Vocabulary activities as a main part of FLTL

     Remember words

Variants on this exercise:

• Production template: Learners make a list of all the words they can remember; they can compare their list with the complete word list.

• Gap-filling template: Learners are asked to complete words of which only the first few letters are given.

Pedagogic note

This exercise is intended to help the memorizing of new vocabulary and can be used in addition to practicing with the word list itself.

Using new words

Pedagogic note

This exercise also requires preparatory vocabulary exercises. Learners are taught to use newly acquired vocabulary in new contexts.

Instead of this exercise you could also use production exercises in which, for instance, learners could be asked to answer questions for which they need the new vocabulary.

                                          

 

Sense relations

Task

In this exercise learners are asked to match words and their antonyms.

Pedagogic note

This type of exercise can be easily varied and used for the systematic enlargement of vocabulary. Apart from teaching antonyms of words, exercises like this can be used to teach synonyms or hyponyms.

You can use Gap-filling or Drag&Drop templates for these exercises. Gap-filling exercises where learners are asked to come up with the solutions themselves are usually far more demanding than Drag&Drop exercises where learners can choose from a given list of words. Therefore, learners should be prepared thoroughly for Gap-filling exercises.

                                        Word formation

Pedagogic note

In this type of vocabulary exercise learners can practice word formation. The exercise can be realized in Drag&Drop or Gap-filling templates.

Here are more ideas for exercises to practice word formation:

• deriving nouns from verbs or vice versa (exercise with texts and word lists)

• creating compounds from two or more words

• creating words from syllables (Drag&Drop template)

                                  Collocations

Pedagogic note

Collocations are usually learned as set combinations of words but they are still troublesome even for advanced learners. Not the comprehension but the production of collocations is usually the problem. It happens very easily that learners use unusual or incorrect combinations of words because they do not know the collocation or standard phrase.

  Gap-filling exercises and open production exercises could be used for tasks where learners are confronted with sentences or texts that contain unusual, unacceptable or non-idiomatic collocations. Learners could then be asked to suggest alternatives. .[12;33-36]

2.2Vocabulary activities as an effective way of teaching vocabulary

Results from research on second language vocabulary clearly call for more vocabulary practice in classes, especially classroom activities that include the three goals of focusing, multiple retrievals, and developing successful learning strategies.. Here are some activities that possible in using at the classroom.

  Types of activities using Audio-lingual method:

1. Dialog Memorization: Students are given a short dialog to memorize then they must use mimicry and applied role playing to present the dialog. Examples of dialogs that could be used are included in the materials section. 
Objective: Experiment with language and non-verbal elements (e.g. gesture) to achieve an effect for a particular purpose and audience.

2. Backward Build Up: Provide students with the sentence fragments found in the materials section. Students repeat each part of the sentence starting at the end of the sentence and expanding backwards through the sentence adding each part in sequence. [13, 45]

Objective: Participate in a variety of shared language experiences.

3. Transformation Drill: The teacher provides a question which must be transformed into a statement. An extension of this activity is to have the students make a question out of a statement.

Objective: Select from a range of word choices and use simple sentence patterns to communicate ideas and information.

4. Complete the Dialog: Have the students fill in the blanks in the dialogs provided. The proper English word must be inserted into the text. This activity is much like a cloze activity.

Objective: Make connections between text, prior knowledge, and personal experiences.

5. Dictation: Using any piece of literature at the students' reading level, read the piece aloud several times. Have the students write down what they hear. The idea is to write what they have heard as literally as possible.

Objective: Listen purposefully to determine main ideas and important details.

6. Flashcards: Using flashcards with words that are relevant to them brainstorm other words about the word on the card. A new word could be chosen each day. Objective: Make connections between text, prior knowledge, and personal experiences.

7. Chain Drill: A chain of conversation forms around the room as the teacher greets or questions a student and that student responds then turns to the next student and greets or asks a question of the second student and the chain continues. 
Objective: Participate in shared language experiences.

8. The Alphabet Game: The teacher picks a category, such as the supermarket. Then the first student says, "I am going to the supermarket. I need a few apples." (The first student names something beginning with A.) The second student says, "I am going to the supermarket. I need a few apples and I need a few bananas." The game continues in this manner with each consecutive student adding an item beginning with the next letter after repeating the items named before their own. Objectives: Participate in shared listening experiences. Share ideas and experiences in large and small groups. [13, 53]

                                 Types of activities using direct method

Reading Aloud: Students take turns reading sections of a passage, play or dialog loud. At the end of each students turn, the teacher uses gestures, pictures, regalia, examples or other means to make the meaning of the section clear.

Question and Answer Exercise: This exercise is conducted only in the target language. Students are asked questions and answer in full sentences so that they practice with new words and grammatical structure. They have the opportunity to ask questions as well as answer them.

Getting Students To Self-Correct: The teacher the class has the students self-correct by asking them to make a choice between what they said and an alternate answer he supplied.

Conversation Practice: The teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly.

Fill-in-the-blank Exercise: This technique is already been discussed in the grammar translation method, but differs in its application in the Direct Method. All the items are in the target language; furthermore no explicit grammar rule would be applied. The students would have induced the grammar rule they need to fill in the blanks from examples and practice with earlier parts of the lesson.

Dictation: The teacher reads the passage three times. The first time the teacher reads it at a normal speed, while the students just listen. The second time he reads the passage phrase by phrase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed and students checked their work.

Map Drawing: An Example: The students are given a map with the geographical features unnamed. Then the teacher gives the students directions such as the following, “Find the mountain range. Write the words “Toros Mountains” across the mountain range”. The teacher gives instructions for all the geographical features of Turkey so that students will have a completely labeled map if they follow the teacher’s instructions correctly. The students then instructs the teacher to do the same thing with a map he has drawn on the blackboard. Each student can have a turn giving the teacher instructions for finding and labeling one geographical sentence.

Paragraph Writing: On an example topic about geography the teacher may ask the students to write a paragraph in their own words on the major geographical features of Turkey. They can do this from memory, or they can use the reading passage in the lesson as a model. [14]

              Types of activities using   method of  vocabulary building 

                                             Beginning

Memory/Concentration

Goal: To match every drawing with the appropriate vocabulary word. Winning team is the one that matches the most words and drawings correctly.

Preparation: This requires the use of two sets of note cards, one set numbered from 1 to 30, and other cards divided in half, 15 with clear, clean line drawings that illustrate the vocabulary and 15 with the vocabulary word in the L2. It is possible to use the black board because it is centrally located in classroom, but a bulletin board or easel board would work just as well. Shuffle the drawing and word cards together to get a random order. Place the drawing cards on the blackboard in a 6x5 grid, with space around each card. Cover each drawing or word with a consecutively numbered card that can be lifted to show the drawing/word underneath.

Procedure: Divide the class in half. The first person says the numbers of two of the cards in the L2. The teacher lifts the card reveal the drawing/word hidden underneath. The numbers are replaced and play moves to the other team. Play continues until no match is made. Play alternates back and forth between teams until all words are matched with drawings.

Hints: Insist that everybody play, that nobody shares information with anyone else on them, that everybody listen, and that nobody takes notes. This is an activity that permits the students to remain in their seats while actively engaged in a whole class game. Everybody needs to pay attention and be quite to hear what numbers are being selected. Allow about 15 minutes to play.

                                 Magnetic scrabble

Purchase magnetic letters. Play on the front board. A variation is a relay race, with 2 members from each team working together. A clue to the vocabulary item is given. One student searches for the letters. The other student places them on the board. First team to get the word correctly spelled wins the point. [15;21-23]

    Grouping and Organizing

This is a good activity at the beginning of a lesson to acquaint the students with all of the vocabulary and to get them to think about relationships between and among words.

Goal: To organize vocabulary words by category.

Preparation: If you wish, you can pre-determine the categories into which the vocabulary list should be organized. Teachers generally allow the students to determine the categories themselves since this requires them to think more deeply about relationships.

Procedure: Students use the list of vocabulary provided at the end of the lesson in the textbook. These words are generally already divided into various topics (which do not count for purposes of this activity), but there are many more categories that can be created. Each category must contain at least 3 words for it to legitimately be considered a category. Words may be used in more than one category. Each student writes a category heading, underlining it, and lists all words that correspond to the category underneath the heading. Stipulate a time limit for this activity and stick to it, collecting the papers at the end of the time limit. Then, for full class follow-up, ask students what categories they listed and put these on the board. Once several categories are on the board, ask students to suggest words that fit the category.

Hints: This is an activity that can be done individually or in pairs or triplets, depending upon the amount of time you wish to devote to in class follow-up and paper grading. The teachers prefer individually because it forces each student to look at the words and think about their meaning, as well as requiring them to write the words multiple times. Additionally, this is a good activity to assign if you have to be out of the class on one of the first days of a new lesson. This can also be used as a homework assignment. This is probably a 30-minute activity and can be spread out over two days, with the follow-up on the second day[16;104-105]

 

Crossword Puzzles

This is a good activity to do any time, once the students are familiar with the vocabulary of the lesson.

