| Numbers
& Letters |
When
introducing a set of pictures on the OHT, make sure each one is numbered.
This makes it easier to identify each one. Having introduced pupils
to the sound/picture connection, the next phase should then be to
ask 'what number is .....'. The 3rd phase is then for you (or another
pupil) to say the number and another pupil to give the word. |
| Supremacy
of the visual/aural |
When
introducing new vocabulary, it is important, especially in the early
stages, to introduce the word visually and orally/aurally. Delay the
introduction of the written form as long as possible. |
| Which
of two? |
Once
you have introduced a set of words, another consolidation activity
can be to display a picture and give pupils a choice of 2 words. 'Is
it a dog or a cat?' |
| Répète
si c'est vrai |
Display
a picture. Say various words. Pupils only repeat if it's the correct
one. |
| Qu'est-ce
qui manque? |
Version
1: Display a set of pictures. The pupils watch you take one away.
They say which one it was. Version 2: Display a set of pictures. One
pupil has to turn round. Take one away. The pupil turns back and has
to say which one is missing. |
| Keyhole |
Put
a picture on the OHP with the OHP light off. Cover it with a piece
of paper. Switch on. Gradually reveal the picture. Pupils say the
word as soon as they recognise the picture. This appeals to boys in
particular, so you will need to find ways of encouraging the girls,
perhaps by asking for alternating girl-boy answers. You can also use
a piece of paper with a small hole or window. |
| Eclair |
Put
a picture on the OHP with the OHP light off. Quickly switch the light
on and off. Pupils have to say the word. A good test of concentration,
reactions and memory. |
| Matching |
Pupils
match cut up words to cut up pictures. See how many they can do in
30 secs. This can be fiddly as small bits of transparencies can be
hard to handle and can get lost. Make your pieces fairly big. Ensure
any writing presented on the OHP is at least 16 point. |
| Pictionary |
Can
be played on the board or on the OHP. Pupils enjoy drawing pictures
for others to guess. |
|
Noughts
& Crosses/Blockbusters/Staircase/
stepping stones
|
All
these are valid, effective and motivating vocab-reinforcement activities.
See Class Acts page for explanations.
|
| Collect
words |
Put
a set of pictures on the OHP. A volunteer comes out to the OHP and
points to each picture and names as many as possible. For each correct
one, the pupil 'wins' the picture. See how many correct pictures they
can collect. |
| Guess |
Hide
a picture on the OHP under a piece of paper. Pupils have to guess
which one it is. Give them a time limit or a maximum of 5 guesses.
Make sure no-one sees the picture as you hide it. |
| Context |
As
for 'collect words' above. Pupils only collect the picture/point if
they use it correctly in a particular context - I like, I don't like,
I have, I buy/ bought/lost/ etc. You specify the context. |
| Silhouettes |
Pupils
enjoy drawing their own pictures which can be used on the OHP. Shapes
and silhouettes can also be used for topics such as : animals, transport,
head, body, house, weather, furniture, countryside. Pupils can display
their silhouette-shapes and present the vocabulary. Or, others can
name the vocabulary as the creator points to his/her shapes. This
also works well as a pair activity - pupils make the shapes and practise
the vocabulary in pairs. |
| Writing:
Gap fill |
The
OHP is perfect for practising gap-fill activities. You can make this
quite physical by actually having the words cut out and available
to put into the gaps. Make sure that the font is large enough - at
least 16 point. Encourage the pupils to generate their own alternatives
to the gapped words. Use the task to reinforce specific grammar aspects:
verb-forms, tenses, adjective-agreements etc. |