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25 ideas for using unit word lists in the classroom

Teacher and young adult students developing their skills with classroom activities

Many ELT series have unit word lists, either in the student book, or available in the teacher resources. However, few teachers make active use of these unit word lists on a regular basis. In an attempt to address this situation I have produced a set of 25 activities which teachers can easily incorporate into their regular teaching practice.

All of the activities have the following three principles:

  1. they can work with almost any ELT unit word list;
  2. apart from the students having access to unit word list itself, they require only basic classroom resources i.e., pencil, paper, board and marker;
  3. they require no previous preparation from the teacher.
Example from: Smart Choice 2nd edition, OUP

Note: Unless otherwise stated, students need to be looking at the word list to do the activity.

  1. Which words do you know (before starting the unit)? – Individually, before starting the unit, students put a tick (✔) on the right next to all the words they know.
  2. What is your favorite word? – Individually, each student identifies their favorite word from the list. Students explain their choice in groups and/or to the whole class.
  3. Which ones are similar to words in your own language? – In small groups, students look through the unit word list and identify all the words that appear to be similar to words in their own language. These could be cognates or false cognates. The teacher elicits and discusses.
  4. I don’t like this word because… – Individually, each student identifies a word from the list that they don’t like. Students explain their choice in groups and/or to the whole class.
  5. Rapid underlining – The teacher chooses between 5 and 10 words from the unit word list and calls these out quite quickly. Individually, students listen, find and underline these words in the list. Students then compare and check that they have found the correct words.
  6. Find the word in the unit – The teacher chooses a word from the word list and calls this out and the students need to find the word in the unit of the course book. This can be done as a race.
  7. Which is the most useful word? – Individually, each student identifies from the unit word list the word they think is the most useful. Students explain their choice in groups and/or to the whole class.
  8. How many of the words are things you can touch? – In small groups, students identify how many of the words in the unit word list are things that can be touched. The teacher elicits and discusses. There might be many different ways to interpret this and can lead to interesting discussion.
  9. ‘Killing’ vocab items – In small groups, students decide on 3 words they want to eliminate from the unit word list and which will not appear in the next test. The teacher then elicits from each group the 3 words they chose. The teacher writes these words on the board and identifies which 3 words are the most frequently chosen from all the groups. The teacher promised not to include these in the next test. (Dudley, E. & E. Osváth. 2016. Mixed-Ability Teaching. OUP)
  10. Rapid translation – In pairs, students take it in turns to choose a word from the unit word list. The other student has to try to give the translation in their own language.
  11. How many have you seen today? – In small groups, students identify how many of the words in the unit word list are things / concepts / actions they have seen today. The teacher elicits and discusses.
  12. Identify the words from a definition – The teacher chooses about 5 words from the unit word list and then one word at a time tells the students a definition of each word. Individually, students look at the list and underline the words they think the teacher is describing. The teacher elicits, checks and discusses.
  13. How many have 3 syllables? – In small groups, students identify how many words have 3 syllables. The teacher elicits and discusses.
  14. Which word is the most difficult to pronounce? – Individually, each student looks at the unit word list and identifies the word they think is the most difficult to pronounce. The teacher elicits and helps students pronounce the words they chose.
  15. Bingo – Individually, students choose any 5 words from the unit word list and write these on a piece of paper. The teacher reads and crosses off words at random from the list until a student has crossed off all of their 5 words and calls out ‘bingo’.
  16. How many words have the stress on the second syllable? – In small groups, students look through the unit word list and identify how many words are stressed on the second syllable. The teacher elicits and discusses.
  17. Which is the most difficult word to spell? – Individually, each student looks at the unit word list and identifies the word they think is the most difficult to spell. The teacher elicits and discusses.
  18. Test your partner’s spelling – In pairs, one student looks at the unit word list and chooses 5 words and dictates these to the other student (who is not looking at the list). After the dictation of the 5 words the students both look at the list and check the spelling.
  19. The teacher can’t spell – The teacher choices 5 words and spells these aloud to the student but makes a deliberate spelling mistake in 2 or 3 of the words. Students listen while looking at the word list and try to identify which words were misspelled.
  20. Quick spelling – In pairs, students take it in turns for one student to choose a word and spell it aloud quickly to other student. The second student tries to say the word before the first student has finished spelling it aloud.
  21. Which word has the craziest spelling? – Individually, each student decides which word, in their opinion, has the craziest spelling. The teacher elicits the words from the students and the class identifies which word was the most frequently chosen.
  22. Which are the 3 longest words? – In small groups, students look through the unit word list and identify the 3 words with the most of letters. The teacher elicits and discusses.
  23. Guess my word – In pairs, students take it in turns to choose a word from the unit word list. The other student needs to ask yes/no questions to work out the word.
  24. Can you make a sentence using 4 of the words? – Individually, each student makes a sentence using any 4 of the words from the unit word list (combined with other words to create coherent sentences). Students then compare and decide which sentence they like best.
  25. Which words do you know (after finishing the unit)? – Individually, after finishing the unit, students put a tick (✔) on the left next to all the words they now know. They can compare this with the number of words they knew before starting the unit and see their progress.

