Technologically and linguistically adventurous EFL teacher, trainer, writer and manager

Posts tagged ‘revision’

Out of the window

A very simple activity, which works very well as a filler, as revision, or as the prompt for a whole lesson. All you need is a window with something going on outside.

The view from our classroom

The view from our classroom at IH Sevastopol

Ask the students to look out of the window and tell each other/you what they can see. With my elementary students I encouraged them to use a few structures they’d recently studied:

  • There is/are…
  • Present continuous
  • NOT: I can see… I can see… I can see… (which is what they started with!)

Feed in any vocabulary and structures that they might need, and make a note of them on the board. The students should focus on speaking as much as possible for now, rather than note-taking. Give them time and space to think of ideas – it took my students time to warm up, but then they came up with lots of ideas.

When they’ve run out of steam (after about ten minutes for my group of four elementary students), let the students make notes based on what you put on the board, as well as ask more questions about language.

I repeated the activity a week later, and the students managed to remember about half of the new vocabulary they’d used the first time, as well as adding adjectives and more description without any prompting from me at all. They had resorted to ‘I can see…’ again, but after a reminder from me started to use ‘There is/are…’ and present continuous again.

I’ve read many times about this kind of activity, but this is the first time I’d used it, and it definitely won’t be the last!

[I wrote this post nearly a year ago, but never pressed publish. Better late than never!]

Hitting the drawing board

This is a very simple two- or three-stage activity I’ve successfully used with small classes of young learners and teens to revise both grammar and vocabulary. They love drawing on the board!

Stage one: drawing

Drawing

Drawing the past simple

Divide the board into a space for each student/team.

Say a word (e.g. car, trousers) or a sentence featuring the grammar structure you want to practise (e.g. I went to the beach. I played with my brother.)

Ask the students to draw a relevant picture. They shouldn’t worry about their artistic skills, just draw anything that they feel represents the language.

Repeat, ensuring they don’t clean the board in between.

When they have about 10 pictures, stop! 🙂

Stage two: hitting

Hitting

Before giving students the flyswatters, I normally give them two rules:

  1. If you hit anyone with it, we stop.
  2. They’re very cheap. If you hit the board too hard, it’ll break and we’ll have to stop. (This happened once!)

Give the students flyswatters.

Call out one of the words/sentences.

The students hit the relevant picture.

Start with them hitting their own pictures, then move them around – this can be quite challenging if other students have interpreted the language in a more abstract way!

You can also ask one of the students to be the teacher. With small groups, you replace them as the player.

Stage three: cleaning (optional)

Repeat stage two, but this time, instead of flyswatters, give the students board rubbers. They clean the relevant picture each time you say the language.

When there are only two pictures left, they have to tell you the words/sentences.

Alternatives

You can also use paper rolled into a tube instead of flyswatters. Stage two works well with flashcards too.

Adults would also enjoy this game.

With larger groups it could be done in teams or on paper.

Simple, minimal preparation, and lots of fun! Enjoy!

How I’m learning Russian

I’d hate to have me as a student.

I very rarely do homework, so much so that my teacher has given up setting it for me.

I cancel about one lesson in four, normally the one on a Saturday. I’ve recently moved it to a Thursday in the hope that I’ll be more likely to have time then. I have two 90-minute lessons a week, the other being on Monday. We’ve never managed to make up a missed lesson, and since I pay on a lesson-by-lesson basis, this must create quite a lot of financial uncertainty, which I feel bad about.

At times, I hijack the lesson and tell my teacher exactly what activities I want to do. The last example of this was after she used a bilingual Quizlet set to introduce clothes words to me at the end of our Monday lesson. In a very rare spurt of motivation, I had twenty minutes on Wednesday night, and ten minutes on Thursday morning during which I managed to play with the words and kind of learn about 70% of them. I started the lesson by drawing pictures of clothes all over the board and writing the words next to them.

Russian clothes on the board

This took about 20 minutes. I then asked my teacher to define words for me, which meant she had to teach me verbs like ‘wear’, ‘get dressed’ and ‘put on’, and prepositional phrases like ‘on your head’, ‘on your feet’. She then turned the tables and made me define words for her. This whole process took 90 minutes, and meant we had no time to do anything she had prepared. I wrote notes throughout, and listened to and spoke more Russian than I had in any other lesson throughout the year. She told me: “You’re ready for it now.”

I constantly make demands about what I want from my lessons. My main demand is to have my lessons entirely in Russian (or as entirely as possible for a beginner/elementary student), but this is difficult because of the above statement/belief, that you have to have a certain amount of language to be ‘ready’ to speak/listen to more. This is not a choice I have in the real world, where I have to deal with whatever is thrown at me, and the person who’s speaking to me often doesn’t know how to change their language to help me understand.

We’ve also got into the habit of speaking English in class. In an average 90-minute lesson my teacher probably speaks about 10 sentences of spontaneous Russian which are not read from a piece of paper and/or accompanied by an English translation. I speak less than this, and occasionally read new vocabulary/sentences from the page, although this is not consistent – I probably only say about 50% of the new language that is introduced to me during any one class. Both of us have spoken a bit more Russian in the last couple of lessons because I’ve made more of an effort, but it hasn’t lasted long. The rest of the lesson is in English, including chats and all grammar explanations. I rarely have to produce any Russian that isn’t part of a drill based on an exercise from a worksheet. I’m trying to speak a bit more Russian in class now, but I don’t have a lot of the classroom language I need unless I ask for it to be translated, because I’ve never heard it or been made to use it.

Most of the published materials my teacher uses are taken from a text-only coursebook, with lists of vocabulary and dialogues, or a slightly more ‘designed’ coursebook with some pictures and tables. Both of them are through the medium of English. I have no idea how you find published materials to learn Russian if you don’t already speak English (this is true of a lot of none-EFL materials). We have occasionally used a website with some very entertaining short videos telling the story of John, a Canadian visiting Russia, which is available in various languages. The videos are very short – less than a minute each – and accompanied by subtitles in Russian or other languages if you want to read them.

We have never listened to any ‘real’ Russian in class, like music or videos, or any audio designed for the classroom. All of my listening practice comes from life outside the classroom, very rarely with support from an English-speaker to help me, but English speakers normally do the work if they’re there, rather than me! That means that most of the time I’m trying to piece things together myself, using what skills I’ve picked up from learning other languages, and the pre-intermediate Czech that I know. This has, of course, got easier as the year has progressed.

I demand context, trying to move away from isolated vocabulary. I constantly ask for the prepositions and cases that go with the verbs/nouns, even though I know I won’t remember them at the moment. I try to get as much new language in sentences as possible. Having said that, I find the Quizlet sets useful for building up sets of vocabulary in topics like the body or clothes. I’m trying to get exposure to as much language as possible while I have access to somebody who can mediate it for me. During a lesson which isn’t based on materials, we fill a notebook with random notes. There’s a lot of Russian here, but it’s almost all written – there’s very little speaking, very little controlled practice, and almost no free(r) practice at all, unless I instigate it. The bit of text you can see in the top-left corner of the page is the second half of twenty minutes worth of writing I did at home to force myself to produce an extended stretch of Russian.

My Russian notebook

In some classes, I give my teacher English sentence after sentence I’ve tried to say in Russian during that week, but didn’t know, ask her to translate them, then fail to learn them. This week we have a week off school and I’ve finally had time to dedicate to Russian. I’ve copied out the sentences onto cards (made from A4 pieces of paper cut into 16 rectangles, yellow because it’s a happy colour!), with pictures on the other side as prompts. There’s a huge backlog, and I have no idea how long it’ll take to actually learn them.

Sentence cards

Sentence cards with pictures

My teacher has a degree in teaching Russian. She is a native speaker of the language, who also speaks very good English and knows bits of other languages, so can occasionally tell me when grammar is similar to other languages I speak. She is a lovely person to put up with me. She puts a lot of time and effort into preparing lessons and materials. Here’s an example of a summary of tenses she made:

Russian tense summary

She’s also started making Quizlet sets for me after I showed her the site and she realised that it motivated me! I copy the sets she’s made and get rid of the English if I can, trying to make things Russian only. When I got ill and was given a special diet, she translated the sheet I was given by the doctor and made me a list of all of the food in Russian and English, with pictures for things I might not know. When I found out just before a lesson that my grandad had been taken into hospital, she took me for a walk in the park and we chatted, then wouldn’t let me pay for the lesson.

The last lesson we had was at my flat, and she decided to try something different. We labelled everything in my kitchen that I didn’t know the names of already. I’d been meaning to do this for ages but hadn’t got round to it. We did this entirely in English, with me asking ‘How do you say…?’ in English. I was never forced to use Russian, and I forgot to try. I could have practised using the words in sentences and spelling them – although I can read Russian confidently now, I still have no idea how to say a lot of the letters. We could also have played a describing game again, but I didn’t think about that until I was writing this.

