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Prosedur permainan Cat and Mouse Game. Mintalah siswa berdirimembentuk lingkaran. Dengan guru berdiri di tengah lingkaran. Jelaskankepada siswa aturan permainan. Mulai permainan dengan gurumenjadi Cat terlebih dahulu. Guru memberikan pertanyaan kepada salahseorang siswa.
Tentu saja pertanyaan harus sesuai dengan tema pelajaran.Misalnya tema 'Perkenalan'. Maka pertanyaan harus seputar'perkenalan' misalnya: What's your name?, Where do you live?Sebelum permainan dimulai, pertanyaan dan cara menjawab harus dikuasaisiswa terlebih dahulu.
Siswa yang tidak bisa menjawabganti menjadi Cat dan meneruskan permainan. Prosedur permainan guessing game:. Bagilah siswa menjadi duakelompok.
Mintalah satu perwakilanmasing-masing kelompok untuk berdiri di depan menghadap anggotakelompoknya. Orang yang berdiri ini tidak boleh menoleh ke papantulis. Tuliskan satu kata berhubungandengan topik di papan tulis. Misalnya topik teknologi. Tuliskan kata'Television'. Mintalah anggota kelompokmenyebutkan ciri-ciri dari benda tersebut.
Contoh: You can watch movie andnews. Beri kesempatan anggotakelompok yang berdiri di depan kelas menebak benda yang dimaksud. Siswa yang menebak pertama kalidan benar mendapat skor untuk kelompoknya. Ulangi lagi dengan menulis namabenda lain sesuai dengan topik. Beri kesempatan kelompokmenerangkan ciri-cirinya.
Beri kesempatan siswa yangberdiri untuk menebak. Siswa yang pertama kali menebakdan tebakannya benar, diberi poin. Minta anngota lain untukbergantian berdiri. Lakukan seperti prosedursebelumnya. Cara melakukan permainan ini sangatsederhana.
Simak langkahnya berikut ini:. Bagi siswa menjadi 2 tim samabanyak. Minta masing-masing siswamembuat 10 pertanyaan question tags. Beri contoh: You want to be ateacher, don't you?, It's Sunday, isn't it?. Minta siswa grup A dan Bberdiri berhadapan. Siswa A bertanya kepada siswaB.
Siswa B harus menjawab tidak menggunakan Yes atau No. Tapi menjawabdengan tags.
Contohnya siswa A bertanya, 'You have children, don'tyou?' Siswa B harus menjawab, 'I do' atau 'Idon't' sesuai dengan kenyataan. Jika siswa B menjawab Yes atauNo, atau Tags nya salah, maka ia harus keluar dari barisan. Teruskan permainan hinggaseluruh pertanyaan terjawab. Hitung siswa yang tersisa dikelompok B. Giliran kelompok B yangbertanya kepada kelompok A.
Kelompok yang paling banyakmenyisakan anggota adalah pemenangnya. Cara memainkan game kosakata Bahasa Inggris 'How ManyWords Do You Get?' .
Buatlah siswa menjadi beberapakelompok. Bisa juga berpasangan dengan teman sebangku. Tulislah di papan tulis sebuahkata misalnya INDONESIA. Mintalah siswa membuat 20 katadengan syarat kata tersebut mempunyai huruf yang berasal dari kataINDONESIA. Berikan contoh jika perlu, misalnya: DONE, SEA, NOSE. Berikan waktu 10 menit agarsiswa menyelesaikan tugas tersebut. Berikan hadiah bagi kelompokyang menemukan 20 kata dalam 10 menit.
Cara memainkannya:. Persiapkan beberapa kartu yangdi atasnya ditulisi adjective yang berhubungan dengan perasaan. Tulis di papan tulis kalimattanya: Are you.?. Tunjukkan sebuah mimik perasaanyang diambil dari sebuah kartu. Misalnya rasa lapar. Mintalah siswa menanyakan apayang sedang guru rasakan. Beri contoh: Are you hungry?
Jawab Yes, I amatau No, I am not. Minta satu siswa sukarelawanyang percaya diri maju ke depan kelas untuk mengambil satu kartu. Minta siswa yang lain menebakapa yang sedang dirasakan oleh siswa sukarelawan sesuai dengan mimik yangia praktekkan. Sukarelawan hanya menjawab Yes, I am atau No, I amnot.
