Google Drive Folder(link)：我把所有的声乐表都放在一个文件夹中，这样它们就很容易找到和访问。If I find or create any more vocab sheets,they will be included in this folder.
Below are some fun ways to incorporate vocabulary into your lesson plans:
剪贴：Have students cut out the definitions and paste or tape them next to the correct word.
Flashcards:学生们将把每个单词切掉并粘贴到索引卡的前面，then they will cut out and paste the correct definition on to the back of the index card.
Find Your Partner:Give half of the class a vocabulary word and the other half of the class a definition.他们会寻找他们的搭档并记录他们的答案。Have them come to you to pick up a new word and a new definition and find new partners.
Quiz,Quiz,Trade:使用抽认卡，give each student one vocab word.They will go around the room and quiz each other.After quizzing each other,they will trade flashcards and find a new partner.
Matching:Create a vocab set by laminating and cutting out the words and definitions.把单词和定义放进一个带拉链的袋子里。Have each student or pair of students match the words with their definitions.
去钓鱼：Using the matching set above you can play Go Fish.Deal out 3-5 cards per player (depending on the number of students and vocab words) and place the rest upside down in the center.Students will ask each other for a vocab word or a definition,if they don't have it,they will say "Go Fish" and the student will pick a card from the pile.If they have a matching set,they will place it down.If not,they will add the card to their hand.The first person to place all their cards down wins.
Old Maid:Using the matching set above,您可以从集合中删除一个词汇或定义。Students will deal out all the cards.Students will pick a card from the person to their right.If they have a matching set,they will set it down.第一个把他们所有的牌都放下的人，wins,the person left with the vocab word or definition without that doesn't have a matching card is the "Old Maid".
Dominoes:Using the matching set above,you can have 3-4 students shuffle the words and definitions and deal out to each student.Have one person start by placing a vocab word on the table.如果下一个人有定义，have them place it on the table touching the vocab word.The next person will place a vocab word on the table touching the definition of the previous word,and so on until all the words and definitions are used.The first one to get rid of all their cards wins.If a students doesn't have a definition or new vocab word to put down, they will skip their turn.
车站：You can set up stations around the room with different vocabulary activities and students can rotate through the stations.
为了让这些游戏更具挑战性，you can combine 2 or 3 related sets of vocab into the mix.如果你有其他有趣的复习词汇的方法，please add to the comment section below.
Note:If you are having trouble seeing the handouts in ‘preview mode' and it seems to be stuck in the loading phase,click on theboxed arrow(pop-out button) on the top right to open the pdf and view the rest of the pages.
I use this activity as an introduction to my minerals and mining unit.Students learn the 5 properties of minerals (SNIFC) and apply them to a variety of items to categorize each item as either a mineral or non-mineral.
我也有PDF格式的幻灯片，如果你想让学生先对项目排序，then discuss each item and why they think it is or isn't a mineral.然后，they can view the answers afterwards.
Physical and Chemical Changes Sorting Worksheet & Cards (PDF）
Laminate and cut cards apart,place in zip-top bags
1 set per 2-3 students
Answers for Physical Change are: cracking eggs,slicing bread,ice melting,glass breaking,boiling water,新鲜柠檬水，mowing lawn (cutting the grass)
Optional – privacy screen made of one manila folder cut in half and stapled together
查看我的Properties of Matterresources for related lessons (page）
This is a fun partner activity that I use as part of my 威廉希尔真人百家乐Chemistry unit to get students William Hill轮盘thinking about the differences between physical and chemical changes.Each pair of students is given a set of cards with images and descriptions of either a physical change or a chemical change.(see photo above)
Each pair goes through the cards and discusses/decides where the each card will be placed.Once they have categorized the cards,students call me over verify their work – I will either say "对，它们都属于正确的类别！" or "Not quite yet,再试一次。”I give a small clue each time I come over.For example,我会说一些"You have 2 in the incorrect column"or“你的物理变化类别太多了，which ones should be moved to the Chemical Change category?"or"Two cards need to be flip/flopped to the other category,all the other cards have been placed correctly"or"All of the cards that are placed in the Chemical Change group belong there,但不是所有人都在那里，what else can you move to that category?"–我不会告诉他们需要改变的细节。This forces the students to re-evaluate their choices and make changes as needed until all of their cards in the correct category.
Every few minutes,I will give the whole class a clue.This allows them to check their progress and verify one answer at a time.One card that many students have difficulty with is the boiling water card – and that is usually the first clue I will give out once I have had a chance to check every group's progress.Each pair of students continues working together until all the cards are placed in the correct category.Once I've verified their placements,they add the answers to their notes and answer the questions for the activity and we discuss our results.
16 facts,printed,cut apart,and glued onto index cards (in pdf above)
After discussing what we know William Hill轮盘about Mars (accessing prior knowledge) and guessing how big Mars is compared to Earth (many were not really sure),我给每个学生16个事实中的一个。They were not to share their facts with the class until it was their turn to present.
They may or may not know the answer to their fact,and we discussed this first.I told them I would give them clues if they needed help and not to worry too much William Hill轮盘about getting the answer ‘wrong'.
After a minute or so to think William Hill轮盘about it,我让有事实1的人站起来，向全班宣读他们的事实。其余的学生要思考这个事实，以及它可能进入维恩图的位置，William Hill中文网站William Hill轮盘但不能分享他们的答案。
The person with Fact #1 then had to guess where the fact fit into the Venn William Hill中文网站Diagram.Once they gave the right answer,I clicked on the ppt and the answer popped up on the screen.
Everyone wrote fact #1 into their notes.
然后我请有实情的人向全班宣读他们的实情，and so on until all 16 facts were posted.
We would discuss each fact and any questions they might have.
If you have more than 16 students,你可以让他们和搭档一起工作，一起猜猜。
Instead of each student having only one fact, you can have the class work in cooperative groups and give one set of the 16 facts to a group of 4 students.They will cut apart the facts (or you can give them the facts pre-cut) and one student will work on fact #'s 1-4,另一个是5-8，third on #'s 9-12,and the 4th on #'s 13-16.
The students will discuss the facts within their group and place them on top of the Venn William Hill中文网站Diagram.
Once each group has had a chance to discuss their facts,你可以在课堂上复习答案，让每个学生把事实写进笔记里。
You can also do this activity where each student will cut out all 16 facts and work independently to figure out where each fact would go in the Venn William Hill中文网站Diagram.然后在讨论每个答案时，他们将把事实写下来。
作为站点/中心活动/审查，you can have a blank laminated Venn William Hill中文网站Diagram,a laminated answer key,and laminated facts.Students can guess where each fact goes into the William Hill中文网站diagram,then check their work with the answer key and write the answers into their worksheet