Russian has taken over my kitchen!

Russian has taken over my fridge!

When I have time, normally in three- to four-hour blocks about every six weeks, I transfer the language in my class notebook to a vocabulary notebook, organised by topic. This is the first time I’ve tried this approach, and I mostly use it as a dictionary. Copying the words/phrases helps me to recognise them, but I haven’t really used the notebook to learn.

My vocabulary notebook - pictures

With pictures and colours where possible…

My vocabulary notebook - English

…with English where it’s not. (or when I run out of motivation)

My vocabulary notebook - mix of pictures and English

With colour-coding to show grammar patterns

I also use index cards to write out grammar and some vocabulary sets, particularly those connected to time. I try to have as little English as possible on the cards, and use regular layout and colour-coding to help me reduce the need for English. If there is English, I often write it in tiny letters that are difficult to see – I want Russian to be the first thing I see when I look at the cards.

Russian index cards

Verb conjugation, time and reflexives

Index cards everywhere! Time time time...

Time index cards, showing colour-coding

I then blu-tack them all over my flat. (Blu-tack is the one thing that I always take with me when I move to a new place!)

Index cards everywhere!

Cards start on the cupboard I look at when I’m getting ready in the morning/doing my physio exercises

On the front door

They graduate to the inside of my front door when I think I know them. (Loosely arranged by grammar point, e.g. verbs at the top, and with the really easy stuff at the bottom)

Surrounded with postcards to be more interesting!

Surrounding them with postcards makes me more likely to look at them (maybe…)

This is what my desk looks like in the process:

My desk when I'm studying Russian

 

Some conclusions

  • Both the teacher and the student(s) need to have a lot of willpower to conduct the lesson entirely in the target language.
  • The student also needs to be given the classroom language they need to be able to operate in the target language.
  • The teacher needs to be flexible, to respond to the language that the student needs, the time they have available, and the mood they are in.
  • The student needs to make an effort to study what has been learnt in class.
  • Language should be introduced in context, rather than as isolated items. It should be learnt as chunks to start with, then pulled apart for grammar later.
  • Seeing language once is not enough. Students need to manipulate it, play with it, say it, use it, in class to help them remember it.
  • The student needs exposure to real language in the classroom environment to prepare them for what they will encounter outside the classroom.

Some methodological terms which I can hear you shouting at me

Comprehensible input

Lexical approach

Repetition

Dogme

What did I forget?

What’s next?

March and April have been pretty busy, both personally and professionally. They came not long after I’d finished Delta, and this week off has been a great opportunity to catch up and get a handle on a lot of things. Most of the things you can see in the photos in this post were written out in a one-day marathon study session. Three days later I had another whole day of study, which meant I finally finished copying everything out and caught up. This is something I want to avoid in the future!

I have therefore decided that in May I am going to try something (new) for thirty days and study Russian for 10 minutes every day. This could include any of the following activities:

  • Using my sentence cards, where I try to remember them/write them out
  • Reading my index cards out loud
  • Testing myself using my vocabulary notebook
  • Playing on Quizlet
  • Reading one of the free magazines/newspapers I’ve collected – highlighting the words I can understand
  • Watching a YouTube video in Russian, like Cheburashka or Russian Winnie the Pooh
  • Listening to a song and reading the lyrics (I need suggestions for this)
  • Writing a short text in Russian, including to Ann (who I wrote one short email to last time she suggested this!)
  • Recording myself speaking, then listening back and correcting it

Any other ten-minute activities I could try? I’ll let you know how it goes at the end of the month!

Update: here’s part two of the post, showing what I did over the following few weeks.

Drawing dictations

I have no idea who I stole this idea from, but it worked really well so I’m going to share it here!

I used it with elementary students. They had done this exercise for homework:

We checked the answers in class, and they were fine, but I wanted them to really notice the language. One student drew a picture for each idea in the text, numbering them from 1 to 10 to help her. (She was early and this was a way to help her before the other students arrived!) These are the final five pictures:

Drawing dictation images

She’s a much better artist than me! By the time she had finished, the rest of the class had arrived. They used the pictures to reconstruct the text on the board. It’s a small group, so using the board enables them to easily change their mind about the text. Students could also use mini whiteboards, tablets/phones, or good old-fashioned pen and paper!

