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“predictable, serious, spectacular, violent, gripping, moving, scary, dull” thse re the previously learnt words. to practice more, students individually match the adjectives with the sentences describing films. then they are divided into groups of three. In their groups they discuss the examples of films matching with these words. On whiteboard teacher writes these words as a category and asks the students to write  the names of the films under each category. Teacher asks students to rewrite the plotof the film to make it gripping,dull….etc

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“predictable, serious, spectacular, violent, gripping, moving, scary, dull” thse re the previously learnt words. to practice more, students individually match the adjectives with the sentences describing films. then they are divided into groups of three. In their groups they discuss the examples of films matching with these words. On whiteboard teacher writes these words as a category and asks the students to write  the names of the films under each category. Teacher asks students to rewrite the plotof the film to make it gripping,dull….etc

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I divide the students into groups and ask them to pick some words from the vocab box. Then, I give them time to write sentences with those. When they are done, they exchange the papers and correct them. So, I make them use the words in sentences, correct the misusages and see the words in various sentences.

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I also use this activity a lot in my classes. It is a life saver activity actually. If I have some extra time to fill in or if I feel students are tired or bored, I use this activity to have them them fun and refresh themselves. I also agree with you that it gives a chance to practice pronounciation as well as their listening skils.
Emine BC

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To revise the vocabulary they have learned, I put students into groups and ask them to pick 5 or 6 words from the vocab box. Then, I give them time to write sentences with those. When they are done, they write their sentences on the board. Together with the class we check each sentence in terms of grammar and vocabulary. For each correct sentence I give them a star. In the end, the group which has the highest number of stars is the winner. I usually use it before the vocab quiz because although they know the meaning of the words, they have a difficulty in using them in a sentence. They can also learn from each other as they check the sentences altogether. It is also enjoyable as they race against each other. Also, it is easy to prepare for teachers- all you need is a vocab box with slips of paper on which words are written.

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To revise the vocabulary they have learned, I put students into groups and ask them to pick 5 or 6 words from the vocab box. Then, I give them time to write sentences with those. When they are done, they write their sentences on the board. Together with the class we check each sentence in terms of grammar and vocabulary. For each correct sentence I give them a star. In the end, the group which has the highest number of stars is the winner. I usually use it before the vocab quiz because although they know the meaning of the words, they have a difficulty in using them in a sentence. They can also learn from each other as they check the sentences altogether. It is also enjoyable as they race against each other. Also, it is easy to prepare for teachers- all you need is a vocab box with slips of paper on which words are written.

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Emine BC

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Press (N)

Interview (V)

Speech (N)

Broadcast (V)

Journalist (N)

Publish (V)

The words are introduced in ‘media context’.

For cognitive practice, first activity is ‘Rating words according to their ‘learning burden’ and discussing with a partner. In this activity, learners take responsibility and it helps them to internalize words. It is good for cognition and engaging.

Second activity is checking breaking news on their phones and reporting news by using target vocabulary. The aim of this activity is seeing words in relevant context and producing language for a real purpose. As the news will be related to the environment they live in, it helps SS to put the words in long term memory.

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students first deal with vocabulary items and then write a paragraph in pairs then they delete some target words in their paragraph and prepare a gap-fill exercise for their friends. Pairs exchange the tasks and check each others answer.

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Press (N)

Interview (V)

Speech (N)

Broadcast (V)

Journalist (N)

Publish (V)

The words are introduced in ‘media context’.

For cognitive practice, first activity is ‘Rating words according to their ‘learning burden’ and discussing with a partner. In this activity, learners take responsibility and it helps them to internalize words. It is good for cognition and engaging.

Second activity is checking breaking news on their phones and reporting news by using target vocabulary. The aim of this activity is seeing words in relevant context and producing language for a real purpose. As the news will be related to the environment they live in, it helps SS to put the words in long term memory.

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Dear Eda, I really like your activity. A little bit of challenge in creative writing makes the stories so much more fun. The students connect with their stories and they tend to remember their sentences or at least their contexts later on since their stories are their own production. I find it both cognitively and affectively demanding. Great idea :) -Ceylin Yavuz

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We had a word list from a reading class including these words: adapt, deal with, evidence, fit in, guilt, ignore, imitate, credit. They are all words that can be used more or less in a meaningful context. So, I would have the students create a mystery chain story by using these words. Usually, I have everyone create one story together. But, for this activity (since the word list is very convenient) I would have the students find their pairs, write a mysterious chain story with an unknown murderer/thief  using the target words and have the other students try to find out who is guilty. This activity allows them to use the target vocab, produce their own sentences, make connections between context and vocab, and also it would make them listen to similar sentences with the target vocab while they try to find out what happened.

