vocabulary reviewing

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ways of presenting and reviewing vocabulary vocabulary reviewing objectives: by the end of the session, the participants will be able to: learn about three main aspects of presenting vocabulary get familiar with and create concept check questions participate in interactive activities designed to review target vocabulary warm up – terminology match elicit - to ask questions so that the students give information rather than the teacher. rapport - the relationship between teacher and students. realia - real life objects that teachers use in the classroom to explain a notion monitor - to watch closely while students do the activity, and to help if necessary. ccqs – concept check questions teachers use to check understanding of a word nominate - to ask a student to do something using their name. echo – to repeat what the student has just said. task cycle set up the activity (get students’ attention, give instructions, …

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tements into questions: 1. did you go home? (yes) 2. was it the right thing to do? (no) if students give correct answers, it shows that they have understood the meaning. ccqs 1. reduce the meaning to a few simple sentences. 2. make them into questions. closet = a place where you keep your clothes in the bedroom where is your wardrobe? (in the bedroom) what is inside it? (clothes) what does it look like? (s can describe it or draw it) do not: use the same or higher tier word to create the ccqs. ask a question that can have ambiguous answers. use more than 3 ccqs for one notion. 2. pronunciation sounds (including silent letters) word stress drilling techniques: ccic individual whole class half the class male/female loudly / quietly build the sentence up bit by bit 3. form part of speech spelling (ame vs. bre variations) grammar …

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nce they choose, the t gives them a word that starts with that letter, and they need to spell it. if they spell correctly, they get an x or an o. if not, the square stays free. then, if the other group chooses the same square, the t gives them a different word that starts on the same letter. the winner is the first group who gets 3 in a row. more activities for reviewing vocabulary associations – t writes words for revision on little pieces of paper, which are folded and put into a box. the class sits together in a circle, and students take turns with the box. each student takes out pieces of paper and tries to explain the meaning of the word that he/she has on the paper, without saying the word. the student has one minute to explain as many words as possible. the student …

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useful textbooks english vocabulary in use; stuart redman; cup have fun with vocabulary; annette barnes, jean hines & jennie weldon; penguin vocabulary games and activities 1; peter watcyn-jones; penguin english vocabulary organizer; chris gough; ltp language, also available online in pdf references harmer, jeremy; the practice of english language teaching; pearson hess, natalie; teaching large multilevel classes; cup thornbury, scott; how to teach vocabulary; pearson thank you! katarina vukasinovic adult ed lead teacher @ baker ripley community center email: kvukasinovic@bakerripley.org; katarinavukasinovic@outlook.com phone: 832/ 455-7349 /docprops/thumbnail.jpeg

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ways of presenting and reviewing vocabulary vocabulary reviewing objectives: by the end of the session, the participants will be able to: learn about three main aspects of presenting vocabulary get familiar with and create concept check questions participate in interactive activities designed to review target vocabulary warm up – terminology match elicit - to ask questions so that the students give information rather than the teacher. rapport - the relationship between teacher and students. realia - real life objects that teachers use in the classroom to explain a notion monitor - to watch closely while students do the activity, and to help if necessary. ccqs – concept check questions teachers use to check understanding of a word nominate - to …

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