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Philip Haines moved to Mexico from England in 1995, and currently works as the Senior Academic Consultant for Oxford University Press Mexico. He has spoken internationally in three continents and nationally in every state in Mexico. Philip is the author/co-author of several ELT series published in Mexico.


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World Space Week Lesson Activities

 

Since 1999, World Space Week has been used to celebrate humankind’s innate desire to explore the unexplored and discover the undiscovered. Not only does it celebrate the achievements made globally in space exploration, but it also recognises the crucial contribution international cooperation across cultures and languages has brought to our learning of the great beyond.

Starting on the 4th October and lasting for a week, it’s the largest space event on earth, and now you can get your students involved with our ‘out of this world’ lesson plans and materials! Take your students on your own expedition, exploring new vocabulary and phrases along the way. With resources designed specifically for adult, secondary and primary learners, you’re guaranteed to make a buzz in any classroom environment.

Primary

Lesson plan.

Handout.

Flashcards.

Quiz.

Secondary

Lesson plan.

Handout.

Adult

Lesson plan.

Handout.

Found these lesson activities useful? Share them with your colleagues! 


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Integrating video content in the EFL classroom with International Express – Part 1

Learning onlineEFL teacher, teacher trainer and Principal of St. Giles International, Keith Harding has authored and co-authored several courses published by Oxford University Press. To mark the release of stunning new video material for International Express, Keith Harding and Rachel Appleby have prepared a series of four articles to be used alongside units within the course. Today, Keith shares some ideas and video resources for Elementary Unit 6 – Santiago, Chile, focusing on comparative and superlative adjectives.

The introduction of video as a learning medium in the classroom needn’t mean passive learning, or a risk of students ‘switching off’ from being engaged. The key to maximising learning potential, as with any listening or reading text, is to prepare and predict.

Before watching:

Here are some ideas for preparatory work, before watching the video:

  1. Countries and cities
  • Show the picture of Santiago from the video as a still image.
  • Where is it? Which continent? Which country?
  • Ask students in pairs to write down as many South American countries and cities as possible. This can be done as a team race – for example, the first team to name five countries and five cities.
  • Show an outline map of South America (from the Internet, or an atlas or wall map of the world if you’ve got one). Locate the cities and countries.
  1. Comparatives and superlatives
    Use the list of cities/countries (and the map) to make comparative and superlative sentences.
  • Which is the largest/smallest country?
  • Which is the most beautiful/the highest city?

Examples could be: Brazil is larger than Chile; Argentina is further south than Chile. Use Chile as much as possible, as the video is about Santiago and Chile.

  1. Practise the language
    What do you know about or think you know about Santiago? Consider:
  • Location
  • Scenery
  • Buildings
  • Things to do
  • Tourist attractions

To prompt show four stills from the video, such as:

  • Map of South America (1:40)
  • City buildings (2:16)
  • Church (2:50)
  • Scenery and city (3:11)

While watching:

To maximise the learning opportunities, set tasks for students to focus on throughout watching. Remember: tasks can be graded to the level of the learners, even if the content is not. This will involve you having to press pause, rewind, and also the sound-off or mute button, in some cases.

  1. Silent play

Play the whole video (or just a section) with the sound down. Have your students write down what they see, particularly the objects and places, and then compare with a partner.

If you wanted to make this more interactive, get the students to stand back-to-back with a partner – one will look at the screen, whilst the other looks away. The student facing the screen describes to their partner what they can see, and the student facing away writes down the words. They swap roles halfway through. Then rewind the video or section and have them watch it back together, to see how much they identified or what they might have missed.

  1. Stand up!

Give each student a letter – A, B, C, and D. They must stand up every time they hear a word from one of the following categories:

A: a word for a building
B: a word for scenery
C: a comparative
D: a superlative

After watching the video:

Follow-up tasks and activities will help to reinforce the language and will also provide the opportunity for more communicative and interactive language practice.

  1. Vocabulary work on other world places:
  • Country (e.g. UK)
  • Capital (e.g. London)
  • Language (e.g. English)
  • People (e.g. British)
  1. Speaking activities

Why not try out these activities, taken from the video worksheet that comes with the International Express Teacher’s Resource Book DVD. All the worksheets are also available for free here. You just need your Oxford Teacher’s Club log-in details to view them.

  1. Make a film

Ask students to make their own film about one of the cities they have researched on the Internet, or of their own city/country. It might not be possible to actually make the film (although this could always be filmed on a mobile phone, for ease), but the students can plan the film (frame by frame) and write the script (using the Santiago script as a model).

I hope you enjoy trying out some of these activities in class! In the next article in this series, Rachel Appleby will be exploring the Selexyz bookstore video from the Pre-Intermediate level. Look out for it next week.