This project (2020-1-PT01-KA226-HE-094809) has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Select language  >  EN ES HU IT LT PT RO
Login
Register

Database of Teaching Sources

  1. Home
  2. Database of Teaching Sources
A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

Back to Teaching Sources

Vocabulary Revision – Finance and Business

Date of Publication

October 8, 2023

Target Group

Domain Area

Business & Communication

Learning Scenario

Autonomous learning
Classroom Context

Target Language

English

Language of Instruction

English

CEFR level

B1
B2

Type of Material

Game

Linguistic Features

Vocabulary

Skills

Speaking
Reading

Description

This activity consisted of a set of vocabulary exercises related to the topic of Finance and Business. It was carried out online in an app from the “Learning app.org website” https://learningapps.org/index.php?overview&s=&category=0&tool=) that imitated the well-known television game “Who wants to be a millionaire?”. The questions presented in the game correspond to the Finance and Business-related vocabulary studied by the students in the course, and the Investopedia website provides most of the definitions. The contents were, therefore, thought for general B1 and B2 levels and were meant to allow students to reinforce their understanding of the notions previously dealt with in classes. The game was played in class with all students, but it can also be used for individual work at home.

Case study

This resource was used with a B1 class of around 40 students attending the first year of a university degree in Languages Business Relations.

The game was meant to test the student´s knowledge about specific words from Business and Finance as previously dealt with and studied in class.

This resource served its purpose and generated enthusiasm among students because of its entertaining nature. Students felt encouraged to participate in the activity and test their knowledge.
This activity was presented at the beginning of the class, but it can also be used at the end of it as an activity that tests how well students know about the contents and vocabulary studied in class.

Guidelines

Under the scope of a task-based learning methodology, this activity aimed for students to revise specific Business and Finance-related vocabulary and test themselves using a game played with all students together. Because this game mimics a very popular TV show, it creates more motivation among students.
The implementation procedure was as follows:
Step 1. Lead-in: Eliciting what STs know about specific vocabulary on Finance and Business as previously studied in class.

Step 2. Playing the game. Students are asked each question and give their answers. The teacher checks whether the students decide on one answer alone or not. This helps the students study the definitions/answers presented.

Step 3. Choosing an answer. The game will progress according to the students' answers. Because the questions come in a random order, the students may be given more chances to answer the same question again. This helps students to assimilate the concepts.

Step 4. Discussing what they considered correct or incorrect answers and answering questions or difficulties.

Review

Category
Rate
Comprehensive approach
Capacity to match the needs of lecturers and students

5

Added value
The provided tangible improvements

5

Motivation enhancement
The capacity to motivate students to improve their language skills

5

Innovation
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning

4

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

5

Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning

5

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

4

Usability
Assess the technical usability from the point of view of the lecturer and the student

5

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

5

Comments:
This resource perfectly matches a teacher's and students' needs who want to assimilate and test their knowledge about the topics in question. It is entertaining content using a game which can also be played outside the classroom multiple times. Such resources may, therefore, complement other teaching and learning tools applied in class and provide activities that can be done in groups, creating increased motivation and interaction.
As the game provides immediate answers and correction, it was possible for the teacher to check students’ knowledge, and it was also possible for the students to get immediate feedback on their understanding of the definitions presented.
Website of the Teaching Source:
Visit
 
Save to PDF