How to teach vocabulary to children at Primary school effectively

How to teach vocabulary to children at Primary school effectively

How to teach vocabulary to children at

Primary school effectivelyPART A: INTRODUCTION

1 Rationale

Nowadays, English plays an important role in many fields In addition, themore developing society is, the more necessary English is Because Englishcan help people master a language, they will own a great knowledge Inorder to carry out this, we have to learn vocabulary at first We imagine thatwithout vocabulary, no language exists So vocabulary is a vital part inlearning English How to help people in general and pupils at PrimarySchool in particular learn and use vocabulary effectively is a difficultquestion

At present, I am a teacher of Be Van Dan Primary School I am teachingpupils of grade 4 I assume the responsibility for 4A, 4B, 4C, 4E Each classhas different perception so I have to select the way of teaching vocabularydifferently For weak pupils, I often translate new words directly Incontrast, I usually let good pupils guess the meanings of words So it isessential to find out the most suitable way of teaching vocabulary in order

to take advantage of pupils’ learning spirit

To upgrade my teaching skills, I have chosen the subject “How to teachvocabulary to children at Primary School effectively” There are manystudies relating to teaching and learning vocabulary in general However,

my study is more specific It is my hope that the study will be more or lessuseful for those who are concerned

2 Aims and objectives of study

My study concentrates on the way to improve learning vocabulary and how

to teach vocabulary most effectively at Primary School Therefore, thisstudy aims to:

 Providing the theory on vocabulary

 Finding the way of learning and teaching vocabulary

 Finding out the real situation of teaching and learning vocabulary atPrimary School

 Giving some suggestions throughout games to improve learningvocabulary of pupil at Primary School

3 Scope of study

Vocabulary is a big part in each lesson because all four skills includingreading, listening, writing, and speaking need vocabulary My topic onlydealt with the problem “How to teach vocabulary to children at Primaryschool effectively” And I try my best to give the most suitable method ofteaching vocabulary at Primary School in general and at Be Van DanPrimary School where I am working in particular

4 The age – psychology and perception process psychology and perception process

Language is a system of grammar and vocabulary Learning a languageknows the rules of that language Language is a set of habits which arepracticed everyday Moreover, language is described as it is used ineveryday life So learning vocabulary to children is very important Because

a child is about six years old, he reaches a period when he has acquiredcomplete understanding of everyday utterances and complete speech habits

of the language The natural or direct language teaching method wasworked out from this way of learning A lot of people think that Englishshould be introduced to children at Primary school because everybodyknows that it is much easier to learn foreign language when he is young.Children’s mind is ready to learn many things when learning the secondlanguage Because the perception process of each child is different,teaching method is not the same As a teacher, I will find out the mosteffective way to make them attractive

5 Method of study

In order to complete this study, I myself read and consult many books frommany sources such as: from the library of the English Faculty, HN OpenUniversity, from my supervisor, and from my friends Moreover, I finishthe survey questionnaires at Be Van Dan Primary School With the help of

130 pupils in grade four (4A, 4B, 4C, 4E), I find out the pupils’ attitudetowards learning vocabulary This thing will help much more for myteaching later.

Due to my lack of knowledge and experience, mistakes are somethingunavoidable, so comments on this graduation paper will be useful for myteaching at Primary School

6 Research question

In order to achieve the aim of this study, I set up the following researchquestion:

“How to teach vocabulary to children at Primary School effectively”

7 Design of the study

The study is divided into 4 chapters

Part A: Introduction

 Introduction consists of rationale, aims and objects, scope,psychology-perception process, method, research question anddesign of the study

Part B: Development

 Chapter I : Literature review talk about background of English

vocabulary

 Chapter II: methodology, which revises some relevant literature

feature of English vocabulary and the common tendency of learningEnglish vocabulary at Primary School

 Chapter III : Some useful suggestions to teach vocabulary to pupil at

Primary School

Part C: Conclusion

1.1.1 What is vocabulary?

According to the authors of Methodology Handbook, “Vocabulary isdefined as a word simple enough to begin learning on the first day of aclass and they are powerful enough to encourage communication from thevery beginning words are small pieces of language which carry bits ofmeaning”

Vocabulary can be defined; it is simply understood as words in alanguage However, vocabulary may be a single word (cat, read) but it may

be more than a single word, for example, “father-in-law or mother-in-law”,which are made up of two or more words but express a single idea Thereare also multi-word idioms such as “bread and butcher” It means that themeaning of the phrase can not be inferred from component’s word In fact,

it is extremely difficult to give an exact definition of vocabulary becausethere are many different definitions of vocabulary So, the definitions aboveare only general concepts in relation to vocabulary

