I usually use this exercise for A1-B1 levels. It aims to check not only comprehension and grammar but also memory.
- After learners have read a text (as homework or in class). Divide the texts into sections and assign one section to groups/pairs. For example, if the text has 12 paragraphs and you have 9 learners, create 3 groups and assign 4 paragraphs per group.
- Give the learners scrap paper (A4 cut in 4 is fine). Tell them to write one question about their part of the text on each slip of paper. You can decide how many slips to give each group, depending on the length of the text. The questions can be open or closed, but should not be opinion questions. Example of OK questions: When was X invented? Where did… How did… Did X patent the invention right away? etc. The trainer should circle and help with grammar as needed.
- Then have them fold the questions and throw them into the center of the table.
- Once all the questions have been written, tell them that each team is going to take a question and has 20 seconds to answer it. They will get 1 point if the content is correct and 1 point if the grammar is correct. Keep track on the board.
- The winning team is the team with the most points.
This is great for lower levels because it a) gives them the chance to review the text and make sure they really understood in a way that they feel safe, b) it reviews the asking and answering of questions which learners at this level still have trouble with. Even if they get a question they wrote, they have to actually answer it, so it’s OK.
1-1: This exercise can be adapted for 1-1 but then the trainer is one team and the learner is one team, which means the trainer can not check the grammar of the questions before they go in the center (but that’s OK).
This is a great way to preface a text (especially a longer one), finds the main vocabulary needed to understand the text, and presents it in a cool way. Best for B1-C2 levels.
- Find the text in digital format, for example, an article or wikipedia entry. Copy the text into a word cloud generator (there are a ton, just check the ones that are compatible with your computer). Press enter and voila, you have a word cloud. (you can make adjustments to the settings).
- Show the word cloud to the learners. Explain these are the most frequent words from a text (the larger, the more frequent). Ask them if there are any unknown words, pre-teach them or ask the others to explain if they know.
- Then ask the Ls to predict what the text is about. I usually write a few of the guesses on the board.
- Then read the text (using whatever strategies you normally use for texts). Check if their predictions where correct.
- Then have them write or give an oral summary of the text using the words in the word cloud. This is where the unknown words will move from passive understanding to active use.
This is basically a great confidence booster. When the Ls get a long text with lots of new words, it can be demotivating. But when you explain that they just need the main words, that helps. Usually, however, they don’t KNOW what the “main” words are. A word cloud helps out in that area as it pulls the words with the highest frequency (usually omitting words like a, the, it etc which can be changed in the settings).
1-1: This works perfectly for 1-1 as described above.
I use this exercise with any level from B1-C2. I usually use it with a text, for example an article.
- After doing an interactive lead-in to the topic and prediction questions based on the headline, distribute the text/article.
- As homework have the learners read the text (if it is long, break it into sections and one group reads one section).
- Then they should create a vocabulary quiz (including collocations, phrasal verbs, idioms etc.). The quiz can take various forms and they are allowed to choose:
- match the definition to the word (they get the definitions from a dictionary)
- find the word in the text with this definition… (from a dictionary)
- gap fill (they type a sentence from the text and leave one word/phrase out)
- label the diagram with words from the text (they bring a diagram)
- broken collocations (match the first part of the collocation to the second part)
- I usually limit it to 5 or 10 words. The learners are already familiar with these exercises from me, books, workbooks and worksheets from the training, so remind them to look at those for inspiration.
- They bring enough copies for everyone in class.
- You can do the quizzes as a straight up “test” or I like to make a game out of it. Give them a few minutes alone (or in pairs if weaker) if needed or do it spontaneously for stronger learners. Then “Who has number 4 on Maria’s quiz?” and give a point to the first team to correctly answer it.
It’s great to see them create these quizzes. Once they are strong on the vocabulary, of course we return to the actual text and then do various discussion/comprehension activities.
This one is great after you have finished working with a text (from the course book or otherwise). It’s best for Elementary-Pre-Intermediate levels. Some of you might know it from your childhood, in the form of Ad Lib pads.
- Type up the text from the course book AFTER you have already finished working with it (this is important that it is NOT an unknown text).
- Blank out some of the words and write in parenthesis what type of word it was, e.g. verb, adjective, noun, number, color, job etc.
- Then put the learners in pairs and give the text to one person who will then request the missing information as such: “give me an adjective” “stinky” “give me a verb”….
- Then they read the new nonsense text together and have a laugh.
- Give the other person another text (or another part of the same text) and repeat the exercise.
The laughter is key as it means they recognize and understand that it is silly. Good way to wind down the lesson and make the most of the course book.