![]() ![]() ![]() ![]() Put the students into pairs or small groups. The team scores a point for every item they manage to say within one minute. If the hot-seated player manages to say the word, the teacher quickly writes another item on the board and so on until the minute is up. The teacher as usual scribbles a word on the board and gives the team one minute to get their teammate to say the item. Rather than two students in the hot seat, only one member from each team plays at a time. Variation: To ensure a slightly quieter and less chaotic game, the teams can take it in turns. The first team to score X number of points wins. When the round is over, two new team players are rotated into the hot seat and a new item is written up. The first student in the hot seat to utter the word scores a point for their team. The only rule (or taboo) is that they MUSTN’T say the item written on the board, in full or part. Once the teacher yells ‘go’, the teams have one minute, using only verbal clues, to get their seated teammate to say the item written on the board. The students in the chairs mustn’t see what’s written on the board. The teacher writes a word, phrase, or sentence on the board. One member from each team sits in their team’s chair. Bring two chairs to the front of the room so that when seated, a student is facing his or her respective team and their back is to the blackboard or white board. Team A sits in a group on one side of the classroom, Team B sits on the other side. Give them a try, and have your students start remembering today.ĭivide the class into Teams A and B. Over the past decade, I’ve put together a variety of sure-fire and engaging vocabulary recycling activities drawn from a number of sources: resource books, teachers, trainers, and some of which are of my own invention. In my experience, this is best achieved by organizing fun, competitive, and motivating vocabulary games and activities which adhere to the expanding rehearsal mentioned above. Both repetition and retrieval practice of new items are key. Teachers then can help solidify new words in long-term memory by creating regular opportunities in their learning program that encourage students to make form-meaning connections of new vocabulary items. But unless these new language items are noticed and understood on multiple occasions, they will likely fade from memory and be forgotten.Įxperts these days concur that learners actually need as many as 5 to 16 ‘meetings’ with a new language item in a variety of contexts before it can be truly learned and activated for genuine use. Teachers might even consider doing a quick review of words and phrases which were introduced just a short while ago in the lesson. To stimulate long-term memory then, ideally, words would be reviewed 5-10 minutes after class, 24 hours later, one week later, one month later, and finally six months later. This idea suggests that learners review new words shortly after they are presented, and then at increasingly longer intervals. To avoid this lexical vanishing act, one solution offered is to follow the ‘principle of expanding rehearsal’. In fact, students do the majority of their forgetting shortly after the lesson and then the rate of forgetting diminishes. ![]() If we respect this axiom, the review and recycling of new language items will be critical if they stand a chance of becoming readily accessible in long-term memory. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |