Learning Vocabulary in Today’s World Maria Lúcia Sciamarelli IATEFL - Glasgow, 2012
2. Record and guessLanguage Focus: describing wordsLevel: all levelsTime: 20 to 30 minutesTechnology: mobiles phones or tablets to record ;computers or IWB to reproduceWebsite: http://www.screencast-o-matic.com/screen_recorder
In class: select words in a given text. The number of words hasto be the same as the number of students in class. Divide theclass in pairs. Each pair will be responsible for two words. Theyhave to create a definition for the words and using“Screencast-o-matic” with their mobiles phones or tablets theyrecord it.As a competition, the recordings are then played with acomputer and/or IWB by the teacher. After each definition, thefirst pair who comes up with the word, scores.
3. Creating photo albumsLanguage Focus: describing pictures; writing afollow-up textLevel: all levelsTime: up to 50 minutesTechnology: IWB or computers to show the albums;mobile phones or tablets to writeWebsite/ App: http://www.flickr.com / Opuss
Out of class: each group of students is responsible forcreating an album of photos using Flickr based on adifferent topic studied in class.In class: All the groups share their albums; all the otherstudents have to use one word to describe each photo.The words are then recorded next to each photo.Follow-up activity: each group is responsible for writing atext for their album, using the words that were used todescribe it and then share it using Opuss app.
4. Where animals liveLanguage Focus: names of animals; geographicalregion and its descriptions; follow-up readingLevel: pre-intermediate to advancedTime: 20 to 30 minutesTechnology: mobile phones or tablets App: Wild Friends
5. My favorite placesLanguage Focus: description of places; follow-uppostcard writingLevel: pre-intermediate to advancedTime: 20 to 30 minutesTechnology: mobile phones or tabletsApp: Gogobot
6. Dreaming your way into a story’s vocabulary Language Focus: travel vocabulary; follow-up blog writing (your dream travel) Level: pre-intermediate to advanced Time: 20 to 30 minutes Technology: mobile phones or tablets App: HipGeo
7. Remember great food experiences Language Focus: food vocabulary; follow-up writing (recipe) Level: basic to advanced Time: 20 to 30 minutes Technology: mobile phones App: Evernote Food
8. Outsmarting TrafficLanguage Focus: directions and related adjectivesLevel: pre-intermediate to advancedTime: 20 to 30 minutesTechnology: mobile phones and tabletsApp: Waze
9. Where does it hurt?Language Focus: doctors, symptoms, facilities,diseases, medications, proceduresLevel: pre-intermediate to advanced (*only for adults)Time: 20 to 30 minutesTechnology: mobile phones and tabletsApp: iTriage
10. Words from picturesLanguage Focus: some basic vocabulary for children;pronunciationLevel: starter (children)Time: 20 to 30 minutesTechnology: mobile phones and tabletsApp: Flash Cards (Fun Fun Soft)
11. From sounds to wordsLanguage Focus: rhythm, stress of words and chunksLevel: all levelsTime: 20 to 30 minutesTechnology: mobile phonesApp: Ocarina
Focus: rhythm of wordsGroups are responsible for some words and/or chunksThey have to play and the other groups have to guessthe word/chunk based on the correct stress andrhythmMobile phones, tabletshttp://ocarina.smule.com/
12. The Weather ForecastLanguage Focus: weather vocabularyLevel: all levelsTime: 20 to 30 minutesTechnology: mobile phones, tablets, IWB, computersApp: The Weather Channel
13. Best FriendsLanguage Focus: adjectives; follow-up writingLevel: lower intermediate to advancedTime: 20 to 30 minutesTechnology: mobile phones, tabletsApp: Glow Dark; Opuss
14.UnstuckLanguage Focus: adjectives; language for advice;question-making; reading and writingLevel: intermediate to advancedTime: 20 to 30 minutesTechnology: tablets; computerApp: Unstuck
In class: in pairs, students follow the instructions ofthe application – one asks the questions and fill it inwith all the information needed and give the otherstudent feedback (reading / writing). Then, theychange roles.At Home: writing about the advice given to studentsand their own impressions.
