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Repetition
Repetition is important to the process of language learning as it enables
the learner to copy sound patterns and structures correctly and safely.
It enables the learner to develop confidence and to try language out
without being vulnerable.
1. Fast / Slow
Using visual prompts such as a picture of a tortoise for slow, a
runner for fast etc., engage the children in repetition of key words
or phrases. Varying the pace adds interest to the activity. Can
also be achieved through mime etc.
2. Different Voices
Pretending to be people of note (TV personalities, a character in
school, an animal etc.) also adds another dimension to the simple
act of repeating language.
3. Missed One Out
a) Stick a series of pictures (flashcards) onto the board with
Blutack. Repeat them all one after the other very quickly
but miss one or two out. Children identify which ones have
been forgotten. This supports listening skills.
b) Select a child to repeat the names in place of teacher.
4. Chef dOrchestre
Send a child out of the classroom. Select a leader from the class
who will conduct by means of operating a secret sign such as
pulling his ear or quietly tapping his thumb. The child outside
returns and the teacher engages the class in vigorous repetition of
a single noun/phrase until s/he sees the chefs signal whereupon
s/he moves on to the next word/phrase. The child has three goes
to discover the chef.
5. Syllables
Break words down in to syllables for repetition. E.g. chocolat =
cho co - choco lat - chocolat / at lat olat colat ocolat
chocolat! This is fun and enables the children to develop correct
pronunciation and also an awareness of the rhythm of the
language.
6. Back to Back
Children sit back to back and call words or phrases out to their
partner who repeats them back.
Using Flashcards
Flashcards are simple and yet very versatile even in this day and age of
ICT-led curricular delivery. They are easy to make from clipart or
magazine cut outs and can be used in a range of activities either teacherled or pupil-centred/VAK.
1. Repetition
Using notes on repetition for guidance, the following activities are
fun to try.
a) Backwards and forwards: pupils repeat in sequence until
teacher begins to go backwards or forwards without warning.
b) Guessing: pupils guess which card is next. The one who
guesses correctly is given the card. Play beat the teacher
i.e. must guess all cards within a certain time limit to score a
point.
c) Flipping: Teacher flips card over quickly giving the class a
mere glimpse of the picture.
2. Against the clock
a) Having distributed the flashcards on a given topic in a
previous activity, divide the group into two teams. Select a
runner from the first team. Those children with the
flashcards hold them up. Teacher calls out the vocabulary
and times the child as s/he runs around collecting them. Play
against second team who also has a go.
b) This time, the child runs around collecting them himself. He
must approach a peer holding a card and say the name of the
card correctly before he may take it. Again, the teacher
times the child how many can they collect in one minute?
3. Vrai / Faux
a) Part of layering. Enables the children to make a response
with 50% chance of getting it right. Teacher gives a
word/phrase and shows a picture. Children say, vrai if they
think it is correct and faux if they think it is wrong.
b) Choices : Teacher gives two possible words / phrases and
children select the one they think is correct.
4. Reading Dominos
A way of introducing reading in a simple way. A series of
flashcards with a short text (could be a word, a phrase or a
sentence) on the back. The only thing is, the text relates to one of
the other cards. One child begins by reading his text. The others
listen and the one holding the picture referred to in the previous
5.
6.
7.
8.
childs read text shouts: Cest moi! and reads his text. This can be
timed and the group encouraged to improve a second time round.
Mini Flashcards
Excellent for TPS (total physical Response)! Takes a while to
prepare but very effective. Each child has a set of mini versions of
the teachers flashcards. Teacher calls out words or phrases and
children hold them up.
Children can also work in pairs for maximum effect.
Corners
A good warm-up activity for PE. Place pictures in different corners
of the hall and children run to whichever picture the teacher calls
out. First ten there get a point!
Building bricks
Can build sentences through use of flashcards. E.g. 1 x picture of a
heart + 1 x picture of a pear = I like pears. Can be extended by
adding more cards to stretch the learner and develop the language.
This can also be achieved in pairs with mini flashcards.
Kims Game
See *1 below (OHP)
2. Raps
Raps are easy to create as well as using commercially available ones.
A few well-known phrases and a beat do the trick.