Setelah semua siswa pahampermainan, bagilah siswa menjadi dua kelompok. Minta satu siswa dari anggotakelompok maju ke depan dan mengambil sebuah kartu. Anggota kelompok harus menebakperasaan yang diperagakan siswa tersebut. Jika siswa tersebut menjawabYes, I am maka kartu diberikan kepada kelompok tersebut, tapi jikamenjawab No, I am not, maka kelompok kedua mendapat kesempatan untukmenebak.
Lanjutkan permainan denganmemanggil anggota kelompok kedua. Siswa tersebut melakukan seperti apayang dilakukan siswa pertama. Lakukan permainan sampai semuakartu selesai diperagakan. Kelompok yang mendapat kartuterbanyak adalah pemenangnya. Dalampermainan ini kamu dan kawan-kawanmu berlatih kecermatan dalam membaca pesan/kalimatbahasa inggris, dan memperdalam “WH-question” (what, who, where, when, which,why, and how) dan kalimat perintah (command). Membentukkelompok yang terdiri atas 3-5 orang. Untuk lebihmeyakinkan penampilanmu, maka kamu dan semua kawan yang akan bermainsah-sah saja bila berandai-andai sebagai DETECTIVE yang harus memecahkansandi secara bersama.
Sandi itu berupa: pesan, perintah, atau pertanyaanyang di tulis secara rahasia pada sebuah kartu. Apabilapesan rahasia itu berupa pertanyaan/perintah, harus di jawab atau dikerjakan pada lembar jawaban. Sandi dapatdikembangkan lagi dengan berbagai model.Bahan yang disiapkan. Lembarjawaban. Kartu darikertas manila ukuran 7X10 cm sejumlah kebutuhan.
Pada setiap kartu,ditulis pesan rahasia berupa kata/kalimat sandi. EsuomKeasikan yang bisa kamu dapatkan. Memperkayakhasanah kosa kata bahasa inggris. Point 10untuk setiap jawaban yang benar. Kelompokyang paling cepat menjawab dan benar, adalah pemenang dalam periode ini. Kelompokyang mengumpulkan point terbanyak berhasil menjadi pemenang utama (THEMAIN MINNER). Kamu dapatjuga mengirim pesan dengan secret messages kepada kawan-kawandengan sms, atau e-mail untuk menguji ketajaman dan kecermatan membaca.
Mempererattali persahabatan dan kekompakan dengan teman. Arrange thesewords to make right sentences. Kartu1: to – last – temple – father – Borobudur – my –went – month. Kartu2: doing – are Tati – you – what?. Kartu3: difficult – is – lesson – explaining - a – the – teacher. Kartu4: well – can – English – speak – Maria. Kartu5: now – you – maths – are studying?
– am – no – not – I. Mengujikecermatan dan ketelitian dalam mengenali kata dan menyusun kalimat yangbenar.
Menambahkosa kata/vocabulary. 10 pointsbuat jawaban yang benar. Kelompokyang paling cepat menjawab dan benar, adalah pemenang dalam periode ini. Kelompokyang mengumpulkan points terbanyak berhak menjadi pemenang utama (THE MAINWINNER). Kamu dapatjuga mempraktekan permainan ini dengan mengirim sms atau e-mail kepedakawanmu untuk ketajaman dan kecermatan membaca. Aturan permainan.
Membentukdua kelompok, yaitu kelompok A dan kelompok B. Jumalah anggota harus samadan seimbang kemampuannya.
Seorangwakil dari masing-masing kelompok maju kedepan papan tulis yang telahberisi daftar kata, siap untuk pasang telinga (kelompok A dan kelompok Bsama). Nah, begitu disebutkan sebuah kata oleh guru/juri, wakil darimasing-masing kelompok harus adu cepat member tanda silang pada kata yangdidengar. Apabiladalam waktu 15 detik sang wakil tidak mampu menyilang kata, maka dilanjutkanwakil berikutnya dari masing-masing kelompok, hingga semua anggotamendapat giliran.
Setiap wakil hanya boleh member tanda silangsatu kali kalau lebih dari satu kali gugur alias di diskualifikasi. LanguageFocus: VocabularyBuildingUsage Level: Level 2 - 6Notes:This game will teach the children how to answer and respond on any theme.
Thecompetition makes it merrier, since it is also challenging.Materials:1. List of questions in theme of learning2. Pictures of the topical objects3. Split the kids into groups of about 5/6 kids. Move the desks into littleislands.2.
Give them a topic (e.g. Fruits, sports, foods, animals etc.)3. The first team says a word from that category (e.g. 'Apple ' forfruits).
