5.

4 Big Picture Match

Task Name & Number:

5.4 Big Picture Match

Lexical Sets

Classroom Objects: Bag, book, chair ,desk, eraser, computer, whiteboard,

crayons, pen, pencil, ruler, marker

Words

Read, Meaning (Review)

Sentences

Whole Text

Materials

One set of BIG CLASSROOM OBJECTS PICTURES (12 pictures)

Whole class / group / pair

Whole class

Who wins the game? How?

The task objective is to get children to read the words and associate the word
with its meaning (the pictures).
TEACHER TALK &
PROCEDURE
MODEL

1. Hold up each picture one by one and ask the children what it is.

Whats this?

2. As they tell you, ask: How do you spell that? Write the spelling on the
board. If they get stuck or cant spell the word easily, return to playing
Hangman (5.3).

How do you spell pencil?

3. When you have asked them to spell all the words, and have written them
on the board, remove the pictures from the board and stick them on the
walls around the room.

Good job!

4. Hold up the word cards one by one and let the children volunteer to stick
the word card next to its matching picture. Focus on allowing (not forcing
them to let them volunteer) slower learners to do this, so they have
public success.

Ting Tong!

Whats this? Where is the

pencil? Thank you Aziz.

Questions and Rationale

SLOW LEARNER TIP: If you allow slower learners to volunteer to stick the word next to the picture, they can
demonstrate that they can read the word too (and receive praise for their own effort). Even if they dont get it
right the first time, other children will support them by calling out the correct answer, as so the slower child will
learn from that mistake.
Why do this task instead of holding the word up and drilling? Follow up question: If you drill spelling,
how many children will not be able to spell the word by themselves afterwards? If you test this with
bingo, you will find that there are many. If you drill spelling, do you know which children can and cannot
spell the word? If your answer to this is yes, you must have super-human hearing (sarcasm). A child can be
opening their mouth, but if there are 30 children in front of you, goodness knows what they are actually saying.
How is this task different from drilling? It involves problem solving. And if the child gets the problem
wrong, there is visual evidence that they are wrong and need to change their understanding ie this is a
Learning Through Mistakes task. If the children get the word right, however, you (and everyone else in the
classroom) have visual evidence of their having learnt unlike if the childs voice is just one of many in a
traditional drill.
Why do we show the words for the objects at this point and not in the earlier tasks?
Oracy supports literacy. In the earlier tasks, children learn how the words are pronounced. Once they have
familiarized themselves with meaning and sound of the words, they proceed to learn how to read the word.

ELTC 2012

5.4 Big Picture Match

erase
ELTC 2012

5.4 Big Picture Match

chair
ELTC 2012

5.4 Big Picture Match

crayon
ELTC 2012

5.4 Big Picture Match

computer
ELTC 2012

5.4 Big Picture Match

ruler
ELTC 2012

5.4 Big Picture Match

book
ELTC 2012

5.4 Big Picture Match

penci

marke

ELTC 2012

5.4 Big Picture Match

 ELTC 2012

5.4 Big Picture Match

whiteboar
d
ELTC 2012

5.4 Big Picture Match

desk
ELTC 2012

5.4 Big Picture Match

pen
bag
ELTC 2012

5.4 Big Picture Match