1.1.2 The importance of teaching English vocabulary at Primary School.

At present, I am teaching English vocabulary at Be Van Dan PrimarySchool, so my goal is finding out how to teach English vocabulary to mypupils effectively I am conscious that teaching and learning vocabulary isone of the most important parts in English because there are many differentways to teach vocabulary Teaching vocabulary is a complex process and itconsists of many steps, and aspects Vocabulary helps pupils express whatthey want to talk It makes pupils communicate more easily If pupil knowshow to arrange vocabulary together to make sentences, conversations, theywill feel confident and will develop speaking ability as well as theirvocabulary In a book written by Mr Dang Ngoc Huong, it is assumed thatwhen using a course book or any source of teaching materials, manyteachers think that every new word has been selected carefully by thecourse designer or writers by certain principles One of the tasks of theteacher when teaching vocabulary is the selecting the right vocabulary thepupil need Therefore, vocabulary must be concerned in teaching English atPrimary School

1.1.3 What need to be taught?

1.1.3.1 Form: pronunciation and spelling

The learner has to know that pronunciation and spelling is very importantwhen teaching vocabulary When we teach a new word, pupils must imitateour pronunciation and spelling For this reason, we need to make sure thatboth these aspects are accurately presented

1.1.3 2 Grammar

Teaching grammar to pupils is not less important than teaching vocabulary.Because words never stand alone, they are used in the sentence So whenpresenting an item of vocabulary the teacher should provide pupils withnecessary information about the word in grammar terms For example, whenteaching an adjective, we may present our pupils that an adjective adding “ly” to

an adjective will turn the adjective unit an adverb (careful → carefully)

1.1.3.3 Collocation

As teachers, we have to remind words with another in a given context such

as “decision and conclusion” There are two ways to express these words

“to make a decision” but “to come to a conclusion” In order to master thecollocations of words, both teachers and pupils need to consult dictionaries.

1.1.3.4 Meaning

When running into a new word, the meaning of the word is the first thingwhich we know Moreover the meaning of word is a large area for us toexplore The meaning of a word is primarily what it refers to in the real life.Commonly, we find the meaning of a word in dictionary (its denotation) but

in fact, having many words do not express exactly we can only find itsequivalent in meaning in Vietnamese (connotation) The association is thepositive or negative attitude and feelings For example, most British peopleunderstand the word “boy friend” a normal friend but in Vietnam, when wetalk about this most people think “darling” So it is difficult for teachers toexpress the meaning of the word effectively because our teaching object ischildren at Primary School

1.1.3.5 Word – psychology and perception process formation

Vocabulary items consist of components and parts which can separate so it

is important how to make these parts become a piece of useful information

We usually teach the common prefixes such as dis -, un -, im….to change.to change

the meaning of the word and suffixes such as: -ful, -able ….to change to change thepart of speech But our teaching object is children, perception process islow, we should give a suitable word If we do so, our pupil will understandvocabulary well

1.1.3.6 Active and passive vocabulary

As teachers, we need to distinguish between active and passive vocabulary

in order that pupils understand and use them effectively A passive word isone in the passive vocabulary Passive word is extremely useful of readingand listening skills But an active word is one which pupil can bothunderstand and use in communication An active vocabulary word isextremely useful for speaking and writing

A teacher should let pupils understand words in reading and listeningbefore they can use those same words in speaking and writing Whenteaching, it is the best way for pupils to recognize words.

For example:

Li Li and her friends are at the circus now They like the animals verymuch Li Li likes monkeys because they can swing Alan likes tigersbecause they can jump Peter likes bears because they can climb Nam likeselephants because they can dance

This text is quoted from text book of English 4, unit 10: At the Circus:Section B: Read and answer It is clear for us that the new words whichneed to be taught are

(to) swing monkeys (n)

(to) jump tigers (n)

(to) climb bears (n)

(to) dance elephants (n)

