1 set of word cards per small group
T prepares the target vocabulary words – one set for each small group. Each word should be on an individual small piece of card or paper. The vocabulary could be:
- words suggested by SS – as in Mode 1
- keywords from a text – as in Mode 2
- words from a particular vocabulary set – as in Mode 3
1. T gives out a set of cards to each group and asks them to put all the cards out on the table so that everybody can see them all. Then SS put them into two groups – words they know and words they don’t know.
2. T asks SS to shout out words they don’t know. Other SS in other groups help by giving definitions or translations. T reminds SS to use dictionaries and write down the new words.
3. T asks SS to put the words into alphabetical order. This helps them to remember words they have just learned, because they are focusing on them again. T asks SS from different groups to read out part of their list. T writes incorrectly pronounced words on the board and draws SS’s attention to them. T drills the words with the SS from A-Z. T says each word once, then the whole group repeats it.
4. SS work in pairs or small groups and choose a set number of the discussion words, e.g. 10, and translate them into Clear Alphabet. T monitors, checks, and corrects.
5. Group feedback – T says a word and a SS comes up and writes it on the board in Clear Alphabet. T elicits corrections to any errors. This stage could be a team quiz, with one person from each team running up to the board and writing their answer. T could award team points for the first SS to write the word in Clear Alphabet correctly.
- The aim of this activity is for SS to practise writing English words phonetically with Clear Alphabet – as sounds rather than with letters. T will need to ensure that SS are already familiar with Clear Alphabet – perhaps via an input lesson – before running this activity.
- See also the Clear Alphabet Chart on p.107 and Clear Alphabet Dictionary.