Goal: To create a crossword puzzle that uses about 50% of the listed vocabulary. Depending upon the level of student, the clues are to be in the L2 if at all possible.

Preparation: Teachers usually prepare the grid for the students, so there is some uniformity in size; this makes it easier for me to read. Instead of asking the students to number each word individually as in a real crossword puzzle, the teacher puts numbers across the columns and letters down the rows. This way as a student finds a spot to place a word, he designates it, for example, as H12 (the word starts on row H, column 12) and places it either in the horizontal or vertical list of clues. Teacher often places one of the longer words or phrases in the grid with a definition or clue to help them get started.

Procedure: If this is a homework assignment, the usually give the students 2 or 3 days to work on it. If it is an in-class project, Teachers usually spread it out over 2 to 3 days. The clues may be definitions in the L2, synonyms or antonyms in the L2. Very rarely will the teachers permit a direct translation between L1 and L2 for the clues. All words must be interconnected and no floaters are permitted. If students wish, they may use a highlighter to block out the unused squares on the grid. A variation is for the teacher to prepare the clues and have the students fill in the grid.

Hints: A teacher prefer crosswords to word searches because a crossword requires that the words be inter-laced. This requires a bit more attention to the spelling of the word. If the teachers give this as a homework assignment, the teachers know that some students will put the words into a crossword making computer program. They must come up with their own clues, so it is still an effective method for them to have contact with the words. If a teacher prepare the clues and simply ask the students to fill in the grid, the teacher find that one student does the work and others borrow the answers. So, often it becomes an assignment to work on in pairs in class on a day when the teacher is attending a meeting and not in class[17]

Word Searches

This is a good activity for early in a lesson to help students recognize and become familiar with their new vocabulary.

Goal: To locate all of the words listed in the clues.

Preparation: Most students really do not care for word searches that include backwards and upside down words, so the teacher generally stays away from them. Place the desired words in a grid. Fill in the remaining squares of the grid with random letters. Provide a list of words or clues. The teacher tends to create clues based on definitions, synonyms, or antonyms in the L2, rather than direct translations from L1 to L2.

Procedure: There are two ways to approach this activity. One is to prepare the grid with the words and clues and just have the students highlight the hidden words. The other requires a bit more work on the part of the student, wherein the student prepares the grid and the clues himself before highlighting the hidden words. The teacher prefers the later because it requires more attention on the part of the student.

Hints: Some learning disabilities make word searches an almost impossible task.

                                              Intermediate

Typewriter

Prepare two sets of alphabet cards. Distribute randomly to each team. Students will probably have 2 or 3 letters each, depending on the size of the class. Alternating teams, give a clue. The team must spell out the word by standing up letter by letter, saying the word, and spelling the word. The idea is to simulate an old-fashioned keystroke typewriter.

Flyers

This is a good culminating activity, before a test, to bring together all the grammar, vocabulary, and cultural concepts in a lesson.

Goal: To prepare an 81/2" x 11" flyer that announces something, using correct grammar, vocabulary, and cultural content from the lesson.

Preparation: Have in mind what you want the end product to look like before you start writing directions and a rubric for this. Decide if the flyer will have hand drawn art, or computer generated graphics. Determine the specifics for the assignment:

1) What is the minimum number of vocabulary words you wish them to use? 2) How many examples of the grammar points need to be incorporated into the flyer? 3) What is/are the topic/s, or will you let the students invent their own topics as long as they use the required elements? 4) Will you evaluate the appearance? This can be done either as an out-of-class assignment, or in-class. Be sure to reserve the computer lab if you need it. For hand drawn art, have a supply of colored pencils, markers, scissors, and glue on hand. Have wall space available for posting the flyers.

Procedure: Each student will work alone on this activity, producing a flyer that addresses the topic and uses the elements of the lesson. If this is an in-class assignment, be sure to provide the tools necessary for completing the assignment.

Hints: This type of activity is a good one to finish out a class period with, asking the students to complete the work at home and turn it in the next day at the start of class. Or, this is something that can be left for a day when a substitute is in the classroom

Posters

This is a good culminating activity, before a test, to bring together all the grammar, vocabulary, and cultural concepts in a lesson.

Goal: To prepare a large poster that explains something, using correct grammar, vocabulary, and cultural content from the lesson.