1.2 How to teach vocabulary

There are many methods that can help pupils approach vocabulary Forexample, translating is one way to communicate the meaning of words.Before our pupils read a text or a paragraph, should we teach them themeaning of words they do not know? And how can we teach pupils newwords to help them remember what they have learned? This question will

be answered in chapter II

1.2.1 The different steps of teaching vocabulary at primary school 1.2.1.1 Presentation

Presentation seems to be the most important stage in the process of teachingvocabulary Because when we prepare to give a new word, we have to thinktwice We sure that given new words may be easiest Like this, pupils willfeel attracted into our lecture In addition, the teacher should use attachedtechniques in order to get the best result

1.2.1.2 Some techniques to help children understand the meaning of words.

If we do not want our pupil have passive thinking, we should find outanother way to express the meaning of words instead of using dictionary

Below is a list of techniques for showing vocabulary

1.2.1.2.1 Define

We can use a different word, words or a definition in order to explain aword

Examples: A girl is a female child

Tabasco is a kind of sauce that mother often cooks

1.2.1.2.2 Drawing

When we run into difficult vocabulary to explain, we can draw a picture ofsome words on the blackboard If we do so, pupils will understand themeaning of words quickly

Examples: To express the weather phenomena such storm, flood, rain, sunny we use color chalk to draw these phenomenon’s Another example is body parts such as nose, mouth, and eye, leg….to change….to changeor prepositions of location

such as under, beside, above.

1.2.1.2.3 Regalia or Objects

We can give a series of real objects to class if we teach nouns There aremany semantic nouns in English When we teach vocabulary to pupil bygiving real objects, they are not only seeing but also holding

Examples: Fruit such as orange, apple, banana,

Clothing such as hat, shirt, troubles

1.2.1.2.4 Pictures

If is easy for us to teach vocabulary when using photographs or paintings

we can indicate may kinds of words

Examples: Photograph form newspapers, magazines

Photographs about culture, sport

1.2.1.2.5 Mine (gesture)

We can use body language or gestures in order to demonstrate the meaning

of words

Examples: Home activities such as sleeping, eating, showering

School activities such as listening, reading, writing

Sports such as tennis, football, volleyball

Art such as dance

1.2.1.2.6 Opposites

If the pupils don’t know a new word but they know the opposite, we cangive them the antonym.

Examples: Color words: white (black)

Size words: tall (short) fat (thin)

Time words: morning (evening) sunset (sunrise)

1.2.1.2.7 Translation

Sometimes, the lesson is too long; we have to save time to teach grammar

so the teacher should give a similar word in the first language

Examples: Bring mang

Beautiful xinh

1.2.1.2.8 Using the dictionary

If we need to save time or run into really difficult words, using dictionarywill be the best option

1.2.2 Practice

Practice is one of the most important ways in teaching vocabulary Thepupils will have opportunities to practice new words which they have learnt.They will be able to use new words effectively In general, the practice isoften done throughout three stages: Controlled, guided, and free practice.However, it depends on the length of lesson and perception process ofpupil The teacher selects the suitable practice

1.2.2.1 Controlled practice

In this way, the teacher gives some words which are put in the wrong place

of a sentence; pupils’ task is to rearrange them into correct sentence Likethis, the teacher can help their pupils practice not only vocabulary but alsogrammatical structures However, as there are many ways to teachvocabulary, the teacher should not give complex structures If the teacheruses difficult structures, pupils only pay attention to these structureswithout remembering vocabulary items In addition, the teacher may givethe pupils similar scrambled sentences which the pupils must write in order.Example: She/teacher/is/good/a

She is a good teacher

 The teacher can give pupil the word “sport”

 Do you play sports?

 Which kind of sports do you like?

 How often do you play sports?

 Which sports have you ever take part in?

or writing For me, I think that this is the good way to help pupils form theability to remember and use new words in sentences

1.2.2.3 Free practice

This is to help pupils use vocabulary to express their ideas incommunication They may talk, exchange, present with their partner even ifthey can discuss in pairs or groups Many teachers said that this stage helpspupils develop fluency in speaking and it makes them become more self-confident

To sum up, three stages play an important role in teaching vocabulary.Each stage has its own advantage However, the teachers should select themost suitable practice with object and perception process of the pupil

1.3 Some ways to check pupils vocabulary’

After introducing new words, checking them is also an important step.Although there are many ways to check, for me, I think five techniquesbelow may be most effective

1.3.1 Rub out and remember

 The teacher write the new words on the blackboard, the teacher askpupil read few times to remember

 Rub out new words one at a time

 We rub out a word in English, we require the pupils see them again

in Vietnamese in order to read words which are rubbed out

 When all the English words are rubbed out, we ask the pupils to go toblackboard to rewrite them.