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I would use a task like the one attached especially in higher levels, since students have enough knowledge as well as higher cognitive skills at this point. In such an exercise, they are encouraged to practice the target vocabulary at a deeper level, which makes them both affectively and cognitively active.
Ezgi Tufan

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I use the attached creative writing charts in some of my lessons. Students really enjoy them. A student gives you a two-digit number (let’s say 54) and on each chart you look at the box where row 5 and column 4 meets. From each chart, they then have 4 different phrases or words for place /object /situation/ character and they have to come up with a story using those.

Once our 6 target words are taught in class using different teaching methods, for practice, I ask the students to use those words (changing the form when necessary) in their creative story as well. This makes it even more difficult for them. They have to highlight those words. Then early finishers generally check each other’s work. Then they can share their stories with their friends.

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I am stealing your activity:) You can really get creative with these kind of activities and really attract the students' attention. They are less bored with writing this way as well. Also I like these kind of activities because this way students can also peer check and learn from each other.

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MINI SAGA

I love the Mini Saga writing activity which limits the Word number to 25 only. Here is the process:

I give 5-6 words to students and write a complete story using only 25 words including the target ones. To make it more challenging, I demand that the story needs a twisted end. I allocate 15 minutes’ time. When they have finished their mini saga , they have to read it to one another which they find hilarious. It takes complete class time, yet very rewarding.

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knowledge-education-examinations- disciple- strict- atmosphere

As a warmer, I asked my students about the word form for three of the more familiar words: knowledge, education, examinations.  I then asked them to come up with the different word forms for these words in pairs. They shared their ideas and I wrote them on the board. From these words I elicited the theme of the unit, which was learning.

We spoke briefly about disciple, which is similar in Turkish, and then I provided definitions and examples for the two remaining words- strict and atmosphere. In pairs, the students made word maps in their notebooks including examples, collocations, and synonyms.  We discussed their ideas as a class. I added some collocations (strict dress code, strict diet, peaceful atmosphere) that they didn’t come up with.  The students then practiced the words with a quiz on quizlet which included questions on different word forms and collocations.

Lastly, there was a speaking activity where students discussed what makes a “good school.”  They were required to use three of the words in their conversations with their partners. For feeback, I radomly asked 1 or 2 students about their partners' ideas.

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Selma Köksal                   In order to revise the vocabulary, the Ss in group are asked to choose 10 newly learnt vocabulary -that the teacher also underlined throughout the lessons- and try to write questions by using these target vocabulary as the options of multiple choice.  

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Selma Köksal                   In order to revise the vocabulary, the Ss in group are asked to choose 10 newly learnt vocabulary -that the teacher also underlined throughout the lessons- and try to write questions by using these target vocabulary as the options of multiple choice.  

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Big Dice Game to practise vocabulary
For each side stick a picture -each picture should show how the students will describe the word. Suggested ways  could be -mime-draw-explain/give the definition-Sts might decide how to do it-Draw and explain, etc.
Divide the class into groups, the students should pick a card from the word cards and then roll the dice/die  and depending on the side they describe/mime/act out the word and if the other group members could find the word they get a point.

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With 6 th graders, after each 3 unit they prepare kahoot cards then play it as a class. As it is word based not sentence based, after each unit we have production exercises such as writing T or F sentences with these words.

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Just like writing stories with the target vocabulary, I sometimes have my students create mental links between words( usually in a chain order) and use them in a monologue or dialogue. When they make connections between two words, it becomes easier for them to remember.

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The activity I am planning reviews unit vocabulary (20 words, 10 from each section of the unit) from the text book before an upcoming quiz.  Its for a B2 level course.

We have already focused on meaning (matching definitions/choosing the right definition, asking questions using the vocabulary from the book) form (examining some common collocations with the vocabulary) and pronunciation (word stress) previous lessons for the two sections, and have already completed the unit listening and follow-up activities for both sections.

In this lesson, we will begin by revising the vocabulary using a quizlet I’ve prepared.  Students will first have 10’ to review the flashcards before we move on to a quizlet live game.  https://quizlet.com/_6ktnt3

Next, I will elicit the collocations we focused on in a previous lesson for review, writing them on the board.

The students will then be given a worksheet and asked to write a story based on a prompt, using some of the vocabulary.  Students will be told that the best story will win a prize.  As students are writing, I will monitor and point out any errors in meaning or collocation.  When students have finished, they will read their stories to the class.  As they are reading, I will briefly highlight both pronunciation problems and successes.  Finally, students will vote on their favorite story and I’ll give the prize to the winner.

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I generally use semantic maps as a post activity after teaching vocabulary in the class. It can also be given as homework. The reason why I like this activity is that, especially when it is done in the class, the students learn a lot of words from their each other. What I do is that I generally choose up to 10 words. Here, the words I chose are pension, status, prospect, mobbing, shift and flexible. After giving the definitions, word forms and collocations, I write each word on the board and ask students what comes to their minds when they see each word and I write them on the board as a semantic map. Sometimes, really funny staff comes up. In this way, we also recycle the words they already know, too and it can turn into a speaking activity because we discuss some concepts such as mobbing.

