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to practice dictionary skills; to collaborate with peers; to practice listening, speaking, reading, and writing; to engage in peer-to-peer teaching  \nMATERIALS: Chalkboard with chalk or whiteboard with markers; paper and pencils or pens; dictionaries or access to an online dictionary; vocabulary words written on cards or slips of paper; poster paper (one sheet per vocabulary word); tape; Vocabulary Graphic Organizer (see page 48); a way to keep time  \nOVERVIEW: This activity introduces students to vocabulary through the jigsaw strategy.“Expert groups” are assigned one vocabulary word; group members work together to define the word, generate example sentences, create illustrations, and make a poster they will use to teach the word to classmates . Multiple interactions with the vocabulary increase students’understanding of the words .  \nPREPARATION:  \n1. Select the vocabulary words you want students to learn (six to ten words is recommended).The words can be from a text you plan to read or related to an upcoming lesson topic.Write each word on a card or slip of paper. For some words, you may need to provide context  \nor indicate the part of speech that you want students to use. For instance, if you want to use the wordfilm , you need to indicate whether students should define it as a noun or verb and give the context (a movie or a thin layer of material) .  \n2. Decide how you will group students. In a jigsaw, students work with two different groups.You can distinguish between the groups by calling one the“home group”and the other the“expert group.” Home groups should have the same number of students as there are vocabulary words; if you planto introduce six words, each home group should have six students. If your class does not divide evenly, assign additional students to the home groups rather than creating an extra group with fewer members than the number of vocabulary words.The number of home groups can vary depending on your class size, but there should not be more home groups than vocabulary words.(It is possible to have more vocabulary  \nwords than home groups.) Note: See Variation 1 for using this activity with large classes.  \nPROCEDURE:  \n1. Explain the jigsaw procedure to students. Say,“We will do a jigsaw activity to learn new vocabulary words.You will work in two different groups. First, you will bein a home group.Then you will move to an expert group to learn about a new word. After that, you will go back to your home group to share what your expert group learned.” If this is the first time you have used a jigsaw with your  \n44  \nENGLISH  \nTEACHING  \nF ORUM  \n2 01 6  \n[americanenglish.state.gov/english-teaching-forum](americanenglish.state.gov/english-teaching-forum)  \nstudents, you can illustrate the steps on the board as you explain, with arrows to show movement.  \n2. Have students form their home groups. Each home group should have six members if there are six vocabulary words, seven members if there are seven words, and so on . Students can form groups on their own, or you can assign them to groups or use some other method you like. Have each home group go to a specific area of the classroom .  \n3. Tell students,“Each member of the home group will get a number.This is the number of your expert group. After we begin the activity, all the people who have number 1 will get together, all the people with number 2 will get together, and so on .” Students can count off in their home groups, number themselves alphabetically according to their first names, or use another method. Note that if groups have “extra” students—more than the number of vocabulary words—then some students in the group will have the same number and move to the same expert group together.  \n4. If this is the first time your students will complete a jigsaw, you can pract","cbCaijSjUs4WLVjC","https://ap.wps.com/l/cbCaijSjUs4WLVjC","pdf",164459,"English","# Preparation\n## Select vocabulary words\n## Grouping students into home and expert groups\n# Procedure\n## Explain the jigsaw steps\n## Form home groups and assign expert-group numbers\n## Create expert-group posters\n## Return to home groups and teach classmates","[{\"question\":\"What is the main goal of the Jigsaw Vocabulary activity?\",\"answer\":\"To learn or review vocabulary words while practicing dictionary skills and all language skills through peer collaboration and teaching.\"},{\"question\":\"What materials are needed to run the activity?\",\"answer\":\"Chalkboard/whiteboard, paper and writing tools, dictionaries or online dictionary access, vocabulary cards, poster paper, tape, and a Vocabulary Graphic Organizer.\"},{\"question\":\"What do expert groups do once they receive a vocabulary word?\",\"answer\":\"They gather information, determine part of speech and dictionary definition, write a definition in their own words, draw an illustration, and write at least two sentences using the word.\"}]","Jigsaw Vocabulary - Level Low Intermediate and Above - Try This | PDF",1790609154,13]