HOW TO PRESENT VOCABULARY USING GAMES

 

 

 

 

Games are used to teach English to liven up lessons and create a relaxed learning atmosphere where students feel confident to practice new language skills. The games provide alternative ways of learning basic English vocabulary and take the form of board games, written games such as word searches or crossword puzzles, or action and role-playing games. In order to create a positive learning experience, teachers link games with the curriculum or syllabus and make sure students understand what they will learn from the game.

Word games can serve not merely as a break from routine, but also as a means of improving vocabulary and comprehension. These games lend themselves well to modification to suit your requirement depending on the type of English class you teach. Simple games can help non native speakers of English to learn new words; the same game can often be altered to help native speakers expand their existing knowledge of English. Playing word games makes the entire learning process less stressful and more engaging for students. 

 

1

Determine the skill you wish students to learn through the game. Games can be used to improve vocabulary and teach grammar. Select games that are appropriate for the group you are teaching. The games you use to teach non native speakers of English, for example, will have to be different from what you use with elementary school students

2

Use word association games to help students pick up vocabulary. Begin with one word and get students to contribute one word each that they believe relates to the concept of this word. Encourage students to contribute and discuss about words that may not be directly relevant, but have some connection with the idea the word conveys. For example, if you say the word "fruit," you'll get answers of names of different fruits, but it isn't wrong for someone to say "vitamins," either. Use such answers to trigger understanding of new words.
 

3

Play a game in which you start with one word and the next person says another word that begins with the last letter of your word. Get students to follow one another saying words like this. Use your turn to introduce new words and explain their meaning. For older children who are native speakers of English, modify this game by asking that each word they contribute be a synonym or antonym of the preceding word, besides beginning with the ending letter.

4
Create lists of words where the letters are scrambled to make the word unintelligible. Get students to work on unscrambling these words to make sense. This game helps to improve spelling and vocabulary. Improve the effectiveness of this game by scrambling letters that can be arranged to give multiple words with the same alphabets. Begin with simple words and move on to more complex ones. Divide students into groups, allow each group to come up with their lists of scrambled words and exchange lists between groups to make learning more fun.

5
Teach about the roots of words and make students find words that derive from these roots. For example, tell students that the root "cred" means "to believe." Explain how words that contain this root are associated with the act of believing, giving examples such as creed, credibility, incredible, credential and credit.

INTRUCTIONS

• 1
  Establish what the students need to learn and which games will assist that learning. Focus on one skill set at a time and choose a game that reinforces that skill. Speaking and listening, reading and writing are skill areas that different games target.
• 2
  Choose a game that suits the number of students, matches their current level of English and is suitable for their age group. Young students will enjoy games that involve movement around the classroom, where older learners may prefer to stay in their seats. Make sure the game is simple to explain so that students whose first language is not English will understand what is required of them.

• 3
  Adapt games, either simplifying or shortening. For instance, for games such as Hangman, you should change the vocabulary to include only the English words you know the students are aware of. Make it possible for students to succeed, or win.
• 4
  Gather all necessary materials or equipment together. Some games may need dice or markers, others may require printed materials.
• 5
  Explain in simple terms how the game is played. Before going into the class, rehearse the instructions the students will need to understand the game. If possible, explain in the mother tongue to students with limited vocabulary or, if possible, give a practical demonstration of the rules.
• 6
  Maximize student involvement by making sure everyone has a turn. In speaking games give all students a chance to speak, and in listening games make sure all students can hear what is said.
• 7
  Give prizes or other forms of recognition such as praise, applause or 'high fives.' Students can congratulate each other or, for whole class games, the teacher congratulates the students. End the game on a high, positive note.       

 

 

REFLECTION

 

Teachers often use games to help students have a more hands-on learning approach in the classroom. Games make learning fun and they make school more enjoyable for all students. Learning and understanding new vocabulary is essential to developing good reading and speaking skills, but memorization can sometimes be tedious and boring. Students need to feel engaged in the learning process to remember material for future use.