1.3.2 Slap the board

 The teacher writes new words or sticks the picture on the blackboard

 Calling two groups to go to blackboard; each group has about four orfive people

 Requiring groups to stand far from the blackboard the same distance

 The teacher will speak Vietnamese words aloud if those words areEnglish and contrast

 Each pupil of two groups comes to the blackboard and slap on wordswhich are called

 The one who slap the correct word first, they get mark

 If the group get mark more, the group will win

1.3.3 Matching

 Write new words in a list on the left hand side on the blackboard

 Write the definitions, translations or drawing picture on the righthand side of the blackboard

 Ask the pupil to come to the blackboard to match these items on theleft with those on the right by drawing a line between them

1.3.4 Odd one out

 The teacher gives four words of which is different from theremaining words

 Pupils’ task is to find out that word and circle

1.3.5 Recording vocabulary on the Board

As a teacher, presenting new words is a very important step in teachingvocabulary but recording vocabulary is not less important The teacher has

to guide the pupils in order to use symbols recording vocabulary However,

my study discusses “teaching vocabulary to children at Primary School”,

not at secondary or high school We can use many ways such as: symbolswith synonym, antonyms, translations and pictures

For example: Good = nice (synonym)

Good # bad (antonym)

 You can use the following symbols to show the stress or the linkingsounds

Example: Do you like it?

 You can use the following words or abbreviations for the parts of asentence

Example: Adjectives (adj) - nice (adj)

Adverbs (adv) - quickly (adv)

Nouns (n) - book (n)

Subjects (s) - she (s)

There are many others ways but I think the three ways I presented above arethe most useful Because we always have to remember that the object ispupils at Primary School not pupils at secondary and high school So theirthought and perception is limitation We can not ask too much from them.Therefore, we need to choose the way which is the most suitable

Chapter II: Survey Study

2.1 Purpose of study

I have carried out an investigation at Be Van Dan Primary School where I

am teaching The purpose of this study is how to improve the teaching andlearning English at Be Van Dan Primary School in general and otherPrimary School in particular

My survey including 10 questions was for pupils at Be Van Dan PrimarySchool So I collected many different ideas about the pupils’ attitude towardthe learning of vocabulary

On the other hand, I also consulted the way of teaching vocabulary atPhuong Lien, Kim Lien Primary School and found out the commontendency which the teacher applied to introduce a new word

This survey questionnaire was completed by 130 pupils in grade four of BeVan Dan Primary School They were encouraged to answer as they liked

So I am certain that the result of this survey can reflect real situationexactly and truly.

2.2.1 The pupils attitude toward the teaching and learning vocabulary’ When being asked: “Do you like to learn English vocabulary?” 70% saidthat

They really like vocabulary, 28% of them select answer B, only 2% pointedthat they don’t like learning vocabulary

Generally speaking, the pupil quite likes learning vocabulary This seems to

be the most interesting part in the English lesson “How many words doyou want your teacher to teach you each lesson?” is the content of question

3 20% said that they want to be taught from 1 to 5 words in each lesson,80% chose from 5 to 7 words because they really wanted to read loudlythese new words in front of the class So we can realize that the objectwhich we teach is at beginning level They have not learnt about grammar

as much as the pupils of secondary school And I think 5 to 7 words to betaught in each lesson is acceptable In order to get the best result inteaching vocabulary, the teacher should need techniques to introduce a newword The pupils’ attitude as they take over these techniques throughoutquestion 4 and 5 75% of them said that our teacher used the explanationmethod The remaining 255 remain admitted the teacher translated directly.Meanwhile, 100% pupils said that they wanted the teacher to used visualsaid when presenting a new word because they felt this way easyunderstanding and fact When being asked: “How often does your teacher

change the way of teaching vocabulary?” 100% respondents are that ourteacher only “sometimes” changes the way of teaching It means that theteacher at primary school does not really pay attention to their own teaching

in order to attract the pupils in the lesson For me, teaching vocabulary isone of the important factors to make the pupil like learning English Andthe question “Do you want your teacher to change the way of teachingvocabulary?” once again all the pupils said that they really want It is clearthat the pupils are interested in teaching method; they like the new thing toavoid the boring things

Moving to the question 8, 9 “Do you like game?” obviously, we can seethat the pupil in Primary School are really fond of playing games whenlearning English in general and learning English vocabulary in particular.The popular game which interests the pupils is “Crosswords” (60% ofcollection for this one) 20% for “Hangman”, 15% like Slap the Board,playing the game “Lucky Number”

These games are easy to let the pupil play in the class The pupils are able

to play in groups, in pairs, or with the whole class The game willencourage their creation, thought They make the pupils laugh very muchand the atmosphere of the class become more ebulliently Especially theymake them less stressed when learning English

Checking vocabulary is not the less important step in teaching English.Playing games seem to be an effective way to teach vocabulary Whenbeing asked “Which of the following games do you often play whenlearning vocabulary” most of pupils (83%) said that their teacher usuallygive kind of game to play in class Just 17% of them supported for the idea

“sometimes” They often played “Hang man” and Crossword So playinggame becomes popular when learning English specially learningvocabulary It is also as good way to check the pupils’ understanding aftergiving a new word On the other hand, there are many teachers who haveenthusiasm in their career According to the statistic, 90% of the pupils saidthat their teacher often used “visuals aid” when teaching Visuals aid is alsoone of the effective ways to choose because it is not only the best way tosave time to teach others but also the

easy way to express the meaning of words directly But these techniquesrequire the teacher to prepare visuals aid at home before teaching.

To sum up, from what I have mentioned above, we can realize that the way

to present a new word of the teacher as well as the way to check it For me,that way is quite suitable for the pupils However, there are some problemswhich the teacher needs to change in order to get the best result in theirteaching of English

2.2.2 The tendency of learning English vocabulary at Primary School

In the past, when giving a new word the teacher used to teach the directmethod It means that the teacher translates immediately and requires theirpupil to read aloud in front of the class or in chorus This way is applied for

a long time If we teach vocabulary to our pupil, we will make the pupilsfeel bored and limit their guessing ability Most teachers even realize thatthis way is a lack of effectiveness In order to make good lecture, theteacher have to change the way of presenting new words and pay attention

to the object that is pupils at Primary School

The common tendency of learning English vocabulary at Primary Schools isthat:

 Pointing to the object

 Showing a picture

 Doing demonstrations

 Explaining the meaning of words

 Translating into Vietnamese

At present, I with some teaching experience I think that the way ofteaching vocabulary at Primary school is not really perfect because inthe class, there are good pupils and weak pupils According to realsituation, we should choose “which lesson for which technique” toachieve the best result

Chapter III: Some suggestions to teach vocabulary

to pupil at Primary School

3.1 Steps in giving a new word

3.1.1 Spelling and explaining the meaning of words

A lot of teachers are not successful in this step and they feel difficult inspelling English words In addition, the teacher also feels quite difficult

when explaining the meaning of words because many words in Vietnamese

do not express the meaning exactly especially abstract meaning or idioms.Example: stick in the mud

Pupils should be helped to understand the spelling and meaning of thewords that these two activities should not be separated

3.1.2 Repetition

Repetition is also an important step when teaching English Pupils areasked to repeat the words a few times The teacher should require theirpupils to pronounce the words properly The pupils need practicing theirpronunciation normally in groups or with the whole class

3.1.3 Intonation

The teaching object is children at Primary School Moreover, they are atbeginning level; intonation is really important and necessary for pupilswhen learning English Intonation is closely related to sentence stress.While the stress of a sentence most often indicates emphasis, as in theexample

“The soup was terrible”

Intonation may be complicated but there are a few basic intonation patterns

of which every English teacher should be awarded So with the Englishteacher position, the teacher has to select and practice “intonation”critically before teaching their own pupil

3.1.4 Writing

While asking pupils to practice pronunciation, I will write the word on theblackboard And then I will start by asking a few good pupils to read themaloud first I require the whole class to say in chorus This will help mypupils have chance to practice more and more I think, it is more convenientand effective for pupil when learning a new word by knowing how to sayand how to write

3.2 Some suggested techniques of teaching vocabulary at Primary School

3.2.1 Using real objects

This is the simplest way to achieve understanding Many new words which

we explain may be difficult At that time, we should give real objects

because real objects are better than others whenever we have them in theclass There are many real windows, doors, walls in the classroom It isfoolish not to use them in our teaching.

