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Feel free to send your ideas to my email: / To use the lesson plans in my blog, you do NOT need photocopies for students. You MAY need to print instructions or to use a projector and/or a computer.

Browse LABELS to the right, underneath to find prompts and tasks.New!! VIDEO BLOGS on English for Communications and on English for Office Applications (Computers). See links below.

* English for Communications. Click HERE. By Beatriz Papaseit Fernández and myself, María Zabala Peña

* English for Office Applications (Computers :Word 2007 and more). Click HERE. By Beatriz Papaseit Fernández and myself, María Zabala Peña

Saturday, September 26, 2009

Vocabulary revision from more than one unit

Purpose: vocabulary revision for more than one unit

To see vocabulary revision games for CURRENT UNIT, please click HERE

Any level but students need to have practised techniques for defining words.

Timing: from 30 minutes to an hour, depending on how many times students are willing to repeat the game.

Material: one piece of blank paper per student plus one piece of blank paper per group. To save paper, these pieces of paper can be a sheet cut in 4s

1. Distribute students in groups of 4 or 5. Groups need to have the same amount of students. If this is not possible, make sure that two students understand they are working together as if they were ONE person.
2. Give each student a piece of paper.
3. Each student, individually, writes on the piece of paper words that he/she has learnt that year or in certain units (depending on what the teacher wants the students to revise)
4. Students compare their words and make sure there are no repetitions.
5. Nominate students in each group A, B, C, D (F, if they are 5 students) and check everybody knows who they are (As, raise hands, Bs raise hands, C…)

6. Students A from each group pick up all the pieces of paper in their group and give them to the group next to theirs, clock wise. Students A distribute the pieces of paper that have been given to them to every member of their group. The information is SECRET: students should not show their words to the other members of their group.

7.The teacher distributes one blank piece of paper to every group.

8. Teacher models. Imagine I am A, I start defining any of the words in the list. B, C, D, F (if there is F) need to guess the word. If C guesses, he/she writes the word next to his/her name in the blank sheet that belongs to the group. This piece of paper is a record of all of the words that have been guessed in every group.

E.g. A: this is a fruit. It is yellow
C: Banana!!!
C writes “Banana” on the piece of paper with a C: Banana C (this way we know that C guessed one word)

After one minute the teacher will shout “B start“ and then B has to define as many words as he/she can and A, _, C, D, F need to guess the word. This continues until all the letters/students have had the opportunity to define and guess.

9. If students do not get tired, you can have a second round. As collect all of the papers with vocabulary from their groups and they pass them clockwise to the next group. This way every group has a new set of words. Normally two rounds are enough.

10. Finally GROUPS NEED TO count:
10. a How many words they have guessed
11.b. Who was the person who guessed more words in every group? A? B? C? D? of F?

By Maria Zabala based on Julie McGuiness talk in Barcelona, Macmillan workshop in 2009

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