Pınar Şahin Durmaz

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Özkan
https://www.youtube.com/watch?v=vGJTaP6anOU

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As this is our latest unit in grade 3, there are words like bend, stretch, parts of body,etc, I will be doing such an activity:
1. Contexualize: T gives information about yoga.
2. Video: T shows a video about yoga. Ss may join as well.
3. Production: Ss will have to create their own yoga poses and explain what they are doing by using the newly learnt vocabulary
4. Ss present their poses in groups.
5. Ss draw and write about their poses.
I believe, this lesson will be a cognitively challenging and affectively engaging one because activities that involve movement refresh and energize ss. Also it helps them to remember more easily.

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Environment-Friendly Vehicles and Designing Cars by Ayışık Bihter Gökçeyurt

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Environment-Friendly Vehicles and Designing Cars by Ayışık Bihter Gökçeyurt

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I use the activity below to teach about pollution and environment-friendly vehicles to my students. I do this activity at the end of/during the unit teaching about vehicles/transport in the coursebook we use at my institution. It is based on a lesson plan I found on the Internet a couple of years ago.

With pictures on a ppt slide or short videos, I teach/review vocabulary such as environment, hybrid cars, battery, pollution, gas, solar power, wind power, biodiesel, clean air, clean water etc. I also prepare a worksheet with a cloze test or a fill-in-the-blanks activity.

After we review the vocabulary with the worksheet, I divide the class into groups. I tend to put students who don’t usually work in the same group together because I want everybody to cooperate and create something new with new partners. After that, the students design their own vehicles which are environment-friendly. They draw a basic picture/illustration of their design. And they write about the features of their vehicles (they use the vocabulary they have learnt while doing so).

After each group is finished, they present their designs with a motto/slogan. Students get really creative with this activity and they really enjoy preparing their design. At the end, we usually have a vote to choose the best design and put all the designs up on the board. (I usually use this activity with the engineering department students because it is an affectively engaging activity for them. I tried using it with ELT classes too, but they weren’t as interested in designing cars.)

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I use an emoji generator website and ask my students to create a story according to the emojis. They also need to use five of the target words that they have learned. They work in groups, read aloud their stories and the best one iş chosen by the whole class.
This iş the link of the emoji creator:
http://byrdseed.com/emoji/

NECLA BURCIN

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I really liked your idea and even stole it :) the students really liked creating an usual story because the pic was mysterious. They are also supplied to use the target words and I think it makes the learning more memorable.

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I use an emoji generator website and ask my students to create a story according to the emojis. They also need to use five of the target words that they have learned. They work in groups, read aloud their stories and the best one iş chosen by the whole class.
This iş the link of the emoji creator:
http://byrdseed.com/emoji/

NECLA BURCIN

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After presentation, I set the groups to create taboo cards. Students use online or hard copy dictionaries to find 2/3 taboo words.  When the piles of taboo cards are ready, the groups exchange their piles to play in groups. Thus they have the chance to practice synonyms and antonyms. This activity can fall into cognitively demanding and affectively engaging.  

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After presentation, I set the groups to create taboo cards. Students use online or hard copy dictionaries to find 2/3 taboo words.  When the piles of taboo cards are ready, the groups exchange their piles to play in groups. Thus they have the chance to practice synonyms and antonyms. This activity can fall into cognitively demanding and affectively engaging.  

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having students create quizzes for each other  

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having students create quizzes for each other  

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After the presentation phase, I sometimes have the students create their own quizzes that will assess the new vocabulary items in groups. Later, they swap the papers and solve each other's quizzes. This way they not only recycle and practice the vocabulary items but also they have an opportunity about putting themselves into the shoes of the teachers.

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Students work in groups of 4 or 5. The teacher prepares ten sentences with missing words and  gives only one copy for each group. For each group, there must be a runner. Group members work together and try to find the missing words. When they find the first missing word, the runner runs to the teacher and if the teacher says "OK", (spelling mistakes are not accepted) the runner runs back to his group and they find the second missing word. If they cannot find the first missing word, they cannot skip it. They must find the missing words in order. They do the same for all sentences. The group which completes  the sentences first wins the game. At the end T-Ls check the answers all together. Students love it! :)

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An activity I use often is to provide a painting (or sometimes a picture) and ask students to, working in pairs, make up a paragraph long story on it by making use of the given words.

One example of a painting is Conference at Night (attached). Looking at the painting, students were asked to use the words, "go bankrupt", "to force", "to commit a crime", "to claim", "unsuitable", and "illegal".

Students usually try to come up with unusual stories and seem to have fun with it.

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I use Quizlet quite often as it is both fun and competitive. Students really get involved. It is a good way to recycle new vocabulary.

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Here is the description of one of my vocabulary-focused lessons:
The phrasal verbs which will be taught in the lesson are:

Cut down on something:     reduce consumption of something

Cut something out:     exclude something

Give up something:     stop doing something a person enjoys

Stick to something:     use something too much

Take up something:    start doing something (like a hobby) regularly

Work something off:     lose or get rid of something (weight or energy)

Work out:    do physical fitness exercises

The aim of the lesson is to teach 7 phrasal verbs around the theme; “Health Habits”

In the warm-up stage, T asks ss some questions such as Do you think you are a healthy person?

-What do you eat for breakfast & for lunch & for dinner?

-How often do you eat meat & vegetables?

-Do you do sports? -How often do you go to the gym?

Then, T pastes the phrasal verbs with blanks on the walls, forms groups of 3, gives each group a particle and tells ss to stick the particles in the blanks on the walls. Next, T gives a short text to ss and tells them to  read the text, underline the phrasal verbs and match them with the ones on the board, Ss check if the particles on the board are in the right blanks, T elicits answers, correct the incorrect ones if any. And, T distributes a handout with definitions. Ss check the text they have and write the correct phrasal verbs next to the definitions looking at the walls on the definition handout. After checking the answers. T distributes sentences with blanks and asks ss to fill in the blanks with the phrasal verbs. Next, T distributes some situations and asks ss to rewrite the sentences by using one of the phrasal verbs on the board. Finally, T gives out some pictures with people who need health advice (an overweight man eating a hamburger, an old lady smoking etc.) T asks students to write an advice to the people in the pictures, and compare their advice with their friends’ advice in pairs.

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Target Vocabulary to Practise:
Verbs about air travel - to go to the departure lounge, to go to the gate, to take off, to land, to go through passport control, to check in, to board/ to embark, to disembark, to fasten/ unfasten a seatbelt, to collect a baggage, to listen to the safety instructions
* Students are paired up.

* Each student in a pair is given a different set of 6 pictures illustrating the target vocabulary about air travel and the list of the phrases illustrated.

* Individual work:

First, students work individually to match the pictures with the phrases and then check their answers using the key provided by the teacher.

* Pair work:

Students describe the phrases illustrated to their partners to have them guess the vocabulary.
Pairs use the target vocabulary to write a paragraph about an interesting air travel experience they have had together.

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Dear all,
I have chosen "material/shape/size/age/opinion/weight" for my words. Those words appear in the B1 coursebook that is used in our institution.
First of all, the students go into pairs. Each student is given one photo of an item (in the book, the previous topic was personal belongings) and each group is given the list of items that can come up. Without using the main 6 words, T asks the students to explain the item in their photo. T can monitor and ask questions like "how heavy is it?" or "when did you buy it?" to elicit some of the adjectives that are already in the students' vocabulary. At the end of the task, T writes the adjectives given by the students in groups: heavy, light under "weight"; old, antique under "age" and so on. T does not reveal the group names (the target words) at the start, asking the students to guess. Then the students can tie the new vocabulary to their existing vocabulary.

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Dear All,
You can see in the document below that I have designed an activity for the vocabulary part of a textbook I use for one of my classes. Exercises combine both cognitive and affective depth aspects of vocabulary practice. Enjoy!

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Dear Elif, thank you for the idea. I will definitely use it in my classes for vocabulary revision. It seems to be a practical one to use. I especially liked the luck element created by the use of a dice after each correct answer. I am sure my students will enjoy it.
Thank you again.

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This semester I am giving an academic writing class to ıntermediate level prep students. The course book we use focuses on Academic word list (AWL) and each unit focuses  a few words from this list as target words. Now I will write about one type of activity that I saw in the course book we are using and found it useful for learning academic words. In my opinion, although this activity is not affectively engaging, it is cognitively demanding:

Target words: Community/ guarantee/ maintain/primary/concentrate/
challenging

ANSWER THE FOLLOWING QUESTIONS BY USING THE TARGET WORDS IN PARANTHESES.

1. Why is noise a problem when people study? (concentrate)
2. What is most difficult for you about learning a new language? (challenging)
3. Do you think local citizens should pay taxes for eartquake warning systems? Why/ Why not? (community)
4. Do you think an earthquake warning system can ensure people's safety? Why/ Why not? (guarantee)
5. Do you think a government's main purpose is to guarantee the safety of its people? (primary)
6.  How can governments keep order during an eartquake? (maintain)

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I sometimes ask the students to write a story or make up a situation. It must be such a story or situation that when the listeners hear it, they immediately think of a word. Students have fun creating the context and the others are enthusiastic to hear what their friends have written. It's a cognitively challenging and affectively engaging task. Instead of doing tedious vocabulary practice activities, such an activitiy could add variety and fun to the lessons. The stories also provide context and it becomes easier for the students to remember the words more easily later.

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When I want to revise vocabulary, one of my favourite activities is this: I pair sts. They sit in a way that one is able to see the board and the other can't. I write a word on the board and the ones who can see the board describe the word on they see on the board. The other guess what the word is. This exercise may not be cognitively very demanding but it is definitely affectively engaging. Every time I do this activity I try to expand it in different ways for example, they, as pairs, write a short story or a dialogue using all the words revised or sometimes I want them to find rhyming words (with the revised ones) and  perform a rap song... They find this quite engaging and I believe it is also good for pronunciation practice and of course for contextualisation.

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When I want to revise vocabulary, one of my favourite activities is this: I pair sts. They sit in a way that one is able to see the board and the other can't. I write a word on the board and the ones who can see the board describe the word on they see on the board. The other guess what the word is. This exercise may not be cognitively very demanding but it is definitely affectively engaging. Every time I do this activity I try to expand it in different ways for example, they, as pairs, write a short story or a dialogue using all the words revised or sometimes I want them to find rhyming words (with the revised ones) and  perform a rap song... They find this quite engaging and I believe it is also good for pronunciation practice and of course for contextualisation.

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I ask the students to tell me whichever words they remember from our previous classes and write them on the board randomly. Ask two of the students to come to the board and hand them board markers with different colours. Other students sitting explain one word with its definition or synonyms or antonyms. Those in front of the board fight for the word and if they think they are on the right place, they cross the word :) ıt is fun and educational. Enjoy it.
Best
Mehtap

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For form focused activities especially in word parts we can make students read aloud. It will be very useful for pronouncation I think.

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For form focused activities especially in word parts we can make students read aloud. It will be very useful for pronouncation I think.

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For form meaning connection we can use flashcards and peer teaching.These are very useful I think

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For form meaning connection we can use flashcards and peer teaching.These are very useful I think

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Vocabulary elicited and given that describe hard and soft skills. Learners then allocate these skills to university departments. Learners then ask each other about the skills they think they possess personally and then try to guess the department of the other learner. Learners then describe themselves re the skills they possess in a job interview setting, and at a suitable time in the future, learners recycle the vocabulary when writing a cover letter accompanying their CV.

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Revise target vocabulary before the game – this step is necessary for the next step to flow. Stand in the middle of the class and use the target vocabulary fluently. Give a synonym or a brief definition. If you already have the cards with the target vocabulary from an earlier lesson, have a competition, awarding one point to the student who guesses the word on the card based on a prompt.

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Revise target vocabulary before the game – this step is necessary for the next step to flow. Stand in the middle of the class and use the target vocabulary fluently. Give a synonym or a brief definition. If you already have the cards with the target vocabulary from an earlier lesson, have a competition, awarding one point to the student who guesses the word on the card based on a prompt.

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1. Teacher asks whether they know "slang" or not. 2.Students have a small discussion about the slang and some examples of it in groups. 3.Students watch the video with subtitles https://www.youtube.com/watch?v=bbC0xszlyHo&t=230s. 4.After the video, teacher asks the distinctive words that they hear. 5. Teacher writes these words on the board and asks their possible meanings. 6. Students discuss the meanings in groups and comes with possible answers. 7. Teacher asks their translations to Turkish and counterparts in other varieties of English.

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1. Teacher asks whether they know "slang" or not. 2.Students have a small discussion about the slang and some examples of it in groups. 3.Students watch the video with subtitles https://www.youtube.com/watch?v=bbC0xszlyHo&t=230s. 4.After the video, teacher asks the distinctive words that they hear. 5. Teacher writes these words on the board and asks their possible meanings. 6. Students discuss the meanings in groups and comes with possible answers. 7. Teacher asks their translations to Turkish and counterparts in other varieties of English.

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Students will practice the target vocabulary of PEOPLE. These are fit/try on/ match/ suit/ do up/ pointed nose/ arrogant/ pale complexion.I am going to create 3 tasks on ANVILL, which is a web-based application with interactive Video. Each task has a different video such as ‘People in Dalyan’  and 8 people in Munich etc. I am going to embed questions related to the target words into the videos via Interactive Video app. In station 1, these three group members watch the videos by themselves with headphones and then discuss the answers of the questions in their groups. Then in station 2, I am going to have new groups with students from these three groups and ask them to tell each other their videos and decide to chose the best one with reasons. These videos are motivational and cognitive and affective depth. After that, in station 3, I am going to ask them to use tinycards on their mobile phones to match the pictures and match the definitions. Then they are going to sign up on deck.toys, as station 4, to do some more practice on vocabulary. Finally, in station 5, I am going to choose one text from the text of the coursebook and choose five nouns and adjectives. Then are going back to their first groups to create the word map. The students are allowed to move from station to station depending on their own pacing. 

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Students will practice the target vocabulary of PEOPLE. These are fit/try on/ match/ suit/ do up/ pointed nose/ arrogant/ pale complexion.I am going to create 3 tasks on ANVILL, which is a web-based application with interactive Video. Each task has a different video such as ‘People in Dalyan’  and 8 people in Munich etc. I am going to embed questions related to the target words into the videos via Interactive Video app. In station 1, these three group members watch the videos by themselves with headphones and then discuss the answers of the questions in their groups. Then in station 2, I am going to have new groups with students from these three groups and ask them to tell each other their videos and decide to chose the best one with reasons. These videos are motivational and cognitive and affective depth. After that, in station 3, I am going to ask them to use tinycards on their mobile phones to match the pictures and match the definitions. Then they are going to sign up on deck.toys, as station 4, to do some more practice on vocabulary. Finally, in station 5, I am going to choose one text from the text of the coursebook and choose five nouns and adjectives. Then are going back to their first groups to create the word map. The students are allowed to move from station to station depending on their own pacing. 

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Personality adjectives with real examples from our class
Laid back, stubborn
The adjectives that the students used to describe my personality  were: patient, dynamic, strict, punctual and outgoing they were able to express them all by giving plausible reasons to support their views :)
Since we are almost at the end of the academic term we more or less know about our students and their characteristics. So when I give some examples from their classmates they will definitely understand what I mean since they know what kind of personality their classmates have.
For the adjective laid-back I can use Ömer's name since all class members are aware of the fact that he is way too much relaxed than he should actually be.

For stubborn: I used some other names who are insistently unwilling about learning

By this way, we have fun while learning some new vocabulary
Then I ask them about the adjectives they can use for me from the list and I ask them the reason why they picked up these adjectives to elicit the meaning from them and to see whether they all got the meaning correctly

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Get on (well) (with someone)Meet up (with someone)Have a lot in common (with someone)Fall out (with someone)Help (someone) outTrust (someone)Get/keep in touch (with someone) Make friends (with someone)Have an argument (with someone) 

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Get on (well) (with someone)Meet up (with someone)Have a lot in common (with someone)Fall out (with someone)Help (someone) outTrust (someone)Get/keep in touch (with someone) Make friends (with someone)Have an argument (with someone) 

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In the context of friendship, I firstly ask students about social media and friendship. I asked them how many friends they have on social media, if they know all those people in person, how they meet their best friends etc. While talking about friendship I elicit these vocabulary items and write them on the board. Later I want them to prepare a survey including 5 questions using these phrases. Afterwards, they ask their classmates and report about them.

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This is a vocabulary revision activity.
The sets of words are from two different units and the class is divided into two. First all the Ss are given 5 minutes to revise and remember the vocabulary of the two units that is to be revised lexically. Then each team choses five items fom their units an prepares slips of papers on one side of which there is the definition and a gapped sentence from the book and the jumbled letters of the lexical item , which takes about 10 minutes. The definition is the first clue and the sentence is the context and the jumbled letters are clues as to the written form of the word. To answer each question a team has only 1 minute and the teacher is the timer. There is a dicer for each team who throws the dice after a correct response. Whatever number appears on top of the dice (1-6) is the point teams get from each correct answer, so there is an element of luck as well as correct responses.. In fact, the preparation period is as important as the actual activity/game because, Ss prepare revise both units as they will be asked words from one and they will ask words from the other. The activity itself is the affectively engaging part while the preperation is the cognitively demanding part.

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Target vocabulary: confession(n.), discover (v.), eventually (adv.), experiment (n.), lifestyle (n.), occasion (n.), rare (adj.), regret (v.), survive (v.)                            -----------------------------Activity: Thinking that I have already presented these words, checked the meaning, form, and use (if necessary collocations and connotations), now I prefer only ask some CCQs. You will see, most of the questions are personal questions and some of them are in the tone of chit chat. In the book we study in class, the parts of speech is written next to each word. So normally if it isn’t written, I also add questions about parts of speech just to revise, knowing that they have already learned and can easily answer but now I don’t add those questions.                             -----------------------------About confession: ‘Have you ever made a confession?’ ‘There is Atılım Confession Page on Instagram. Let’s say that you don’t need to write your name, would you make a confession?’, ‘Let’s say that you are in love with your best friend. Should you/Would you confess your love? Why/Why not?’                                       -----------------------------Discover: ‘Do you know who discovered penicillin? Alexander Fleming.’ ‘Did he know penicillin before?’ ‘Is he the first person to find it?’ ‘Can you tell me other discovered things?’, 'What do you think is the most useful discovery?' (If students give examples to show that they confuse invent and discover, I will give other examples to show them the difference.)                            -----------------------------Eventually: ‘Is this word about beginning or end?’, ‘Can you tell me any synonyms of this word?’ -----------------------------Experiment: ‘Have you ever made an experiment at school? Which lesson was that in? What was the experiment about?’, ‘Who makes experiments generally?’                                           -----------------------------Lifestyle: ‘Do you have a healthy or unhealthy lifestyle?’ , ‘Is sport a part of your lifestyle?’, ‘Can you talk about your lifestyle?’                                          -----------------------------Occasion: ‘Is occasion a particular, special time or event?’ ‘Is your birthday a special occasion?’, “Can you tell me other special occasions?’, ‘What kind of clothes do you prefer on special occasions? Why?”                                   -----------------------------Rare: ‘If something is rare, do you see it everywhere?’, ‘Is it something usual or unusual?’ ‘Which one is rare, a white elephant or a grey elephant?'                                                  -----------------------------Regret: ‘Now… Imagine… You have a best friend. You like your best friend very much. Let’s say that, one day you told a lie to your best friend but then you thought it was a mistake, you think “I wish I hadn’t told her that lie”, so how do you feel?’, ‘Do you have any regrets in life?’              -----------------------------Survive: ‘Does survive mean to die or being able to stay alive?’, ‘Have you ever watched or heard about the Tv programme Survivor?’, ‘What do the people eat to survive there?’                                          -----------------------------After covering all the vocabulary with such questions, If I have time of course, I divide the class into 3 or 4 allowing at least four students in one group and instruct students to choose at least 6 of the words and write a short, free writing using those words. Then a spokesperson from each group reads their free writings to the class and we correct the mistakes altogether if any. 

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Target vocabulary: confession(n.), discover (v.), eventually (adv.), experiment (n.), lifestyle (n.), occasion (n.), rare (adj.), regret (v.), survive (v.)                            -----------------------------Activity: Thinking that I have already presented these words, checked the meaning, form, and use (if necessary collocations and connotations), now I prefer only ask some CCQs. You will see, most of the questions are personal questions and some of them are in the tone of chit chat. In the book we study in class, the parts of speech is written next to each word. So normally if it isn’t written, I also add questions about parts of speech just to revise, knowing that they have already learned and can easily answer but now I don’t add those questions.                             -----------------------------About confession: ‘Have you ever made a confession?’ ‘There is Atılım Confession Page on Instagram. Let’s say that you don’t need to write your name, would you make a confession?’, ‘Let’s say that you are in love with your best friend. Should you/Would you confess your love? Why/Why not?’                                       -----------------------------Discover: ‘Do you know who discovered penicillin? Alexander Fleming.’ ‘Did he know penicillin before?’ ‘Is he the first person to find it?’ ‘Can you tell me other discovered things?’, 'What do you think is the most useful discovery?' (If students give examples to show that they confuse invent and discover, I will give other examples to show them the difference.)                            -----------------------------Eventually: ‘Is this word about beginning or end?’, ‘Can you tell me any synonyms of this word?’ -----------------------------Experiment: ‘Have you ever made an experiment at school? Which lesson was that in? What was the experiment about?’, ‘Who makes experiments generally?’                                           -----------------------------Lifestyle: ‘Do you have a healthy or unhealthy lifestyle?’ , ‘Is sport a part of your lifestyle?’, ‘Can you talk about your lifestyle?’                                          -----------------------------Occasion: ‘Is occasion a particular, special time or event?’ ‘Is your birthday a special occasion?’, “Can you tell me other special occasions?’, ‘What kind of clothes do you prefer on special occasions? Why?”                                   -----------------------------Rare: ‘If something is rare, do you see it everywhere?’, ‘Is it something usual or unusual?’ ‘Which one is rare, a white elephant or a grey elephant?'                                                  -----------------------------Regret: ‘Now… Imagine… You have a best friend. You like your best friend very much. Let’s say that, one day you told a lie to your best friend but then you thought it was a mistake, you think “I wish I hadn’t told her that lie”, so how do you feel?’, ‘Do you have any regrets in life?’              -----------------------------Survive: ‘Does survive mean to die or being able to stay alive?’, ‘Have you ever watched or heard about the Tv programme Survivor?’, ‘What do the people eat to survive there?’                                          -----------------------------After covering all the vocabulary with such questions, If I have time of course, I divide the class into 3 or 4 allowing at least four students in one group and instruct students to choose at least 6 of the words and write a short, free writing using those words. Then a spokesperson from each group reads their free writings to the class and we correct the mistakes altogether if any. 