If they can do it they get a point.4. Go to the next group and ask them for another word from the same topic.5.
If they repeat a word that's been already said, or can't think of one, youmove onto the next team and they gain no points!6. Repeat from 47. When all the words in the category have been used then change to a differenttopic.Sometimes saying 'any English OK!' Is a good topic. Also try maybegiving 1 point for an easy word (e.g. 'cat') or two for a difficultword (e.g.
Divide theclass into two teams, team A and team B or boys and girls. If you like, youmight choose them randomly.
Tape a name on the forehead of each student. Theamount for each team may vary depends on the least number of members in agroup. The two groups make a long line facing face by face. The individualstudent should not see his or her paper, but the others should.
Then, like with20 questions, only yes or no questions should be asked. Perhaps start fromgroup A the first student and ask 'Am I am man?' If the answer isyes, he/she can ask again, but if the answer is no, it's the next person's turnfor group B. Play until everyone has guessed who he or she is! This can beplayed with nationalities, countries, household objects, anything and it's agas, especially for adult. The fastest group which can guest who she or he is,is the winner.
The winner can be given a reward and the lose team must tryagain on the next game. LanguageFocus:Vocabulary, Pronunciation, Writing and Structure (verbs) buildingUsage Level: Level 3 - 5Notes:This is the combination of three skills in one game that can be introduced atonce. The students will explore more on imagining how the words look like,knowing the letters that made up the words and say the correct pronunciation ofthe words. Plus to have the competition will make it merrier to be the bestteam.Materials:1. List of words and or flashcards in several setting and theme (kitchen,bathroom, dining room, fruit, animals, sports, etc)2.
Blank sheets of paper3. Whiteboard along with the board markerMethod:Step 1The teacher may start with dividing the students into 2 groups of whatevernumber as you can possibly build. The students of each group make 2 linesfacing the whiteboard. The teacher, then, stands in front, in the middle of thetwo groups. The game is started right after the teacher say or shows (inflashcards) the word that has to be written by the first member of each groupwithout peeking. The game continues when the teacher say the other words forthe other members of the group to be written on the whiteboard, taking turns.After finishing the writing session, now the teacher offers extra points byhaving the pronunciation session. Each member of the two groups must say thewords in correct pronunciation.
There are extra bonuses for those who canpronounce the words correctly.Step 2There are two groups competing to be the winner in guessing the words from themime expression, and then they say and write the words.One representative from each group in turns doing mime, giving the clues to beguessed by other members according to the list of words given by the teacher.The winner is the group which can guess, write and say the abundant of words inexact forms. The teachermay start with dividing the students into 2 groups of whatever number as youcan possibly build. The students of each group make 2 lines facing the field.The teacher, then, stands in front, in the middle of the two groups. The gameis started right after the teacher say or shows (in flashcards) the word thathas to be written by the first member of each group without peeking. Eachmember of the group then must run to grab the group’s flag at the far postpassing the table and chair challenge and return to the teacher to spell theword and write the exact form of the word on the whiteboard. LanguageFocus: Listening,vocabulary & Spelling buildingUsage Level: All LevelNotes:The game can be played with many modifications as in accordance to thenecessity and the students’ level of competence.
The students will be able torecognize English sounds through its alphabets. Then for the higher level canbe added the vocabulary and spelling skill by asking them to present the wordsderived from the alphabets and spell them.Materials:1. List of words in several setting and theme (kitchen, bathroom, dining room,fruit, animals, sports, etc)2. Blank sheets of paper3. Pens or pencils4. Method:The teacher prepares the setting first by putting the alphabets (in papers orchalk drawing) in the center of the field in correct order and or forchallenging one, can be scrambled.The game starts by having the students in 5 to 8 to make a long line in frontof the alphabets islands. The teacher, then, asks the students to run and makea circle around the letter mentioned by the teacher, the loser is he/she whocannot join the circle or the slowest one.
For modification, you may read asentence explaining on thing with the first letter of the alphabets, and thenask them (the students) to spell the word. LanguageFocus: All skillUsage Level: Level 4 - 6Notes:This is the challenging game which has to be played in two teams, the knightsand the giants. The knights are in mission to set free the princesses and grabthe stars of life played with many modifications as in accordance to thenecessity and the students’ level of competence. The students will be able torecognize English vocabulary of things, pronounce and spell them correctly andalso say the right password to the giants.Materials:1. List of words in several setting and theme (kitchen, bathroom, dining room,fruit, animals, stationary, etc)2.
Blank sheets of paper3. Pens or pencils4. Stars from paper5.
Costumes of knights and giantsMethod:The teacher prepares the setting first by putting the chairs in 5 for the postsof giants who guard the princess and await the knights. One team becoming theknights and the other are giants. The knights are equipped by the things whichneeded by the giants so they can pass.The game starts by having the knights to collect 5 things that they assumedwill be asked by the giants, ex. Things in the classroom (eraser, pen, pencil,ruler, book, etc). The knights, then, hide the things behind their back and saythe password to the giants, ex.
GiantGiant in the wood, let me bring the goodsfor you.EXAMPLE: Giant = I want a pencil to draw my houseKnight = (if he owns the pencil) Here you are, a pencil for you!Giant = Alrighty then, you may pass.Knight = Gratitude, my mighty giant.Then the knight keeps continuing to give things for the Giants. The knightsonly have three chances to change his/her things for the Giants. If in threechances the Knights couldn’t give what Giants need, then he/she fails and mustbe replaced by the other Knights, until there is a knight can pass all Giantsand set free the princess. LanguageFocus:Vocabulary, Pronunciation, Listening buildingUsage Level: All LevelNotes:This game will teach the children how to say the names of the English bodyparts and how to use them.Materials:1.
List of words in theme of body parts2. Blank sheets of paper3. Pens or pencils4.
Picture of human body partsMethod:All you need is an empty classroom and an even member of children. The childrenmake couples and they disperse themselves. Now you are going to give orders tothe children. For example: Head against arm. Now one child of the couple mustput his head against the arm of the other kid.You check if everyone is doing italright. Scissors, Paper, Stone (SPS). (Stage 1 - presentation) Show the action and say thewords.
Students should do the actions as you say, and gradually say thewords, too. (Stage 2 - listening) All the students stand up andeveryone does SPS together, including the teacher.
Anyone who is beaten bythe teacher has to sit down. Those with the same as the teacher, or who win,stay standing. Eventually there is just one winner in the room. If desired,the winner can start the next round so that the teacher can prompt allstudents to be saying the words.
(Stage 3 - practice) Studentspractice SPS with one partner. (Stage 4) SPS Three wins to finish. Studentschoose a partner and do SPS. The winner gets one 'point.'
Studentschange partners and continue. When a student has three wins, they can sitdown. Stop the activity when there are three or four students left.
(Alsoteach 'winner,' 'loser' and 'change' to the'listen and do' level.) Problem: some students are good atSPS. Many weak students go for paper first. Good students do scissors, and sowin. Excellent SPS students determine if their opponent is weak or good, andplay accordingly.
Let's Go student names. (Stage 1 - presentation). Make large teacher's cards ofthe six students (Kate, Andy, Jenny, Lisa, Scott, John). Ask a student,'What's your name?'
The student replies: 'My name'sMiho,' and then asks you: 'What's your name?' Put a card infront of your face and reply in a funny voice: 'My name's John.' Place the card on the blackboard and continue. Review previous names afterintroducing new ones ('What's his/her name?' (Stage 2 - drill).Challenge the students to see who can say all the names first. Choosestudents by picking out their name-cards at random.
Give to the student who is first. (Stage 3 -speaking) Say all six with dice. Copy page 7 of the student'sbook, cut out the song and number the students 1 (Kate) to 6 (John). Put abox beside each number. Also (for stage 5) draw six lines where the song wasand number them 1 to 6. Put students in groups of up to 6, and give eachgroup a die.
Students throw the dice one each, in turn. They read the number,say the name and tick the box ('Four. Lisa' or 'Four. ) If the number is already ticked, the student simply passes thedie to the next person. When one student has said all six names, the wholeclass stops. That student gets 6, and all the others get points according to thenumber of ticked boxes.
(Stage 4 - conversation) Give the students a (photocopied picture or just thewritten name or download from (pdf format)). (Stage 5 -writing) SPS Talk to all. Students in pairs do SPS. The winnerasks the loser, 'Hello. What's your name?'
The loser replies,'My name's Jenny.' The winner can write the name 'Jenny'on line 3. When one student has spoken to all six LG students, everyonestops. That student gets 6, and all the others get points according to thenumber of LG students they have spoken to. Alternatively, continue until moststudents have finished.