3. Beating / Clapping
a) Drums are fun to use e.g. in counting out numbers or
calculating short mathematical problems. This can also be
achieved by clapping - get the children to do it in pairs.
b) Use drums to beat out syllables or to add tone to certain
words or phrases.
c) Clapping / drumming out the number of syllables is a fun way
to work on rhythm and structure.
4. Miming
Mime an action and ask children to do the same.
5. Group mimes
Divide the class into small groups. Give each group a word or a
phrase to mime and then shout Go! in whichever language you are
teaching. The groups all begin miming their word. After a few
seconds, shout Stop! and they all freeze. The other groups must
guess which words / phrases were being mimed.
6. Actions
Wherever possible, try to link words with actions as this engages
the learner and suits particular learning styles e.g. thumbs up for
yes thumbs down for, no; hands high in the air for, I love ,
stamping feet for, I hate .
Games
1. Le Morpion
Noughts and crosses see Using the Board number 6.
2. La Chasse au Trsor
Treasure Hunt: Good to practise a single item of vocabulary that
children may find difficult. Send a child out of the room. Hide the
item or flashcard. Child returns and class chants the word /
phrase getting louder the nearer the seeker moves to the hidden
object and quieter the farther away s/he is. Seeker must find it!
3. Chef dOrchestre
See Section 1 (Repetition) number 4
4. Dice
Dice are very useful. Often found in the primary classroom, they
can be used for pairwork on numbers for example. Dice can be
made out of card and various pictures drawn or stick on them.
5.
6.
7.
8.
Similarly, large dice for use with a full group are easily available
some with plastic pockets to slip in relevant pictures.
Fruit Salad
Distribute sets of cards at random. Children sit in a circle with
teacher in middle. Teacher calls out a word or phrase i.e. oranges
and all children with the oranges must change seats with each
other.
Board Games
Many well-known board games can be adapted for use in languages.
For example, Snakes and Ladders. Templates are easily available or
they can be produced relatively easily. Upon arrival at the base of
a ladder or the head of a snake, the player may not ascend or
descend until he / she has answered a question. The questions may
be simply Word level (vocabulary) or more taxing such as a
response to an open-ended question. Questions may be on small
playing cards or on the board flexible according to need.
If the player answers correctly, he / she either goes up the ladder
or escapes having to slide down the snake. If the answer is not
correct, the player either does not go up the ladder or must slide
down the snake.
Another board game to be adapted is Monopoly. This requires
some time to prepare but is a wonderful resource once complete.
Prepare a board with colour-coded squares around it. Each square
represents a theme or a topic or tells the player to move forward
or back and has its own set of questions or tasks. There is a jail in
one corner, a Go in another and there should be a set of questions.
Blockbusters
Templates are available. Divide the group into two teams. The
teams must try to make it across the board without being blocked
by their opponents. Each hexagon has its own question which the
team or player must answer correctly in order to be able to claim
the move. The first team to make it to the other side without
being blocked or challenged wins.
Running Dictation
A simple way to practise writing. Pin several copies of a short text
(could be a list of words) on the walls. Divide the class into teams
which include a scribe, a reader and runners. Each team must be
stationed at different points between the text and the scribe.
The reader reads some of the text and runs to recite it to the
next person who runs to recite to the next person who runs to tell
the scribe who writes it down. The winning team is the team which
Big Books
Big books are available commercially or can be made by adapting wellknown stories into the target language.
I usually spend a long time building up the key vocabulary contained in the
big book with the aim of getting the class to role play or perform the
story at the end.
The key vocabulary can be built up using repetition and game techniques
outlined above moving from passive recognition to active production.
The story can then be read aloud with the group looking at the pictures
and joining in when language is recognisable.
Other activities designed to familiarise the children with the text and
the story include: reading text aloud and children sequence small
pictures related to the text (ask them to read aloud their structures and
words before moving on) and sequencing (text cut into strips and children
sequence as they hear the text read aloud).
Once children are familiar with the text and are confident using the
structures, it is possible to mime it i.e. teacher reads the story aloud and
children mime the story out.
A more challenging version is to construct a little play out of the story
and children enact it.
This process can take several weeks.