For example: I can point at the table in the classroom and say: this is a table

if I want to teach the word “table” word Similarly, I can show the pupils apiece of chalk and say: “this is a piece of chalk” My pupils will havetrouble in understanding what a table and a piece of chalk is

3.2.2 Using pictures, maps and posters

I often use pictures, maps, posters when teaching vocabulary for my pupil Ithink this will attract the attention of the pupils To assist me in doing this, Ihave got a large collection of pictures, maps and posters….to change.And I have tocollect from various sources such as: newspapers, magazines, cartoon and

so on With this, I can not only introduce new words lively but also describe

words of emotion, action like “happy, smile, sleeping, fly” by showing

pictures, posters

For example: When teaching colors, I will give a picture which has manycolors in order to introduce My pupil is seen directly It will make themobserve and compare those colors

3.2.3 Using synonyms and antonym

When teaching vocabulary we may use synonyms and antonyms And itdepends on each lesson Moreover, for the lecture to be more effective I usesynonyms and antonyms to teach my pupils I feel that the pupilcomprehend the lesson more quickly

For example: when giving “cold”, I simply say: “cold” means not “hot” or Iuse the symbol bad # good, bike = bicycle However, we should be careful

in using these synonyms and antonyms, since it is not always possible tofind words of similar or opposite meanings

3.2.4 Using vocabulary following subjects

It is quite easy for the teacher to teach vocabulary related to the subjects If

we do this way, it will make the pupils learn more quickly and morememorized In addition, it helps the pupils compare the different words in asubject

For example, I give my pupils a subject “animal” I will teach the pupilskinds of animals such as: bears, tigers, cats, dogs, elephants, monkeys and

so on They will feel the lesson more interesting Another example is, whenteaching color, I should present a series of different colors such as: red,blue, white, black yellow….to change

3.2.5 Using facts to describe vocabulary

There are many new words which I can not express exactly by word So themost suitable is to use facts to describe vocabulary The pupils not onlyhear the teacher’s translation but also observe phenomena by facts Forexample, when talking about the weather of Vietnam, I can point outphenomena such as rain, sunny, sunshine, sunset….to changeIt help the pupil havechance to access to facts However, we should not use this way too much,

we should encourage thought’s pupil in stead of using facts to describevocabulary

3.2.6 Using diagrams

A few words may be easily understood through the use of diagrams Forexample, to explain the meaning of the following words such as: hot, warm,cool, and cold I may make use of the temperature measurement

Hot Cold Cool Warm

In another example, in order to introduce “school”, I may start drawing thediagrams as follows:

Kindergarten Primary Secondary High University

3.2.7 Interpretation into Vietnamese

For many words, specially the abstract ones, it is advisable for teacher totranslate them into Vietnamese This technique should, however, not beabused It is necessary that the teacher may give an example such as “Theyare very brave”

3.3 Some games help pupils review vocabulary

Language games are often used to fill a few minutes at the end of the lesson

or to copy some of the faster pupil while others catch up on an exercise.There are many kinds of games such as communication game, code controlgame and so on And these games can be played at any level of languagespecially children at Primary School Games play an important role inteaching and learning English Moreover, our teaching object is children atPrimary School They have not been taught grammar a much yet Normally,vocabulary will be taught much more So game is the best way to makepupils remember rapidly and review vocabulary effectively After sometimes of study and selection, I will suggest some kinds of game for teacher

to teach and check vocabulary, as follows

The aim is to try to guess the word before the drawing is complete If theplayer fails the teacher can help another turn When someone succeeds hetakes the place of the teacher

Options: If the traditional drawing is too gruesome or frightening otherscoring methods could be substituted such as the word must be guessedwithin 10 suggestions

Materials: Blackboard + chalk or pencil + paper

(Help pupil feel relax and remember vocabulary in the class)

Options: The content of cards can be vocabulary form of verbs, numbers,and words chosen to practice sound discrimination and so on.

Materials: Set of Bingo cards for each version + list of items of callers, oritems on small cards, which the caller picks up + reads at random

3.3.3 Which one is it?

Timing: 5 – psychology and perception process 10 minutes

Location: classroom

Description: About 12 pictures differing in a few details are put up in front

of class Each picture can be identified by a name or a number The teacherdescribes one of the pictures without pointing to it

Example: “The woman with the big nose”

The pupils complete to see who can identify the picture referred to

Options: This can be played in teams with pupil answering in turn or pupilcan complete to give the correct answer first

Materials: Large pictures or photographs of people, animals, ect….to changedistinguished by a few prominent characteristics, like big nose, red hair….to change

3.3.6 Ask your friends and complete the table

You: What subjects do you like?

Nga: I like Maths and Music