 

Using Music in the ESL Classroom       Music is the universal language of mankind. Henry Wadsworth Longfellow When students make a major breakthrough in learning, it is music to a teacher's ears. There is nothing more rewarding for a teacher, than seeing their students smile and laugh while they learn. The same can be said for students. Students who are taught in a fun and creative way, love coming to class. Using music in the classroom is a great way for teachers to achieve success with L2 learners. Oliver Wendall Holmes suggests taking a musical bath once a week, saying that music is "to the soul what water is to the body." Benefits of using Music Have you ever heard of anyone who doesn't like music? Some people may not like art, dancing, reading, or movies, but almost everyone likes one kind of music or another. Most people like many different kinds of music. Studies have shown that music... improves concentration improves memory brings a sense of community to a group motivates learning relaxes people who are overwhelmed or stressed makes learning fun helps people absorb material "Music stabilizes mental, physical and emotional rhythms to attain a state of deep concentration and focus in which large amounts of content information can be processed and learned." Chris Brewer, Music and Learning Techniques for Using Music with L2 Learners There are a variety of different ways to use music in the classroom. Some teachers prefer to use background music and others use music lyrics as the basis of a lesson. Music can be used to: introduce a new theme or topic (Christmas/colours/feelings) break the ice in a class where students don't know each other or are having difficulty communicating change the mood (liven things up or calm things down) teach and build vocabulary and idioms review material (background music improves memory) teach pronunciation and intonation teach songs and rhymes about difficult grammar and spelling rules that need to be memorized ("i before e", irregular verbs, phrasal verbs) teach reading comprehension inspire a class discussion teach listening for details and gist "Music is the universal language of mankind." Henry Wadsworth Longfellow Suggested Activities Many teachers try using music once in the class, but forget to do it again. It might take a few times before you and your class get used to hearing music while learning. If you can commit to using music once a week, you may soon see the benefits, and realize that you want to do it more often and in a variety of ways. Here are 10 activities for you to try: Use background music such as classical, Celtic music or natural sounds to inspire creativity Teach your national anthem Teach a song that uses slang expressions ("I heard it through the Grape Vine") Teach a song that uses a new tense you have introduced Add variety to your reading comprehension lesson. Students can read lyrics and search for main idea, theme, details. Teach Christmas vocabulary through traditional carols Write or choose a classroom theme song Create (or use already prepared lessons) cloze exercises using popular song lyrics Create variations to familiar songs by making them personal for your class members or your lesson Have "lyp sync" contests. Allow students to choose their own songs. A little competition goes a long way in the classroom. Have groups explain the lyrics of their song before or after they perform. "When the music changes so, so does the dance." African proverb. Teaching Kids with Music Using music with ESL kids has all of the same benefits mentioned above and more. Children are natural music lovers. You don't have to convince them that it will help them learn. If you feel uncomfortable singing in front of the class to teach a song, use a tape or CD player. (Don't expect your students to sing if you don't. Remember, that they don't care about the quality of your singing voice, just like you don't care about theirs.) Here are some suggested activities to use with kids (If you are not familiar with any of the songs mentioned, simply put the titles into an online search): Transition songs: Teach simple songs that indicate transitions from one activity to another, such as "clean up" songs and "hello/goodbye" songs. Energy boosters: Teach simple action songs that require kids to stand up and move around. Think of traditional birthday games that use songs, such as pass the parcel (use a classroom mascot or other favourite item instead of a gift) or musical chairs. Animal songs: Children love learning about animals! Teach animals and animal sounds using repetitive songs like "Old McDonald had a Farm" and "There was an Old Lady who swallowed a fly." Multi-culturalism: Teach about multi-cultural instruments and learn how to create them in class. Remembering Names: Help students remember names of their classmates (this helps teachers too) with songs like "Willoughby Wallaby Woo." Alphabet songs: Use lots of different alphabet songs (not just the traditional ABC) to help kids remember them in English. Chicka Chicka Boom Boom by Bill Martin Jr and John Archambault is a catchy children's book and song. Colours: Teach the colours with various colour songs and rhythms, such as Louis Armstrong's "What a Wonderful World" or Kermit the Frog's "It aint easy being green." Rewards: Reward hard working kids with "Music Time". Let them make requests for background music that they can listen to while they work on their written exercises. Student teachers: Encourage the kids to teach each other songs from their own language. Turn this into an English lesson by having students translate the meaning. "Musical nourishment which is rich in vitamins is essential for children." Zolton Kodaly Tips for Using Music Effectively When teaching students a song, it is a good idea to introduce an instrumental version first (If an instrumental version is not available, play the song softly in the background while they are working on something or hum the melody before introducing the lyrics). If students become familiar with the sound of the music first, they will be more likely to understand the words. Make a vocabulary list ahead of time. Go over the words once before you introduce the song. Expose students to a certain song many days in a row. Within a few days, students will not be able to get the song out of their head! Choose interactive songs whenever possible. Adding actions enhances language acquisition and memory. Have soft or upbeat music playing before class to encourage a positive atmosphere. Turning the music off is a great way to signal to a large class that it is time to begin. I CAN'T FIGHT THIS FEELING BY REO SPEEDWAGON      Read the song and match with the correct picture.Then underline the sentences in present perfect.   I can't fight this feeling any longer And yet I'm still afraid to let it flow What started out as friendship has grown stronger I only wish I had the strength to let it show I tell myself, that I can't hold out forever I say there is no reason for my fear Cause I feel so secure when we're together You give my life direction, you make everything so clear And even as I wonder I'm keeping you in sight You're a candle in the window on a cold dark winter's night And I'm getting closer than I ever thought I might And I can't fight this feeling anymore I've forgotten what I started fighting for It's time to bring this ship into the shore and throw away the oars forever Cause I can't fight this feeling anymore I've forgotten what I started fighting for And if I have to crawl upon the floor Come crashing through your door Baby I can't fight this feeling anymore                       My life has been such a whirlwind since I saw you I've been running around in circles in my mind Baby it always seems that I'm following you Cause you take me to the places that alone I'd never find And even as I wonder I'm keeping you sight You're a candle in the window on a cold, dark winter's night And I'm getting closer than I ever thought I might And I can't fight this feeling anymore I've forgotten what I started fighting for It's time to bring this ship into the shore And throw away the oars forever Cause I can't fight this feeling anymore I've forgotten what I started fighting for And if I have to crawl upon the floor Come crashing through your door Baby I can't fight this feeling anymore

Using music or songs in class


The use of music in the classroom can make the entire learning process more enjoyable and can stimulate "right" brain learning. Six years ago researchers reported that people scored better on a standard IQ test after listening to Mozart. Other tests soon followed: Rats raised on Mozart run through mazes faster and more accurately. People with Alzheimer's disease function more normally if they listen to Mozart and the music even reduces the severity of epileptic seizures. Just think of all the times you have used music to help you study for tests, think clearly about something, relax from daily stress, etc. If you think about it, using music in the ESL EFL classroom is a pretty logical thing to do considering how helpful it can be to the learning process. Setting the scene MusicallyUsing music to introduce an exercise is a great way to activate vocabulary and get students thinking in the right direction. Take a piece of music or song which you associate with a certain activity or place ("New York, New York" sung by Frank Sinatra) and play the first 30 seconds of the piece. You will be surprised at how quickly associations come to students' minds - many more than if you introduced the lesson by saying, "Today we are going to talk about New York City". A wonderful example of this can be found in any broadcast of "Morning Edition" by National Public Radio. Each story is ended with a selection of music which in some way relates to that story. This music is repeated after a commercial and before the next story. In this way, listeners are subtly encouraged to reflect on the story they have just heard. "Headway Intermediate", a popular EFL student's book published by Oxford Press, gives another great example of setting the scene musically. Every extended listening is preceded and followed by a short snippet of related music - usually the beginning bars and the final tones of a given piece. These little touches do wonders to add atmosphere to an otherwise familiar classroom setting. Using Music Selectively To Enhance ConcentrationThe most important point to remember when using music to accompany learning is that it be an aid to learning and not a distraction. Let me give an example, if your class is doing a grammar exercise and you want to use some music in the background to help students concentrate, choose music which employs regular periods (repeated phrases and patterns) - something like Hayden or Mozart, maybe Bach. Choosing abrasive, disharmonic music will distract students while their brains try to make sense of the disharmony. Choosing something melodic which employs musical patterns will not distract. Not only will this type of music not distract, the regular patterns of the music also help to underline the repetetive nature of grammar. Another example of using music selectively would be written descriptive exercises in which students need to use their imaginations. You can set the scene musically which will help stimulate their imagination. Let's say students need to describe their life as young children. Ravel's "Mother Goose Suite" playing softly in the background will help them return to those simpler times through its sweet harmonies and simple structures. Listening to Shostokovitch, on the other hand, would put them right off! Here are some suggestions for appropriate music for different activities:

• Grammar - Mozart, Haydn, Bach, Handel, Vivaldi
• Imagination exercises (descriptive writing, speaking) - Ravel, Debussy, Satie
• Current Situation, News in the World - Rap (for inner cities and their problems), Ethnic Music from the discussed countries (you would be surprised at how many people quickly associate the type of music with a part of the world)
• Making Future Plans - Fun upbeat jazz ("Take Five" by Dave Brubeck)
• Discussing "Serious" issues - the "serious" Germans: Beethoven, Brahms - even Mahler if you are adventurous!

Reflection:

I consider music is part important of our life.Therefore using music as part of learning language is positive. However, it is important to value the unique learners in our classrooms when we use music. For some, it may be distracting or interfere with learning. We need to be sensitive to the needs of all of the students in our classes. Ask for feedback from the students on your use of music.

ERROR CORRECTION



Añadir leyenda

Correcting students’ errors in the EFL classroom is an issue of concern for every EFL teacher. What should we correct, when should we correct it, and how should it be corrected?nHow do we give students the feedback they need and want to improve, without damaging fluency and motivation?
Research tends to indicate that three types of errors should be addressed: high frequency errors, stigmatizing errors and errors that block meaning or the understanding by the listener. We might add another, errors in using the target language of the lesson.
When and how should these errors be corrected?
Unfortunately, there is no conclusive evidence/research about these issues.
Research seems to indicate that the most effective ways to deal with errors
and offer corrections include:
when hearing an error, speak the corrected statement
listen for errors and make a general review of them at the end of the activity segment
encourage peer correction
(be cautious here as some peer correction,
given by students with stronger personalities, might also be incorrect!)
correct the student personally (use this less than the other methods)
EFL teachers always need to be careful of the balance between fluency (ability to speak quickly and smoothly without much thought) and accuracy (ability to speak in a grammatically correct manner). 

Error correction techniques:

Finger correction is particularly useful and can be used to indicate: contraction, an unnecessary word, or a missing word.


 

In the following videos you are going to find some error correction techniques that are very interesting
 check it!!!..

 

 

 

 

 

 

 

 

REFLECTION

 

I consider that student errors show us they take risk in order communicate an idea ; therefore T has to help and guide when they have error. However, Student have to work in it and discover their error by themselves. Thus students will internalize and try not to make the same mistake.

 



                CHANT



 

 Chant is the rhythmic speaking or singing of words or sounds, often primarily on one or two pitches called reciting tones. Moreover to repeat or sing a word or phrase continuously.  Chants are useful because something about the music energizes the students, and they have to pronounce the word in a rhythm. also to practice new vocabulary, the correct pronunciation, and intonation. Basically, It's used by teachers when they teach to children.

 

 

 

 

Dream English Months Chant

January, February, March, April

(repeat)

Touch your head, touch your shoulders

Touch your knees, touch your toes!

May, June, July, August

(repeat)

Touch your eyes, touch your ears

Touch your mouth, touch your nose!

September, October, November, December

(repeat)

Say hello, say hello

wave your hands and say hello!

 

 

 

 BODY PARTS CHANT- (this is.../these are...)

This is a good lesson for little kids. This chant is focusing in two objectives:

 

• Practice new vocabulary (body parts).

• Use "this is../these are.." pattern.

In the following video, I present a good example of a chant. Here not only the  student will have practiced pronunciation of the new vocabulary.  Moreover They will be able to make out  between plural and singular; and when use "this is ../these are..".

 

 

 

                              




 

 

  REFLECTION:
 

     I consider that chants are useful to learning students; basically, children. Because they have the posibility to practice the new language correctly (intonation, pronunciation) and in a funny way. Furthermore, In that way students are going to learn easily.