome autumn! I am all here for you!
Let’s kick it off this new season with a vocabulary revision activity that aims at reinforcing vocabulary while at the same time providing an opportunity for students to stretch their legs and interact with other students in the classroom. Gallery-walks, my favourite!
- to reinforce the vocabulary of the lesson
- Use the vocabulary in context by
- writing an open-ended question containing the target word/expression
- answering the question by using the gallery-walk class dynamics
Before the class
- Choose a few words you want to revise. I suggest 8-10 words.
- Fold a regular sheet of paper horizontally and cut it in half. You will get two slips of paper. This is a good opportunity to recycle the back of spare photocopies from other courses.
- Write the letters of each word/expression you want to revise in random order. Number each of the slips of paper for easier reference.
During the class:
Step 1. Slips of paper on the walls
Put up the slips of paper on the walls of the class and ask students in pairs or in threes to stand up and work out what the hidden word on each slip of paper is. Ask them to number them as displayed on the walls. The first pair to have all the words, rings the bell (needless to say, there should be one on my table) and the rest of the class has one extra minute to finish this part.
Ask students to sit down.
Step 2. Writing open-ended questions
- Students continue working in their pairs. Assign the pairs two of the words/expressions on the walls and ask them to write two open-ended questions –one per term– related to “education” (this is the topic this week) containing the word or expression.
For example, one of the words was “state-funded school” and one of the questions was “Would you send your children to a state-funded school? Why (not)?”
- Give them small cards to write their questions and, using sellotape, place them next to the term the question refers to. Ask them to write their names at the back of the card so that you know who has written the question and to give feedback.
- Quickly correct the questions on the walls, and if there is more than one per word, choose the best one, which will remain displayed together with the slip containing the word in random order. Give the discarded questions back to their owners and allow them some time to focus on their possible mistakes.
Step 3. Speaking. Gallery walks
With the words and the questions displayed on the walls, ask students in pairs to stand up and choose a station (slip+card).
Instruct them to answer the question elaborating on the answer. Allow 5 minutes/station and then ask them to move clockwise to the next station. Repeat procedure.
Until next post! 🙂
Jennifer Gonzalez from Cult of Pedagogy once wrote: “Just because you covered it, that doesn’t mean they learned it”. This seems to be true here in Spain, and overseas. We are all in the same boat, apparently and unfortunately.
This activity is super simple and it’s loaded with effective learning as students take an active role during the whole activity. Besides, it’s the kind of activity that I like as it gets students out of their seat and moving.
Collaboration+ movement+ vocabulary+ speaking + grass skirts + fun= effective learning
- to revise and activate vocabulary related to different topics
- to use this vocabulary in a speaking activity
- to spice up learning
Before the class:
- Arrange the room so that the tables form stations.
- Decide on the topics you want to revise and write each of them on a different slip of paper. Stick each slip of paper on a different table ( station). You can use with sellotape or blue-tack.
- Using a grass skirt poster, write down an open question for each of the topics you want to revise. Here’s the template, kindly provided by Tekhnologic
- Cut a line between words but don’t cut them all the way so that the slip of paper doesn’t detach.
- You will need one poster per group. I print them in different colours for easy differentiation
Step 1. Working with Vocabulary
- Divide the class into small groups as many as topics you want to revise. For example: if you want to revise: sports, education, environment, travelling and technology, you will need to form 5 groups.
- Arrange the room so that the tables form stations.
- Assign one topic per table/station.
- On the table, place a sheet of paper and write “Vocabulary” on it
- Assign each group to each of the stations you have set up in the room.
- Instruct them to write down on the sheet of paper provided vocabulary related to the topic and adequate to the level. If it’s a B2 level and the topic is Travelling, words such as “suitcase” or ” plane” would not be appropriate. Allow the 2″30′ for this part.
- When the time is up, ask them to rotate to the next station.
- Ask them to read the vocabulary other students have written so as not to have the same words and ask them to add new ones.
- Continue until all the groups have covered all the stations.
USING THE VOCABULARY IN A SPEAKING ACTIVITY: GRASS SKIRTS.
I know. Again. Grass skirts are quickly becoming my favourite non-tech tool.
- Put the poster(s) on the walls of the class and assign a poster to each group.
- As students rotate to the different stations, they tear off the corresponding question form their poster. They can only do it from their assigned poster.
- Before they start talking, ask them to read through the list of related vocabulary they have all contributed to.
- Give students about 3 or 4 minutes to discuss the question. Encourage the use of vocabulary.
- Give each group a different coloured pen and ask them to put a tick next to the words they have used. Allow 1 minute for this part.
- Ask them to rotate to the next station and repeat procedure.