room engagement room engagement When teaching vocabulary, the teacher can use activities such as games. Thesegames are conducted in a manner that makes the language activity interesting to the learners, and motivated to take part in the learning process. For this activity, the teacher will break their classroom into units where every section utters one segment of a new word as an additional activity of drilling students to learn new vocabulary. In small groups, the teacher can direct some training activities on vocabulary (Marzano and Pickering, 2010). When learners became interested in learning they tend to be active, and concrete during the learning process (Marzano and Pickering, 2010). However, the activity should start with simple words to make the game interesting and build on variation. This is an interesting and easy way of teaching vocabulary, as opposed to describing a difficult activity from the start of the lesson. By challenging students, the teacher maintains their interest into learning activities, and classroom participation (Marzano and Pickering, 2010). The teacher can also use pair activities to drill students’ comprehension. This drilling in pairs is normally conducted when the teacher has already introduced a topic and taught instructed it to the learners (Marzano and Pickering, 2010). Here, the teacher constructs short pair classroom activities where their partner confirms learners’ comprehension. Using a vocabulary list, the teacher can ask the student to read the words to their partners as their partners translate the words in English stating their vocabulary (Marzano and Pickering, 2010). Student can then put a mark on the unidentified words for correction at the end of the activity. During correction, the students can check their work and correct one another under the supervision of the teacher. This activity, when conducted regularly, will improve students’ vocabulary (Marzano and Pickering, 2010). Choral repletion could also be used before pairing up the students to practice vocabulary (Marzano and Pickering, 2010). The teacher can call on the students to give a synonym of the words learnt. This activity improves students’ understanding and in turn improves their classroom interests (Marzano and Pickering, 2010). Here, the teacher asks for volunteers instead of calling their names, which might result to intimidation. The teacher can use flashcard to show the students an image of what is being leant. The flashcards are used to read and practices pronunciation (Marzano and Pickering, 2010). By showing, the learners the image and not the word, the teacher assists in developing the learner’s comprehension on the material taught (Marzano and Pickering, 2010). They can use matching pictures to numbers. Here, the teacher describes the picture and asks the learners’ to match the picture to the numbers provided (Marzano and Pickering, 2010). Objectives By the end of the project activity, the students should identify the differences and similarities of concepts in language by using pair drilling activities. By the end of the project, the learners should be in a position elaborate and make notes on concepts acquired during the project activity by using flash cards and matching pictures to numbers displayed by the teacher. By the end of the activity, the students should be able to work on their assignment and complete assignment assigned to them by sharing with their partners their comprehension. The learners should be able to take part in collaborative learning conducted during the activity. This can be achieved through discussion with partners assigned by the teacher or discuss with the teacher. Assessment procedures that will be used during this classroom activity include direct observation of what the students are actually doing and their responses (Marzano and Pickering, 2010). During classroom discussion, the teacher observes and assesses the learners to check if they have understood the concepts presented to them. The teacher can also give a simple quiz after the classroom activity to check the students understanding (Marzano and Pickering, 2010). The additional activities that will elicit positive responses are the use of pair drill, the use of flashcards and picture marching, as well as the use of games. In that, these activities will make the students feel that they can do the activity and be interested in the teaching and learning process (Marzano and Pickering, 2010). Reflection These revised activities like games will make the learners active members during the teaching learning process and in turn makes them active members of the society. Use of pair drill will make learners learn to work with others and develop critical thinking skills. Flash cards and matching pictures develop students’ comprehension skills and in turn develop intellectual skills. These activities are cognitively complex because they aim at developing comprehension skills. When the student is in a position to use these skills and understand concepts, they in turn develop self-efficiency. Reference Marzano, R. Pickering, D. (2010). The Highly Engaged Classroom. New York: Marzano Research Laboratory.