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Повторення слів і виразів

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Способи повторення слів на занятті з використанням флеш-карток

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Повторення слів і виразів

  1. 1. Повторення слів і виразів
  2. 2. 1) Навіщо це робити? Студентам не так важко пам’ятати вже вивчену граматику, оскільки найбільш вживані граматичні структури постійно трапляються у текстах різних типів. Однак слова, особливо за відсутності англомовного середовища поза заняттями, часто переходять у пасивний словник, або і взагалі забуваються.
  3. 3. Скільки часу на це витрачати? Якщо заняття триває півтори години, на повторення можна виділити 10-15 хвилин, до того ж його можна поєднати з повторенням граматики, вивченої на минулому занятті. Якщо заняття триває годину, на повторення варто відводити 5-10 хвилин.
  4. 4. Як організувати повторення цікаво?
  5. 5. Charades  Break your class into two teams, and have one individual from each team act out the same word. The team to correctly guess the word first scores a point.  Keep the class as one team, have students act out a word in turns while the others are trying to guess the word.  Complicate the game by having the students make up sentences with the word. For instance, if you are revising the Present Continuous tense + daily routines, have one student act out an activity while the rest must say “Mary is brushing her teeth,” “Mary is waking up.”
  6. 6. Pictionary  The rules are pretty much the same as in charades, the only difference being that instead of acting out, the students get to draw a picture which represents the word.  This game, just like charades, is not communicative. Therefore, it should be used carefully. Don’t use it in every class and, when time allows, add a communicative follow-up activity.
  7. 7. Word + definition Options: o Write the words on a set of flash cards and the definitions on a different set of cards. Play the “pairs”/”memory” game (students pick a pair of cards, if the word fits the definition, they get to keep them, if not, they put them back). Works best with easy definitions or pictures. o Students receive cards with words and have to come up with a definition; the others guess the word by the provided definition. Works best with higher levels.
  8. 8. Make up a sentence  Each student pulls a flash card and comes up with a sentence that contains the given word.  There are many options: while doing that, you can drill a new grammatical structure, several forms (affirmative, interrogative and negative) of the given tense, etc.
  9. 9. Storytelling  To make up sentences with more purpose and achieve more fun results, you can have the students come up with a story using the words.  It gets more fun as the students pull out new cards and need to come up with a sentence using that word which makes sense for the whole story.  You can modify the activity by creating extra conditions, such as the use of tenses, the characters or the first sentence in the sequence.
  10. 10. Consequences  Consequences is a paper and pencil game where the students fill in the blanks in a story. With the next student NOT seeing what the previous student wrote, the story is likely to turn out really funny.  The game looks like this: Hamlet met Angelina Jolie at her house. He said "Do you have a credit card?". She said "How are you spelling that?". He made a shopping list. She had a revelation. The consequence was that they wasted a lot of money.
  11. 11. Why-because  Students play it in pairs or in a chain.  Student 1 asks a question starting with “why,” the next student answers with “because.” Sometimes, it makes perfect sense, sometimes, it may be pretty funny. o Student 1 (gets the phrase “pay in cash”): “Why do you pay in cash in the supermarket?” – Student 2 (gets the phrase “credit card”): “Because I don’t have a credit card.” o Student 1 (gets the phrase “get divorced”): “Why did Peter and Julia get divorced?” – Student 2 (gets the word “stay up”): “Because Peter would always stay up late and it annoyed her.”
  12. 12. “Who am I?” This popular game may be useful when revising such vocabulary units as jobs, animals, etc., though it can be used for other subjects, too. Each student gets a sticker on the forehead or the back telling the others who they are. By asking yes/no questions the student should determine who he/she is. e.g. “Cat.” “Am I an animal?” – “Yes.” – “Do I have claws?” – “Yes.” – “Am I scary?” – “No.” – “Am I fluffy?” – “Yes.” – “Do I live in the house?” – “Yes.” – “Am I a hamster?” – “No.” – “Am I a cat?” – “Yes.”
  13. 13. The options are endless… What games do you use? What games do you think are the best? Share your knowledge in the comments. 

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