vocabulary review

Workstations for reviews (young learners)

I saw my boss use a simple workstation activity during a peer observation. It was a really good way to prepare students for their final task. I often include a quick 10-15 minute workstation activity in my YL classes now. Here’s an example from the other day.

The task was for my teens to produce a doctor/patient dialogue. During the lesson we reviewed vocabulary for illnesses, listened to a model conversation, identified important language (e.g. giving advice), and so on. As a pre-task students worked in groups of 4 and completed a short review task at various stations around the room:

workstation1

At station 1 students listed target language or other useful phrases that might help them when writing their dialogues.

workstation2

At station 2 students reviewed a dialogue from the lesson. They put the dialogue in the correct order and practiced reading it (text from Beyond A2+ published by Macmillan).

workstation3

Note: thanks to Rabia Ahmad who pointed out the spelling error in the above dialogue!

At station 3 students practised saying chunks of language, with a focus on how they sound in connected speech. During the activities this was the station I monitored as students required clear modelling of each phrase. On reflection, using a pronunciation task at one of the stations was problematic (classroom management-wise) but still useful.

At station 4 (the interactive whiteboard) students reviewed useful vocabulary by playing a game on Quizlet.

I could have used various different tasks during the workstations. The review game proved to be a bit of a distraction on a couple of occasions, but it was a fun feature to include. The activity at station 1 was probably the most useful as students had some good ideas to refer to while creating their dialogues.

Learning points

  • During the CELTA YL extension course we had an input session on workstations. Most of the workstation tasks seemed much longer or more substantial. However, there’s no reason why workstations can’t just be a short and snappy way to review learning and provide a change in classroom dynamic.

If you want to try something like this…

  • If you use the same set up then make sure each task is ‘stand-alone’. You can’t have one task as a prerequisite for another in the way I’ve arranged it here, but you could make some tweaks if you want that to happen.

Feature image: Puzzle by Davo Sime from the Noun Project

Vocabulary review – fortune tellers

IMG_0026

my current chapter of Incredible English

Did you ever make one of those origami fortune tellers when you were a kid? They were pretty cool. Anyway, I’ve just planned a lesson on shapes with my young learners (from Incredible English), and thought the classic fortune tellers would come in handy for a bit of a vocabulary review.

I bet plenty of teachers have used these before as a fun review tool – Svetlana at Elt-cation is one for crafts so it might have come up on her blog already. Here’s a picture of my model fortune tellers for class this week:

IMG_0025

I first thought the students could make these for their original purpose, so I put colours on the front and numbers in the middle. Then I realised they’d be good for reviewing vocabulary, so I started putting that on instead. Under the flaps I added questions or challenges based on our topics this term, which were animals, food, jobs, etc. Examples were things like ‘name 5 mammals’, ‘name 4 jobs beginning with C’, and ‘how do you spell hedgehog?’ All the questions will be created by the students, meaning they need to flick through their class books and notes to revise the topics.

If you don’t have a clue what these fortune tellers are, just look on Wikipedia. Here are the photo instructions from Wiki on how to make them if you’ve forgotten!

fortune teller

from Wikipedia

12 ideas for reviewing vocabulary

vocab review1I’ve kept a list of all the vocabulary that has come up in class during the last few weeks of summer school. It’s a fair bit – about 200 words.

Here are some ideas for reviewing vocabulary in groups. For these tasks I didn’t use all 200 words, but about 60 or so. To prepare, give students the word list and get them to cut all the words up so each one is on a different slip of paper. Get them to mix all the words up and put them face up on the desk. (more…)