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Teaching Vocabulary (2) : 1. Labelling A Diagram
Teaching Vocabulary (2) : 1. Labelling A Diagram
1. Labelling A Diagram
Good if you can draw. If you’re like me and can’t, use stick figures, O.H.T.’s
(overhead transparencies) or get a S to draw for you.
For a more ‘interactive’ approach on ‘parts of the body’, get them to label each
other in pairs using post-it notes.
2. Matching Definitions
This is more fun if you cut them out and put SS in groups to do it, or let them
mingle around the class until they find their word/definition. Experts say the Kinetic
approach is more memorable for the SS, but it will cost you at least five minutes of
preparation time. You decide!
T begins to dictate a word letter by letter until a S guesses the word and shouts
‘stop’.
I haven’t tried this one myself, maybe you could let me know if it’s any good?
Divide the SS into two teams. Write a word to be revised on the board. Each team
has a secretary who writes a sentence constructed by the team and using the word
on the board. The best sentence scores a point. The T’s word is final. Any disputes
from a stroppy class can be dealt with quickly and painlessly by using a yellow card
for the first dissension, and then a red one for disqualification (as in football).
5. Anagrams
I’m terrible with anagrams, but I have been told they can be used for revising,
recycling and introducing bavoc.
6. Brainstorming
Put SS in groups. Tell them to think of as many words as possible in three minutes
on the subject of………. (over to you!).
14. Hangman
I’ve always found this too time consuming, but then again, I don’t teach kids.
A word is represented on the board by one dash for each letter, e.g. coffee
Divide the SS into groups of three, four or five depending on class size.
Establish a vocab. category and number of words, e.g. ‘20 words connected to
sport.’
Shout ‘go’ When a team claims to have finished, check their list for spelling and
suitability of words without stopping the other groups. The first team to correctly
collect a list of words scores one point for each word on the list. In this case 20.
25 irregular verbs
10 prepositions
15 animals
20 phrasal verbs
15 ways to travel….etc.
8. Running Definition
Split SS into three or four groups, and write a scoring table on the board.
One team member from each team comes to the T who whispers a definition of a
word to the group representatives. The reps. run back to their teams and repeat
the definition. The team then writes the word they think is being defined on a slip
of paper and the ‘runner’ returns to the T.
The first team to guess the word and write it correctly on paper scores a point and
gets the definition of another word.
Note:- Don’t wait for all the SS to be there before giving the next definition. It’s a
race, so keep the pace up.
Remember to rotate the messenger from time to time.
9. Half A Crossword
Split the class in half. Give one side half of a crossword and the other side the other
half.
In separate groups the SS check the meanings of the words they have, and also
that they can define them and use the words in context.
Pair the students off and get them to define the words to each other without
looking at their partners half of the crossword. (‘Sit opposite each other and hold
up your paper’.)
Expressions such as ‘What’s 14 down’ and ‘Tell me 3 across again’ are helpful.
I’m not one for labelling language, but brainstorm words from the SS under the
following headings:-
Noun (countable)
Noun (uncountable)
Adjective
Adverb
Preposition
Pronoun
Article………etc.
SS draw six squares on paper and choose six of the above ‘headings’, writing one
heading in each square.
The first student to fill all their boxes shouts ‘BINGO’, and calls the words back to
the T to check.
Words could include:- from; gone; bought; took; bag; blue; pretty; been; the;
slowly; mine; under; weather; with; lovely; traffic; beer; from; swam; flown;
sandwich; flew; up; butter; oil; attractive; carefully; her.
SS write down what they remember, and exchange their list with another S.
Works well with classroom things, ruler, stapler, scissors, board pen, pencil case
etc.
Cut out pictures, stick them on card and on the other side write the word (and
phonetic translation if you like).
SS can’t sit down again unless they can name all the items on he cards.
B To the _________
A Why?
B To get __________
B To the chemist’s
A Why?
B To the newsagent’s
A Why?
B To get a magazine.
If you’ve found this list useful, please send us your classroom ideas. If
they’re any good, we’ll put them on the web page and share them with the
world!