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Meltem Sarandal        Theme: Food and Health

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Meltem Sarandal        Theme: Food and Health

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Vocabulary: grill, boil, steam, fry, roast, bake
Activities: Match the words with pictures.Compare your answers in your groups/ with your partners/decide on their meanings.
Watch the video and take notes about the cooking methods you see in the video.
Match the words with their definitions.
a) cook something in an oven

b) cook something in water

c) cook something in hot oil or fat

d) cook something in an oven or over a fire on a spit

e) cook something on a metal frame with bars across it above strong direct heat

f) cook something on hot air from boiling water
Categorize the words as healthy ways of cooking and unhelathy ways of cooking.
Prepare a survey for our classroom's cooking preferences.
Prepare a pie chart or graph about your results and report it back.
Do we generally prefer healthy or unhealthy methods of cooking in our classroom?  poster work/whole class/ about the results to display on our classroom board.

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Collocation Practice of the words: physical activity heart rate serious illness medical evidence reduce the risk of and manual labour

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Collocation Practice of the words: physical activity heart rate serious illness medical evidence reduce the risk of and manual labour

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Theme was helath, with my B1 learners we started with a discussion first they didn't see the target vocabulary before they heard from me or each other. I started with a mind map activity to activate schemata: Why do people do sport? Asked them work in pairs and they came up with ideas on the board we wrote on the board as well. I asked CCQs to elicit the target words from learners and we pointed out meaning clarification and use through personal stories pf my learners.
Then we started to talk about the form of the words and pronunciation drill. These words were pre-taught vocab before the reading.
As controlled practice they have made a gapfill activity in a short text which has the same context of the unit; for freer parctice I asked them use 4 of the target words at least to prepare an encouraging sports brochure to invite more people to physical actiivites. They used colourful pens and posters and I brought them some magazines to cut from and paste to their posters.

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"burn the midnight oil, nod off, nap / power nap, get cranky, irritable, awake, alert"

This activity is something that I did previous day. I prepared a power point to practise the words. Each slide has a picture and a sentence with a blank. I preferred to use visual as clues because I think visuals can be motivational and a good trigger to remember something. I asked students to choose a word/a phrase/an idiom from the word list of the unit. I elicited the answers from students. That was a kind of controlled-practice. Now, after this session, I see that this activity may be cognitively demanding but not effectively engaging. In the production stage, I set a similar activity to the one mentioned in the session. The unit topic was “sleep deprivation”. I wanted sts to write 3 questions to be asked to another student. There was an example in the coursebook. While answering each other’s questions, I asked them to use target words from the list.

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Dear Ismail,
I'd certainly steal this activity and use it with my ss are activiely involved in the task and ltake responsibility for their own learning and teaching each each other the etymology of each word which certainly improves retention through cognition. What a lovely idea! In addition, the 2nd task encourages them to recycle those words in the format of a competition which also improves motivation and the affective aspects of vocabulary practice. I'll certainly use these ideas. Thanks for your contribution!
Nezaket Ozgirin

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Target Words:
absurd, caricaturist, corrupt, apolitical, offend, mobilization, distort, committed, regimes, ridicule, satirical, oppress

Task 1: To teach these words, I would divide the classroom and the target words into two, and assign each group of students with a role (Student A or B) and a set of words (half of the target words = 6). For example, in a 14 students class there will be 7 students As, and 7 Bs, and each student is assigned 6 of the words. Having set the groups and students, I would ask each student to find the etymologies of their set of words from an online etymologies dictionary and then I would pair them up (1 student A and 1 student B) to share their findings without using the translation method (L1). The reason why I would want them to do this is because I would want them to learn about the backgrounds of the target words, so that they will have a longer retention in their minds. Also, in the sharing part, they will have practiced speaking, as well.

Task 2: To have them become more familiar, I would play a game with them. I would divide the class into two and write one of the words on the board. I would give them about 30 or 40 seconds to identify the root of the word and generate  more words by adding prefixes or suffixes. At the end of the given time, the group with the highest number of correct form gets a point. This cycle repeats for each word and at the end of the day we have around 100 words in our pocket. :)
By Ismail Arıcı

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Dear Zeynep, Thanks a lot for the tasks. It is a meaningful task that requires cognitive involvement, research and motivation. The task says choose 12 words and we seem to have 7 target words here but it seems to be fine for such a task that requires research into a specific area. It is a meaningful task. Maybe you can emphasize the affection or motivation element by adding a purpose. For example, you'll plan a holiday together with class mates who choose the same country. OR we'll talk about the reasons why some countries are the most popular/least popular later. Thanks again!

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Task 2:  Imagine that you are planning to take a vacation. Which country would you like to travel? Find a person who wants to come with you and write a similar fact file for the country you are planning to visit. You can use your mobile phone to collect information! See Task 1 below:

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Task 2:  Imagine that you are planning to take a vacation. Which country would you like to travel? Find a person who wants to come with you and write a similar fact file for the country you are planning to visit. You can use your mobile phone to collect information! See Task 1 below: