News Quiz 2022: follow up

Activities for reviewing and recycling the language from News Quiz 2022

Image credits: Matt Hrkac [CC BY 2.0];
Heo Manjin | Korea.net [CC BY-SA 2.0];
Number 10 [CC BY-NC-ND 2.0];
Steve Jurvetson [CC BY 2.0]

 I hope the latest edition of the News Quiz provided some learning opportunities for your students and you're ready to do some further language-focused work.

Like in the past two (pandemic) years, the follow-up activities come in different formats. Below you will find drag'n'drop activities on LearningApps, one matching activity on WordWall (Intermediate level only) and 'traditional' worksheets in editable Google Docs. As a lead-in, you can show this BBC News video and ask students which stories mentioned in the video appeared in the News Quiz.

News Quiz 2021 - Follow Up

Activities for reviewing and recycling the language from News Quiz 2021

Image credits: NASA [PD]; 
TapTheForwardAssist [CC BY-SA 4.0];
Glenn Francis [CC BY-SA 4.0]

I hope you enjoyed the latest edition of the News Quiz and didn't find too difficult. Like last year, the follow-up activities come in different formats, most of which can be edited and adapted for your needs. These include drag'n'drop activities on LearningApps, one matching activity on WordWall (Intermediate level only) and 'traditional' worksheets in PDF/editable Google Docs.

News Quiz 2018 - Follow Up

Activities for reviewing lexis from News Quiz 2018

Image credits: John Bauld  flic.kr/p/McsiQi [CC BY 2.0];
Alisdare Hickson flic.kr/p/24W89b5 [CC BY-SA 2.0];
NASA [PD image]

I hope you and - your students - liked the end-of-year news quiz, which I posted last week. As always, it is followed up by lots of activities aimed at reviewing and consolidating the language from the quiz, which I share below.

If you haven't seen the news quiz, it's not to late - click HERE

You can preview the activities below or download them in Word format and edit/adapt them as you wish. The key (answers) and teachers' notes are provided at the end of each level.

UPDATE: a Quizlet set for advanced level: quizlet.com/_5wm0we 

News Quiz 2017 - Follow Up

Activities for reviewing the language from News Quiz 2017

Collage made with photos by www.kremlin.ru [CC BY 4.0], 

Beyoncé (@beyonce) on Instagram [fair use],

Alex Fau on Flickr https://flic.kr/p/qKyoQ2 [CC BY 2.0]

I hope you enjoyed the traditional end-of-year news quiz I posted last week. As promised, here's a follow up: lots of activities aimed at reviewing and practising vocabulary (and a bit of grammar) from the quiz. If you haven't seen the news quiz, click HERE.

You can preview the activities below or download them in Word format and edit/adapt them as you wish. This year, the key (answers) and teachers' notes are provided at the end of each level - not as a separate file.

For a suggested sequence of activities, see last year's News Quiz Follow Up - click HERE

Update: Vocabulary from the quiz on Quizlet: https://quizlet.com/leosel/folders/news-quiz-2017/

News quiz 2015 - Follow up

Activities for reviewing lexis from News Quiz 2015

Photo by Dustpuppy72 via Flickr 

[CC BY-NC-ND 2.0]

Here's the promised follow up to the end-of-year news quiz: five pages of lexis-focused activities aimed at reviewing and consolidating language from the quiz. If you haven't seen the news quiz, click HERE.

You can preview the activities below or download them in Word format and edit/adapt them as you wish. The key (answers) follows below.

Update: Vocabulary from the quiz on Quizlet: https://quizlet.com/_1x0vbs

Lexical activities united

This is a quick post that consolidates some activities for teaching collocations and chunks that I’ve posted on this blog and elsewhere, specifically the ones organized in series which I refer to as Cycles. 

I’ve demonstrated most of these at various conferences, most prominently at the IATEFL conference in Glasgow in 2012, but video recordings of the sessions have been taken down while the IATEFL Online website is being revamped. So I pulled all the activities together into one table for the convenience of the teachers and student teachers I work with as well as visitors to this blog.

I hope it makes it easy to navigate and find the activity that you’re after:

News quiz 2014 - Follow up

Activities for reviewing language (vocabulary and some grammar) from News Quiz 2014

Image by DLR  via Wikimedia Commons
[CC BY 3.0 de]

As a follow-up to last week's news quiz, here are seven pages' worth of vocabulary practice and review activities (in 2 levels). Some follow "traditional" format from previous years, others are new, for example, the Intermediate level activities include Netspeak, a web tool I blogged about HERE.

I hope you and students enjoy them as much as you enjoyed the quiz. If you still haven't seen this quiz, click HERE:

On (and off) the wall vocabulary activities

I often make students (and teachers I work with) get out of their seats. I think movement in the classroom is important whether you believe in the now hotly debated concept of learning styles or because cognition is embodied. Apart from onion ring debates and mingling activities, there are many movement activities you can do using classroom walls.

Top 3 web tools of 2013

As the year draws to a close it’s time for various top 10, 20 etc lists. I am going to limit myself to 3 and share the web tools that have undoubtedly been my favourite this year. Three different tools - three different uses.

Teaching vocabulary out of context: conclusions

This follows on my earlier post Teaching vocabulary out of context: is it worth the time?

About a month ago I blogged about my mini action research on decontextualised vocabulary learning. The post  generated some discussion with some people arguing that there was nothing decontexualised about it - you can read the original post and the comments here. The main finding was that on the post-test there was no difference between the items which were learnt out of context and the items presented in class in context. So is decontextualised vocabulary teaching a justified strategy?

Spent but enriched

In this activity, students play an online digital game (in pairs or alone at home) and then focus on the lexis related to money.

News Quiz 2011 - Follow Up

Activities for recycling lexis from last week's end-of-year quiz 

Teaching vocabulary out of context: is it worth the time?

Those of you who have been to my workshops or read my articles on TeachingEnglish are perhaps surprised why someone who advocates teaching vocabulary in chunks would even pose a question like this. However, several research papers I read a few years ago while doing my Master's in TESOL made me rethink the issue of contextualisation and try out new things. Besides, as you will see in a moment, learning  words in chunks and learning vocabulary in context are not the same things.

Cycles of Recycling: Cycle 2

Extending students' word knowledge with Collocation forks

If the previous cycle used collocations that students have come across in texts, this one involves more explicit teaching and elaboration. To help learners fully understand and use a new word, it is useful to provide them with its common collocates. This is particularly important with partially learnt vocabulary items.

Cycles of Recycling: Cycle 1

Simple but effective activities for recycling lexis

Photo by Ian Britton via FreeFoto.com
[CC BY-NC-ND 3.0]

While researchers do not agree whether encountering words in context or engaging in decontextualized practice is more conducive to learning new vocabulary, most assert that multiple encounters with the word are necessary. Also, there is no agreement in the literature on how many encounters with a lexical item are necessary in order for the learner to retain it, with numbers varying between 6 and 16. Despite this, most would agree that frequent recycling is essential to the effective vocabulary learning.

Revising lexis: quality or quantity?

How many encounters with a lexical item are necessary before it is committed to memory? 6? 9? 12? 15? This article discusses how much heed language teachers should pay to vocabulary acquisition research, particularly with regard to repeated encounters with lexical items.

Follow the link to read the article on the Teaching English website