Preparation: Have in mind what you want the end product to look like before you start writing directions and a rubric for this. Decide if the poster will have hand drawn art, or computer generated graphics. Determine the specifics for the assignment:

What is the minimum number of vocabulary words you wish them to use?

How many examples of the grammar points need to be incorporated into the flyer?

What is/are the topic/s, or will you let the students invent their own topics as long as they use the required elements?

Will you evaluate the appearance? This can be done either as an out-of-class assignment, or in-class. Be sure to reserve the computer lab if you need it. For hand drawn art, have a supply of colored pencils, markers, scissors, and glue on hand. Have wall space available for posting the flyers.

Procedure: Each student will work alone, or in pairs, on this activity, producing a poster that addresses the topic and uses the elements of the lesson. If this is an in-class assignment, be sure to provide the tools necessary for completing the assignment. An example of a poster project: the topic is basic health and exercise, the grammar is present subjunctive, the setting is someplace in France. The poster would have phrases exhorting people to eat well or exercise every day. There might be examples of a balanced diet or types of exercise. Foods would be those easily available in France and places to exercise would be in France as well.

Hints: When students work together on a project of this nature, they tend to waste a lot of time trying to figure out how to attack the assignment. Brainstorming with the entire class may reduce this problem. This is a good activity to spread out over two days so you have time for other types of instructional activities during the class period.

Radio Spots

This is another good culminating activity before a test, to bring together all of the grammar, vocabulary, and cultural concepts in a lesson.

Goal: To present orally, either in front on the class or onto a tape recorder, a 15-second segment for a radio broadcast that uses the vocabulary, grammar, and cultural concepts of the lesson.

Preparation: Write a good set of directions and a clear rubric for the activity, including pronunciation and inflection. If this will be recorded, gather together several tape recorders and cassette tapes. Place them around the room so several students can be recording at the same time. Check out all of the equipment to be certain everything works correctly. Set the volume. Write a specific set of directions for operating the tape recorder that is to be placed on the desk next to the recorder. Demonstrate the use of the tape recorder to the class, even if this is something they are accustomed to doing; it will reduce the poorly recorded messages.

Procedure: Provide students with a clear set of directions and rubric for this assignment. Give them time to write the script, practice it, and then to record or present it. The assignment may spread over a week to provide for sufficient practice time. If this is the first or second time they have done an activity of this nature, you may want to listen and critique prior to the final presentation. These messages may be public service announcements or advertisements.

Hints: A teacher has found that students like to record their spots and then listen to them as a whole class. They think they're wasting time; they are actually getting additional contact and more much-needed listening practice.

                                               Advanced

Skits

This is a good culminating activity, before a test, to bring together all the grammar, vocabulary, and cultural concepts in a lesson.

Goal: To create and present a cohesive skit on a particular topic.

Preparation: Create a rubric and a clear set of directions for the students. Include such items as content (vocabulary and topic), structure (grammar and syntax), sound of speech (pronunciation, flow, inflection), and presentation (props, action, delivery of lines, length).

Procedure: Since this is an activity that you have been using since early in level one, students should know what to expect. By this level, writing of lines should be very minimal. Planning should be done in the target language. On the day the skit is assigned, allow time in class for the groups to get together and decide on an approach, assign roles, and do some basic blocking of action. The day before the skit is to be performed in front of the class, provide some time for practice. On the day of the skit presentation, allow only enough time to ready the props. When presentations are over, have students write summaries of at least two of the skits, including a "plot line" and using the language elements you required for the presentation.

Hints: Three to four students per group provides for enough characters to lend variety and depth to the presentation without overwhelming the students. It is a good idea to emphasize that each student will receive an individual grade based on his verbal contribution to the performance of the skit on the day it is presented. If you have stipulated a number of vocabulary words, each individual must use that number of words.

What's My Line?

This is a good activity to encourage quick, global thinking. Requiring a broad vocabulary base and creative interpretation, students are always challenged in this fun activity. Based on the Drew Carey TV show.

Goal: To react appropriately and creatively to unexpected statements and behaviors of a partner.

Preparation: Choose the particular type of activity (questions only, newscast, on the spot reporting, etc.) the students will be asked to perform. Be sure you have a vision of what you want the students to do, and that they have the basic vocabulary necessary to do it, before asking them to do it. The following is an example for questions only.

Procedure: Divide class into opposing teams. One member of each team steps to the center of the room and a conversation ensues between them in which only questions may be used. When one student cannot respond with a question, he sits down and the next person on his team takes his place. Play continues until the topic is used up or until all students have had an opportunity to participate.