Reconstructing the drawing dictationOnce they were happy with their version of the text, they compared it to the original and asked me questions about differences they didn’t understand, particularly why ‘three-month-old’ had no ‘s’. They spoke a mix of English and Russian, and were engaged and motivated, arguing about whose memory of the text was better.

A homemade revision game

This is a very simple game which is perfect for revision, and requires almost no pre-class preparation. All you need is some small pieces of scrap paper, some kind of blutack to stick it to the table, dice for each group, and a counter for each student. The blutack is optional, but it does stop the paper from blowing away! You could use post-it notes instead, but sometimes they curl up making it easy to see the answers! It works best for revising grammar or vocabulary in closed questions.

Give a pile of pieces of paper to each pair/group of students. Ask them to go through the units of the book which you want them to revise. They should write questions for other students in the class, writing one question on each piece of paper, and write the answer on the back. They can create the questions themselves, or copy them directly from the book, along with any relevant instructions, like ‘Write the correct form of the verb.’ My students normally spend about 15-20 minutes doing this. Here are some examples from my intermediate group:

Examples of revision questions

Once you have a pile of questions, shuffle them all up (easier if you have scrap paper than post-it notes at this point!), then divide them evenly between all of the groups in the class. Each group should lay out a track of questions to create a board game, so it looks something like this:

The board game laid out

The groups then play the board game. When they roll, they should answer the question they land on. If they’re correct, they can stay there. If not, they have to go back to the question they were on at the start of the turn. The winner is the person who gets to the end first, or who is in the lead when they run out of time.

Creative students!

The board can even go up and down!

I got this idea from somebody at IH Brno, but unfortunately I can’t remember who. I use it almost every time I’m revising for a mid-year or end-of-year test, and it always prompts a lot of discussion. The group shown in these pictures even asked if we could keep playing it when I said the time was up!

IMG_6383

I like it because as well as reminding the students of the grammar and vocabulary areas likely to appear in the test, it always prompts a lot of discussion and shows them which areas they still need to revise.

Enjoy!

What were you doing at 10 last night?

What were you doing?
What were you doing?
What were you doing
At 10 last night?

I was sitting on the sofa.
I was sitting on the sofa.
I was sitting on the sofa
At 10 last night.

What were you doing?
What were you doing?
What were you doing
At 10 last night?

I was watching the TV.
I was watching the TV.
I was watching the TV
At 10 last night.

What were you doing?
What were you doing?
What were you doing
At 10 last night?

I was listening to music.
I was listening to music.
I was listening to music
At 10 last night.

What were you doing?
What were you doing?
What were you doing
At 10 last night?

I was looking at the sea.
I was looking at the sea.
I was looking at the sea
At 10 last night.

The entrance to Balaklava bay

What were you doing?
What were you doing?
What were you doing
At 10 last night?

I was on vkontakte.*
I was on vkontakte.
I was on vkontakte
At 10 last night.

What were you doing?
What were you doing?
What were you doing
At 10 last night?

I wasn’t doing anything.
I wasn’t doing anything.
I wasn’t doing anything
At 10 last night!

I made up this chant, inspired by Jane Harding da Rosa, to help my pre-intermediate students with the concept of past continuous to talk about ongoing events at a fixed point in the past. I had a few ideas for verses and they added more.

We also tried a variant where they asked:

What was she doing?**
What was she doing?
What was she doing
At 10 last night.

The verse was about a particular student, and the others had to choose a possible answer. For example:

She was listening to music.
She was listening to music.
She was listening to music
At 10 last night.

…to which the student who was being discussed had to respond with either:

Yes, I was. Yes, I was.
Yes, I was. You’re right.

OR

No, I wasn’t. No, I wasn’t.
No, I wasn’t. You’re wrong.
(followed by a verse of them saying what they really were doing)

Through the chant, the students had practice with the positive, negative, question, and short forms of the past continuous. It is also designed to help them with the rhythms of English, as they struggle with listening, especially with weak forms (something I identified using this post-listening reflection questionnaire from Mat Smith’s blog). They responded really well, and a week later were chanting it when they came into class. I tried it with my teens too, and they didn’t get it at all!

So, what were YOU doing at 10 last night?

*Vkontakte is a Russian equivalent of facebook, which is very popular among my students.