15. PlanetsLanguage Focus: points of compass; directions;geographical formsLevel: elementary to advancedTime: 20 to 30 minutesTechnology: tablets, mobile phonesApp: Planets
16. What’s happiness?Language Focus: adjectives to describe feelings andplaces; follow-up writingLevel: pre-intermediate to advancedTime: 30 to 40 minutesTechnology: computers, IWBApp: PowerPoint; Glow DarkActivity adapted from “What’s Happiness” by HerbertPuchta, Jane Arnold and Mario Rinvolucri
In class: Play a nice relaxing song. Ask students to sit comfortably and read the following:I’d like to invite you to go back in time and think of asituation where you were very happy. Allow yourself to bein a place and feel that you’re fully there, in a place ofperfect happiness. Take your time to become aware whatthat place looks like and if you are alone or if there areother people with you. Wonder what kind of sounds youcan hear in your place of perfect happiness.
Now I’d like to ask you to feel this feeling of happiness andnotice how you can feel it. Now I’d like you to imagine thatfrom that place of happiness you are looking back over yourlife, like in a film, a film of happiness – and you can see all thesituations in which you were happy. Just notice where youwere, how you were feeling happy, who were with you andwhat you heard and did and saw. Notice whether thesesituations have anything in common or whether they werecompletely different. Just notice those situations before youcome back to this classroom and open your eyes again.
These questions should be written on the IWB before students open their eyes:1. What does it mean to be happy?2. How do you know you’re happy?3. Do you know when other people are happy?4. Is feeling you are happy the same as knowing you are happy?5. Are there different kinds of happiness?6. Could you be happy all the time? Why / why not?7. Can other people make you happy or can you only make yourself happy? Explain.They discuss the question in groups and build a mind map, using Powerpoint orGlow Draw as homework.
17. How does music make you feel? Language Focus: words to describe feelings; follow- up writing Level: pre-intermediate to advanced Time: 20 to 30 minutes Technology: computers, IWB
In class: groups students in even numbers, preferably4 or 6. Play a song with images on the IWB. Stop thesong 4 times if there are 4 students in the groups, or6 times, 8 times etc. Each time you stop the song,change the image - they have to write one wordrelated of how the song/image makes them feel andchange papers. When they get to the original, playthe whole song while they write a text using all thewords that the group produced.
18. Positive QualitiesLanguage Focus: words to describe positive qualitiesLevel: intermediate to advancedTime: 20 to 30 minutesTechnology: computers, IWB
In class: on the IWB show all these words for one or twominutes. Ask students to read them.
Then write only the first letter of each word and askthem to write as many as they can remember.In groups, share their words and try to reproduce thewhole list.Follow-up writing: ask them to write a text using atleast 5 of the words describing a person they admire.
19. Yours, VincentLanguage Focus: description words; follow-up writingLevel: intermediate to advanceTime: 20 to 30 minutesTechnology: computers, IWB, mobile phones, tabletsApp: Yours, Vincent The letters of Vincent Van Goch
In class: select one video from the app. In pairs,students watch it and then select a series of picturesand write all the words related to them. Then theyshare with all the other pairs in class and check howmany words were the same.As a follow-up writing, they choose one picture fromthe selection and write a description for it using someof the words seen before.
20. Dreaming your way into a poem Language Focus: general vocabulary; follow-up writing Level: pre-intermediate to advance Time: 20 to 30 minutes Technology: computers, IWB, mobile phones, tablets App: POETRY from the Poetry Foundation; Opuss
In class: Write one of the poems in app on the IWB,omitting some words. In groups, ask students tocome up with words to fill in the gaps. Then they readthe original poem in their mobiles phones or tabletsand compare with what they produced.As a follow-up writing, share the poems with theirwords using Opuss. The other groups have tocomment on each poem that was produced.
21. Imagine: from song to pictures Language Focus: general vocabulary Level: pre-intermediate to advance Time: 50 to 60 minutes Technology: computers, IWB, mobile phones, tablets App: Flickr
In class: Play the video “Imagine” by John Lennon on the IWB. Ask students to write all the words related to it. In groups, ask them to share the words. Then ask them to build their “Ideal World” by answering these questions:1. If I imagine my ideal world, some of the things I would like to see or see more of are:2. Some things I would like to eliminate are:
3. As I imagine my ideal world, I see these differences inpeople’s lives:4. I see cities like this:5. I see the country, sea, mountains, forests etc like this:6. In my ideal world I see myself as:In the next step they have to find pictures in Flickr thatsummarize their “Ideal World” and label them with thewords previously written when listening to the song. Theycan build albums and share with the whole class.
22. What’s your style?Language Focus: adjectives to describe people xplacesLevel: advancedTime: 100 minutesTechnology: IWB