Noticing Activity: Match the Words to the Text

(TESOL Ideas--Activities for Any Vocabulary Set)

Sample: docs, pub

This activity only works for lessons in which you are using a reading or listening text to introduce new vocabulary.  

For these type of lessons, the general format is usually as follows:

1) Students process the reading or listening text just for general understanding (i.e. some sort of gist question)

2) Students process the reading or listening text for more detailed understanding (i.e. some sort of specific detail questions)

3) Some sort of "Noticing" activity, in which you draw students attention to the target vocabulary in the text.

One way to direct noticing is to give the students a version of the text with the target words blanked out (in listening texts, this would mean giving them the transcript).  The students then match the target vocabulary to the blanks in the text.  The students have a word bank up at the top of the worksheet with all the target vocabulary.  (This activity would involve temporarily removing the students' access to the full text--e.g. "Everyone close your books now!")

It's important not to let this activity go on for too long.  At this point in the lesson, the target vocabulary hasn't yet been studied, so the students don't actually know the meaning yet.  So they can't be expected to get it perfectly.  The point is simply that they are now noticing this vocabulary in the text.  So give them a few minutes to try to match the words to the blanks in the text, then check their answers, either by playing the listening audio again (for listening texts) or for reading texts you can read the text aloud yourself, or you can just have the students open their books and check their answers.

Another way to check is by running dictation.  I place the full text outside the room.  The students are put into pairs.  One person can run outside and read the text, but not write anything down.  The other partner can write, but can't go outside to read the text.  So the student who runs outside has to tell their partner what to write.  The first team to accurately write down all the target vocabulary in the blanks is the winner.

Then, after the students have noticed the vocabulary, you can go on to match the words to their definitions.

The sample activity linked at the top of this post comes from Impact 2 Unit 3 Introduction and New Vocabulary p.42-46

Match the words to the sentences:

abilities, access, communicate, constant, digital, extend, improve, information, instant, interferes, location, machine, rely on, social media, technology, taking over, tools

Anthropologists traditionally study human behavior and culture.  They look at the way humans live and work together.  Amber Case is an anthropologist, but she studies a different type of anthropology.  Amber is a cyborg anthropologist.  Do you know what a cyborg is?  Part human, part (1)_____________, a cyborg is usually associated with science fiction movies or comic books.

Amber believes that in today’s (2)_____________ world, we’re all cyborgs. We (3)_____________ (4)_____________all the time.  Our cell phones and tablet computers are like extra body parts that we carry around with us. “Our cell phones have become like children,” explains Amber.  “If they cry, we pick them up. We plug them into the wall and feed them.  When they’re lost, we panic.”

In the past we humans developed (5)_____________ that extended our physical (6)_____________.  We used them to (7)_____________ the environment, farm the land, move around faster or protect ourselves. In the twenty-first century, our smart tools--our gadgets--(8)_____________ our mental abilities. With modern technology we can (9)_____________ faster and find any (10)_____________ we want in an (11)_____________.  (12)_____________ allows us to connect with people around the world. So friendships can form based on our shared interests, not just our (13)_____________.

Although there is a lot of positive things about technology, Amber thinks there is also a negative side to our cyborg selves.  She worries that our (14)_____________ (15)_____________ to other people (16)_____________ with our ability to just be alone.  Wherever we are, there’s someone we know who’s online and ready to interact with us.  “We aren’t taking time to slow down and figure out who we really are,” says Amber.

Despite these concerns, Amber doesn’t think that machines are (17)_____________. “We’re sharing with each other--human to human--in a very real way.”

Answers:

Anthropologists traditionally study human behavior and culture.  They look at the way humans live and work together.  Amber Case is an anthropologist, but she studies a different type of anthropology.  Amber is a cyborg anthropologist.  Do you know what a cyborg is?  Part human, part (1)machine, a cyborg is usually associated with science fiction movies or comic books.

Amber believes that in today’s (2)digital world, we’re all cyborgs. We (3)rely on (4)technology all the time.  Our cell phones and tablet computers are like extra body parts that we carry around with us. “Our cell phones have become like children,” explains Amber.  “If they cry, we pick them up. We plug them into the wall and feed them.  When they’re lost, we panic.”

In the past we humans developed (5)tools that extended our physical (6)abilities.  We used them to (7)improve the environment, farm the land, move around faster or protect ourselves. In the twenty-first century, our smart tools--our gadgets--(8)extend our mental abilities. With modern technology we can (9)communicate faster and find any (10)information we want in an (11)instant.  (12)Social media allows us to connect with people around the world. So friendships can form based on our shared interests, not just our (13)location.

Although there is a lot of positive things about technology, Amber thinks there is also a negative side to our cyborg selves.  She worries that our (14)constant (15)access to other people (16)interferes with our ability to just be alone.  Wherever we are, there’s someone we know who’s online and ready to interact with us.  “We aren’t taking time to slow down and figure out who we really are,” says Amber.

Despite these concerns, Amber doesn’t think that machines are (17)taking over. “We’re sharing with each other--human to human--in a very real way.”