** Or ‘he’, of course!

Spicing up grammar revision

One of my advanced students asked if we could do a lesson about the differences between ‘would’, ‘should’ and ‘could’. I looked around but couldn’t find anything that really helped. In the lesson I came up with we ended up looking at them separately in depth, but there wasn’t much comparing and contrasting them, or any controlled practice, as I was pushed for time when planning. I did create one exercise, available below, with the help of the BBC World Service explanation of the differences.


(You can download it by clicking ‘slideshare’ and logging in – it’s free to create an account, and you can link via facebook if you want to.)

Answers: 1. should; 2. would; 3. could; 4. should; 5. should, would; 6. would; 7. should, would; 8. could [he didn’t have the ability to finish]; 9. would, could [I would if I could, but I can’t so I won’t 🙂 ]; 10. should, could, would

Over three and a half hours (two lessons), this is what happened:

  • I taught the class a few items of ‘playing card’ vocabulary, by drawing it on the board: ace, jack, queen, king, diamond, spade, club, heart, suit, picture card. To find out why, keep reading…
  • I put students into pairs.
  • Each student had three double-page spreads from Scott Thornbury’s Natural Grammar*, one each for ‘would’, ‘should’ and ‘could’. One page had the rules, and the other had exercises.
  • The pairs worked together to complete the exercises, and they could do them in any order. As they were advanced students, I didn’t need to present the grammar to them, and they were confident enough to ask me for help whenever they needed it.
Doing the exercises

Doing the exercises

  • As they completed each exercise, the pairs would come to me (i.e. they did one exercise, I checked it, they did another). I would tell them if they were 100% correct, or if not, how many errors they had, but not where they were. They would then correct the errors. If they still had errors the second time, I would tell them where. After the third time, I would put them right, if it took them that many attempts.
  • This is where the cards come in. Once an exercise was 100% correct, the students could take a random card. Between ‘would’, ‘should’ and ‘could’ there were 10 exercises, so once they had completed all of them, they should have 10 cards. This worked perfectly as I had 5 pairs 🙂
Pick a card, any card

Pick a card, any card

  • It took the students about 3 hours to complete the 12 exercises, with lots of to-ing and fro-ing and a lot of discussion. After that, the students worked together to decide whether the sentences in the worksheet above needed ‘would’, ‘should’ or ‘could’.
  • On the board, I drew the symbols for the four suits of playing cards in a random order (e.g. spades, diamonds, clubs, hearts). I also told them that aces = one in this game.
  • We then all sat around a single empty table.
  • The students had to choose one card from the 10 they had collected during the grammar exercises and place it face down on the table.
  • I told them the first answer: ‘should’. If they had the wrong answer, they lost their card completely. If they had the right answer, they could turn it over. The highest number won a point for the sentence (‘trick’). If two teams had the same high number, then the order of the suits on the board was followed (from the list above, the ten of spades would be better than the ten of diamonds, for example).
  • We repeated this for the rest of the sentences. When a question had more than one gap, they had to get all of the gaps correct to play for the point. I reminded the students that tactics might be important too, which resulted in one pair winning a point with a 6, because the other pairs had all thrown away 2s and 3s!
Making tactical decisions

Making tactical decisions

I realise that sounds quite complicated, but it went really well. Everyone got really competitive about the cards they selected after each grammar exercise, even though it was completely random! They enjoyed the game and said it made the grammar more interesting.

If you have any ideas for how I could have taught this lesson more usefully in terms of comparing the three modals, particularly for ways of providing freer practice, please please please share them in the comments!

*I get 10% of anything you spend if you click on the Amazon link and choose to buy something. Thanks in advance!

A revision game

On Friday I created a new revision game for my students. I hope you like it too!

Collect a series of mistakes your students make throughout the week/course, for example with tenses or collocations. Or choose a set of lexis you’ve recently taught. You need about 15 things.

Write a key word prompt at the side of the board for each of the mistakes. For example, if your students always say ‘I want to make a Masters’, your prompt could be ‘do a Masters’.

Turn it into a table, like so:
Table

Divide your class into teams of 4-5 students. I had two teams, so there were two empty columns, but if you have more, add more columns! You need one column for each team.

Each team needs a mini whiteboard, a pen and a board rubber. If you don’t have mini whiteboards, you could put a piece of paper in a plastic wallet and give the students tissues to rub out the sentences after they have scored for them.

