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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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Using smart devices in class – challenge or opportunity?

smartdevices1Thomas Healy is one of the authors of Smart Choice as well as an Assistant Professor in the Intensive English Program at the Pratt Institute, New York City. A full time instructor, he presents regularly on how to adapt traditional classroom materials to meet the needs of the Selfie Generation, and how to use widely available and easy-to-use digital tools in language learning.

In a survey of Smart Choice teachers conducted by Oxford University Press this year, 55% of teachers reported that they use smart devices regularly in class. In addition, 84% of teachers said they encourage learners to use the devices to extend learning outside of class. While the use of mobile technology in class is becoming more accepted, it is not without its challenges. Many of these challenges relate to practical matters of classroom management. How can we engage large classes, and make sure everyone is participating? How can we keep students on track? Can we use the devices in places without Wi-Fi?

When to use a smart device

I always feel that the challenges that I face in class, rather than just a decision to use digital devices for the sake of it, should be the determining factor whether I use smart phones in my class or not. With some classes it’s an easy decision, particularly in classrooms without any installed technology. Learners’ own devices enable me to incorporate videos, illustrations, and even texts into every lesson. Before class, I upload the content that I want students to view onto our Learning Management System- I use Facebook for this – and I can have students access the content during class.

If I am concerned about the focus of a particular class, I’ll have students use their devices for relevant parts of the lesson only. The rest of time, I’ll have them turn off their devices, or even better, put them away. With other classes, often smaller groups were I can be surer of each individual’s level of engagement, I’m more comfortable having learners use their devices at any time, especially to access online dictionaries. In this case, am I absolutely sure what a learner is doing online? No, but I know now that lack of focus demonstrates itself quite rapidly, and I can take appropriate action.

Keep it focused

For me, the key to keeping learners focused when working with smart phones is to [1] have time limits, and [2] insure that they have to create or complete something as part of the activity. Students, therefore, do not just observe something: they must do something too. This might mean commenting (for example, in the comments section of where I’ve posted a video) on what they’ve seen. My favorite activity is to have learners write something in their notebooks in a response to some online content, and then take a photo of their notes and share it on our LMS. This has several advantages. Firstly, knowing that they have to share their work with the class, students are more likely to complete an activity properly rather than engaging in inappropriate online behavior. I’m often concerned that if they don’t regularly write with a pen or pencil on paper, their basic writing skills, including handwriting and spelling, may suffer. In addition, the shared writing samples are very useful for peer reviewing and self-analysis. Videos of presentations and classroom discussions are equally useful to share. Content that has been uploaded by me or by my students in class can be accessed later. This is a very efficient and easy-to-implement way of extending the classroom into the virtual world. Activities like giving feedback to presentations can now be done outside of class. Additional activities can also be uploaded to provide specific practice for individual learners.

smartdevices2With the availability of mobile-optimized online practice materials, such as the On the Move material that accompanies Smart Choice Third Edition, online dictionaries and a whole range of English Language Learning apps, encouraging our students to use their smart phones outside of class is something we should all embrace. Having activities in class that involve the devices provides us with an opportunity to assist students on how to use them successfully. What, for example, do students do once they’ve looked up a word or phrase online?

I recommend that students make flashcards, either with apps such as StudyBlue or homemade cards which students can make by screen capturing the target vocabulary item in a sample sentence (together with a translation in L1) and an image. This approach is based on I.S.P. Nation’s meta-analysis of the use of flashcards and vocabulary.

smartdevices3smartdevices4

Make learning relevant

Another advantage of smart phones is the potential for bringing the real world into the classroom. Students have an abundance of photos of places, people, food and activities that we can readily link to the content of our textbook. Students can show images and videos to their classmates, and this content allows us to extend and personalize the target language in a way that motivates students and makes learning sticky. This kind of activity is ideal for settings without Wi-Fi.

As I figure out how to use mobile technology in class, I’ve become more interested in exploring the basic features of the devices, rather than using apps. For me, the ability for students to access content online, and their ability to record, share and comment on work that we’ve done together, provides an invaluable opportunity to extend learning beyond my classroom, to have content-rich lessons in every room, and to encourage students to learn by analyzing their own and their peers’ output. In doing so, I’m hoping to create an environment that reflects the interactive, collaborative and networked world which has become their natural habitat. In time, I’m hoping that smart devices will become indispensable tools for them in their English language acquisition process, both outside of the classroom and long after our shared time together is over.

Want to find out more? Join Thomas for a live webinar on how to use mobile technology in class on 12th or 13th October.

In this free-to-attend webinar you can expect to:

  • Learn practical tips and ideas on how to use smartphones purposefully with your students in the classroom
  • Look at ways in which students own smart devices can make every classroom a technology enhanced classroom
  • Bring along your own questions to ask Thomas

References:

  • Smart Choice teacher survey, Oxford University Press, 2016.
  • Nation, I.S.P. Teaching Vocabulary: Strategies and Techniques Heinle ELT, 2008.


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The potential of smart devices in the EFL classroom

DeathtoStock_Medium5Thomas Healy is one of the authors of Smart Choice as well as an Assistant Professor in the Intensive English Program at the Pratt Institute, New York City. A full time instructor, he presents regularly on how to adapt traditional classroom materials to meet the needs of the Selfie Generation, and how to use widely available and easy-to-use digital tools in language learning.

Are smartphones a classroom management problem or a useful tool for language teaching and learning? Discover how smart devices can become a key part of the learning experience for your students with Thomas Healy.

In a series of video tutorials and three live webinars, Thomas will be presenting strategies for how teachers can use smart devices to enhance what students are learning in class, to provide meaningful opportunities for independent learning and to connect the English they are learning with the world around them.

Thomas’ first webinar – the potential of smart devices – will run twice and take place on September 7th (1pm BST) and September 8th (12am BST).

In this free-to-attend webinar you can expect to:

  • Explore smart device based activities that you can use to reinforce students learning
  • Look at ways in which students own smart devices can make every classroom a technology enhanced classroom
  • Bring along your own questions to ask Thomas

Thomas’ webinar will draw on content Smart Choice ‘On The Move’ activities, brand new smart phone optimized content available with Smart Choice Third Edition.