LFO Teacher's Guide - Book - Page 10
1) Use pictures. Show a picture and ask if someone knows what this is in English. If yes,
have the student say it, repeat the word in English and then have the class repeat it. If
no one knows the word, then you say it, and then have the class repeat it. Then show
the picture and read the word. Have the class repeat it. If you choose to, you can make
word and picture cards. Use the pictures and word cards to present new vocabulary.
2) Present the new words on the board. Discuss each word, giving a synonym or a
definition via a sentence that explains the meaning of the word.
For example: The word ‘far away’ can be presented as ‘not close’; or the word ‘kids’
can be presented as another word for ‘children’.
3) Have the students look at the words in the list. Say an initial letter or cluster and have
the students guess what word you are referring to. Then read it aloud and give a
sentence that explains the word. For example: If you are teaching the word ‘wrong’,
you can give the sentence: “It isn’t the right answer, it’s wrong.”
4) Write the words on the board and ask the students to alphabetize the words. Once
they’ve done that, ask them to read the words with you. Then send them to the
glossary to find the meanings of the words. This encourages the use of the
dictionary/glossary.
5) Play a guessing game. Write the words on the board and the students will have their
books closed. Give the students one minute to guess the meanings of the words. Some
of the words may be familiar and some will be new. After one minute, go over all the
words. Each word the students define correctly gets crossed off the list. This means
that they knew the word. The words that are left are the ones they have to work on to
learn for next time. In the next lesson, call on the students to check if they recall the
words you taught in the previous lesson.
6) Play Words on the Clock. Make a list (for yourself) of words that you’d like students to
review, no more than 10 at one go. Tell the students that they have one minute (for 10
words) to ‘photograph’ the words and try to memorize them. No writing allowed!
Write the review words on the board in a scattered manner. When the time is up,
erase all the words from the board. Ask students to write down as many of the words
as they can remember; they can work alone or in pairs. Remind them to check their
spelling. Call on students one by one to rewrite the words on the board. Give hints to
help them remember any words they’ve missed; for example, circle the place on the
board where you wrote it, give them a partial definition of the word, or some of the
letters in the word.
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