Now that you are all set up, this is how the game goes:

  • Each team chooses a prompt from the table (they can use the prompts in any order).
  • They write a sentence using the prompt correctly. I was very strict and told my students that all punctuation had to be correct too.
  • They show the teacher the sentence. If they are the first team to use that prompt and the sentence is perfect, they get 2 points. If they are the second team to use it, they get 1 point. If there is a mistake, they don’t get any points. Instead, put a little cross in the corner of the box. They have to rub out that sentence, work on a different one, and then they can come back and try that prompt again later. (With 4 teams, give 4 points for the first team, 3 for the second and so on)
  • When one team has used all of the prompts, the game stops and the points are added up. The team with the most points wins.

They can use more than one prompt in the same sentence if they want to. Remind the students that it’s a race, and that they have to be quick to make sure that the other team(s) doesn’t beat them to all the high point scores!

This was my board at the end of a pre-intermediate class.

My board

Examples of sentences I accepted were:

  • When were you born?
  • I have lived in Newcastle for a year.
  • I like playing noughts and crosses.

Sentences I didn’t accept include:

  • Can I go home (no question mark)
  • He is a student. (not the same as on the board – I wanted to make sure they remember you can use ‘he’s’)
  • My career is teaching. (no ‘in’)

The next teacher saw the game, and asked me to explain it to her, so we played it with her upper intermediate class too.

Upper int boardIt took about half an hour to play. By making the students write a completely new sentence each time they make a mistake, instead of editing what they just wrote, they have to really focus on accuracy. The students were engaged, and really wanted to be accurate, because they knew they wouldn’t get any points if they weren’t!

I hope that all makes sense. Let me know if you have any adaptations.

Party games for vocabulary revision

This post has been contributed by Roya Caviglia as part of the simple games series. If you would like to contribute a game, let me know via a comment on the blog or through Twitter.

Roya is currently teaching in Hamburg, Germany and has recently completed her Delta. She is about to start as a Celta trainer-in-training. You can find her on Twitter or at http://languagelego.wordpress.com/ She’s new to the world of blogging, and this is her first guest post. I think you’ll agree: it’s a great start!

Teaching aim: Vocabulary revision

How to play:

1. Ask each student to write down 3 or 4 words, each word on a separate small piece of paper. Make sure the learners choose vocabulary that they understand the meaning of and that they are sure the others in the class will know too (vocab that has come up recently in class is ideal). They fold up the pieces of paper and pop them into a hat/bowl.

2. Split the class into 2 teams. Ask them to choose team names. Then proceed with the following 3 rounds:

Round One – Taboo
Team A start. One of the team takes the bowl of words. They have to take out a word and describe it to their team, without ever saying the word (just like taboo). When their team guesses a word correctly they get to keep it. The same player then takes another word and continues for 2 minutes (teacher is the timer, time can be adjusted if necessary).

It helps if Team B listen carefully to the words that come up because this will help them in later rounds.

When the time is up Team A keep the words they won and pass the bowl to Team B which then have 2 minutes to collect as many words as possible in the same way.

Then back to Team A who continue with another player describing the words. This goes on until the bowl is empty. Count the scores, each word = one point. Scores go on the board.

Round Two – Pictionary
Team B start. Round two is just like round one, except that the players draw the words instead of describing them. This can be done on the board so everyone can see. Just like pictionary, no talking, letters or numbers are allowed.

Round Three – One word 
In this round, the players can only use one word to describe the word on the paper (obviously not the one on the paper! But usually a descriptive word gets connected to the piece of vocabulary at an earlier point in the game).

There could also be a charades round, where players act out the word, good for young learners or for energising tired adults!

These games are learner-centred and the words are chosen by the students not the teacher, making for a really meaningful and memorable review.

Party games for teachers by @CliveSir

Party games for teachers by @CliveSir at http://flickr.com/eltpics

Spelling game

My intermediate class were really struggling with spellings, so I decided to play a game to make them a little more fun. I have lots of different word games at home, including Scrabble, which include tiles with different letters on them. I also have cut-up letters making up three complete alphabets.

We put two small tables in the middle of the room with the letters spread out on them, and all of the other tables around the edge of the room. Each pair of students was allocated one table.

I called out a word from pre-prepared list. The pairs had to work together to take letters and spell out the word on their table. When they had finished they stood by their table. There were five pairs, so the first team to finish with a correct spelling got five points, the next four and so on down to one point for the last team to get the spelling correct.

As you can see from this photo, the students were all involved, and the most common words we spelt during the game were much more accurate after the class 🙂

Spelling game in action

20121109-140717.jpg

20121109-140740.jpg

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