ENGLISH FROM A TO Z

Age group:

14-100

Keywords:

Language Learning, Cooperation, Creativity.

Time required:

50 minutes

Number of people:

15-25

Equipment, materials, and space needed:

The letters of the English alphabet printed large and cut out, chalk. Activity explored and suggested by: Asociatia de Tineri din Ardeal - Romania.

Aim of the method: To help the participants with a very diverse level of English to practice their vocabulary, allowing those with higher language acquisition to both practice speaking in English and to help those who do not speak so much, while in the same time giving the chance to those at base level to learn at least 20 new words.

Preparation: Change the layout of the room to have a circle of chairs equal to the number of participants. You can also involve the participants to help in this process.

DESCRIPTION

INTRO The facilitator asks the participants to form a line in front of the room.

GETTING INTO THE TOPIC The facilitator asks the participants if they like languages, which languages do they speak. Allow some to express their thoughts. Then ask them to think of English and their level of knowledge. And finally ask them to order themselves in the line so that the ones who consider themselves to be the most advanced in English speaking stay on the left, in a decreasing order towards the right so that the last person is the one who considers him or herself to be the most beginner. Ask them to sit in the circle of chairs in the order of their level, so that the circle “starts” at the left of the facilitator (also sitting in the circle) with the most advanced and ends on his or her right with the most beginner.

EXPERIENCE The facilitator randomly lays down the printouts of the letters of the English alphabet on the ground. While doing this, he or she explains to the participants that during 4 minutes they have to think of as many words as they can, starting with as many letters as possible of the English alphabet. In the first round, starting from the most beginner and moving left, each person has to say a word, starting with A, and so on. If the alphabet ends and there are still people, restart from A. This should be the easiest level as the beginners have a head start with the easiest words, and the advanced have the time to think of more unknown words. Make sure that all words are spelled correctly and, while this happens, write them down on the black/whiteboard. Add the translations to the mother tongue. In round 2 ask all the group to find as many objects in the room that starts with each one of the letters. They should not repeat objects. These objects should be placed

next to the letters on the floor, or, if they are not movable, like “door” or ”window”, the letter should be placed on them. Initially, they will find very easily 85% of the objects, but sometimes they do get stuck on X, Q, Z, and some others, depending on their level. In this case, urge them to be creative, like drawing a “queue” of lines on the black/whiteboard or showing a photo of anything they cannot find in the room on one of their phones, etc.. Once done, sit back in the circle and review the results, having each person name the objects they found and making sure again to spell the words correctly. While this happens, write them down on the black/whiteboard. Add the translations to the mother tongue also.

DEBRIEFING Once all the objects are named, ask the group how they feel and how many words they feel that they learnt. Allow everyone to answer this question.

GENERALIZATION AND INPUT Ask the group why are languages and knowing how to speak as many as possible important? Allow a small discussion to unfold.

CLOSING Thank the participants for their participation and inputs. Put the chairs and tables back as they were.

VARIATIONS

If there is enough time you can ask all the participants to write down all the words in a notebook.