1.Lexical game as an integrated practice activity: "Word seeds"
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Route map
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Instructions
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1. Pre-class: familiarization with the material/activity.
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The activity consists of the T dictating a list of about twenty words which the students all write down. The Sts get in groups and their task is to orally prepare a story that uses all the words, exactly in the form dictated and in exactly the order they originally came in. Finally, each group reports its story to the rest of the class.
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2. In-class: lead-in/preparation for the activity.
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the T tells a short story to the Sts activating lexis to be practiced. She brainstorm ideas from the sts. E.g: Let me tell you about my winter holidays. This is a funny story. I was skiing and...
She then asks: Ok how about you? any anecdotes from any holidays that you want to share? ( she activates different verbs and lexis needed)
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3. Set up the activity
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The T arrange the Sts in groups of 3/4. And gives instructions. They have to write down the words and then create a story using them exactly as they are and in the same order. She gives them 2 minutes to get together, and sets the timing for the invention of their story. (15 min)
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4. Run the activity
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After the dictation, the sts start working, discussing and creating their story. The T will go around the different groups, checking that they are using English to communicate and available for any queries they might have.
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5. Close the activity: Reporting to the class. conduction of FB.
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T announces that they have 2 minutes to finish, when she check that half the group has already done so. Then, each group chooses one member to read aloud their story. T will conduct feedback and invite other to take part in it too.
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6. Post activity: follow on work.
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The T uses the stories as a writing task, that can be left for homework as well. The Sts have to write a continuation to the story they had created, individually. This time, there are no restrictions as regards vocabulary.
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2. " Find someone who..." activity and a flashcard game, working on lexis on physical appearance.
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Route map
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Instructions
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1. Pre-class: familiarization with the material/activity.
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The material consists of
flashcards showing people with different physical appearance.
The class will be divided into two groups, a member of each group will go to the front. Each representative will be given a different flashcard . He/she will have to keep it secret . Each team will be given 10 flashcards , they will have to work out, by asking yes/no questions about physical appearance which person, out of the 10 flashcards, their classmate has on that flashcard. The team that guesses most wins.
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2. In-class: lead-in/preparation for the activity.
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To activate sts lexis on physical appearance, the teacher will devise a “find someone who” activity. Sts will be given a handout to be completed with their classmates’ names:
Find someone who….
- has got a sister with blonde hair
- knows someone with olive complexion.
- would like to grow a mustache
- would like to date someone with long, curly hair.
- has got a skinny, tall relative.
- would like to wear a fringe.
- prefers straight than wavy hair.
- thinks dreadlocks are cool and stylish.
Sts will stand up and go round the classroom asking questions to fill out the handout. Sts will have 5 minutes to do it. T will then conduct FB.
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| 3. Set up the activity
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The T will split the class into 2 teams for a competition game. She will hand each team 10 flashcards. She will explain the task simple and clearly, i.e.quickly get into two teams please! I’ll call up one member of each team. I’ll give them a flashcard, they’ll have to keep it secret! Your teams will have to guess the person on that flashcard – of course, I’ll give each of them different flashcards , so listen to the other team, concentrate on yours! You’ll have to look at your flashcards and ask yes/no questions about physical aappearance. As soon as you find out the person on the flashcard , another member quickly goes to the front with a different flashcard. I’ll give you 10 minutes and then I’ll shout stop.The team that guesses most by then wins!
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4. Run the activity
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As sts are doing the activity the T will stay at the front , checking sts are following instructions correctly. She will be in charge of writing on the bb the scores.
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| 5. Close the activity: Reporting to the class. conduction of FB.
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After the 10 minutes, the T will shout STOP. She will then count the scores of each team to decide who’s the winner.
For the sake of conducting FB, she’ll ask sts if they found any difficulties while doing the activity, that is any physical feature they didn’t remember . T gives FB on the BB.
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6. Post activity: follow on work.
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The T will ask sts to describe,individually, in 5 sentences, the physical appearance of their favourite T.V. character, without giving him/her away. Sts will then swop their descriptions to the classmate sitting next to them and guess the character described by their classmate.
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Assessment task
1. Pie chart on skills and language systems.
2. We have chosen to assess sts on the area of language, mainly grammar ( past simple of the vb to be in the declarative and interrogative forms) since it was required by the T in charge .
We chose :
- Gap fill: because it’s good for testing different structures, provides clear contexts, easy to write and mark.
- Word sequencing: excellent for testing structures with problems of Word order, eg : questions
- Editing mistakes: realistic, good for testing L1 interference.
3. We ‘ve decided on a 1 to 10 marking scheme
- Ex 1= 0.5 x 4 (2 pts)
- Ex 2= 0.30 x 12 (3.60 pts)
- Ex 3=0.30 x 8 (2.40 pts)
- Ex 4= 0.5 x 4 (2 pts)
4. We decided not to include listening, reading, writing and speaking skills on the progress partly because the teacher in charge asked us for a quiz focused on past simple tense of vb. to be, and partly because we have tested them with the activities we ‘ve developed throughout our teaching pratices, mainly through oral exercises (for listening and speaking) and with handouts and workbook exercises (for writing and reading).
We thought of possible ideas to assess skills in class without having to resort to a formal test, when dealing with a course throughout the year:
Speaking: through TBL activities ( reporting stage), organising debates.
Writing: through homework.
Listening: songs, recorded dialogues, videos, movies.
Reading: T and F, multiple choice,, listing, problem solving etc….
(Note: the pie chart graphic cannot be uploaded to the page. We'll print it and take it to class for discussion, and add it to our practice folders)
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