( Problem: Assumes that students canrecognise the numbers 1 to 8.) Use the pictures on page 11 of the textbook.Each picture is given a number. Initially, this is in a straightforward order- the top four are one to four and the bottom four are five to eight. Do notallow the students to write the numbers in their books, but instead write thenumbers on the board. Then ask questions such as: 'Is number one apencil?' (Variation 1) You can also make this a speaking activityfor practising the numbers: 'What number is the eraser?' Or thevocabulary: (Variation 2) 'What is number three.' Initiallythe items can be numbered in simply linear fashion, but later this can bevaried.
(Variation 3) Also, the items can be labelled with some of theletters of the alphabet. (Variation 4) This can become a writingexercise. Each team send one member to the blackboard. When they hear theitem, they shout out the answer to their colleague, who writes the letter onthe board. (Variation 5) Students listen and write the answers ontheir individual white boards. Telepathic student.
Tell one student the telepathicsecret before the class (or take the student outside briefly and explain itjust before the activity.) The secret is that when you point to the top ofthe card, the student should reply 'No, it isn't,' but when youpoint to the bottom of the card the reply is 'Yes, it is.' Put allthe cards on the board. The student goes out of the door and the classchooses one card. The telepathic student is brought back in. Points to onecard (top for no, bottom for yes) and the whole class asks the question -'Is it the book?' The student says yes at the appropriate card(pointed to at the bottom) and then goes out for another card. ( Problem: ofcourse, this activity can be used only once in a course.
However, you canvary the rule to use it a second time.). Give students some 'This ismy.' Cards and ask them to draw some personal items - their bag, textbook, eraser, pencil case, ruler, etc., and write the word on the card. Alsomake your own set. (For the following week:) Photocopy each student's set, andgive them their copy.
Cut up the cards and give each child one card atrandom. Take a card yourself, and ask one student, 'Is this your(bag)?' If they say no, continue until you find the owner. When you findthe owner, give them their card.
Students have to return the card to itsowner. Then they come to you to get another card. For each card they returnto its owner, they get 2 points. They must first ask you, 'Is this your(book)?' Students must hide their own photocopied set. At the end, moststudents should have their own cards. You may need to put aside some cards ifa student says they have asked everyone and no one said yes (and they don'tget any points for that card.) Students get one point for each of their owncards they have collected.
Step back slam. (6th July 98) Students in groups of three or four,place a set of coloring pencils on the table. The teacher says: 'Pick upa red coloring pencil.' Students race to be the person to pick up thedesired object first. If there is a squabble, use SPS to determine thewinner. For each time that a student wins they get one point.
In subsequentgames, they must take the same number of steps back (away from the pencils)as they have had wins (points). So, if they have won three times, they walkback three steps. This favours the weaker students (they remain near thepencils.).
Page 21 (part 1). Students ingroups of four or five have one die per group. They take turns to throw thedie. As soon as one student gets a six, the student starts reading the wordsin order: 'This is a book, this is a bag.'
The other studentscontinue to throw the die in order, trying to get a six before the firststudent has read all ten words. The next student to get a six starts reading,interrupting the first student. It may be an idea to have the student who iscurrently speaking hold up a 'speech box' flag, or put on a hat. Interlocking hands. (For counting) Students sit in acircle around a table, or on the floor. They place their hands on the tablein an interlocking fashion: i.e. If students are arranged A B C D E thentheir hands (left L, and right, R) are BR AL CR BL DR CL ER DL AR EL.
Onestudent starts, lifting and dropping one hand and saying 'One.' Thenext student in order of the hands (let's say, clockwise), slaps the tableand says two. Continue to twenty or so. Anyone who makes a mistake - slaps atthe wrong time or says the wrong number - is out, and removes their hand fromthe circle. A more complicated version allows for a change in direction by adouble slap - and counting down.
( Problem: assumes that students can recognisenumbers up to 15 or 20). How many books are there on page 13 of the students'book? The teacher asks questions. For example: p6 boys (2); p7 chairs (5);girls (3); p8 rulers (2); boxes (2); p9 cats (3); pencils (2); p10 books (1);p11 red letters (9); blue letters (9); yellow letters (8); books (6); pencils(2) p12 chairs (2); teachers (3); books (2); girls (4); p13 red books (5);blue pencils (2); pink erasers (5); desks (4) p14 girls (1); boys (2) p15hands (8); desks (4); apples (2); green bags (3) p16 green books (2); bluebooks (1); p17 black cats (3); red birds (4); yellow eyes (4); p18 blue books(3); p19 cats (4); books (6); apples (2); p20 yellow pencils (3); yellowbooks (2); green bags (2). Speaking when the whistle blows. Students are in groups.
When theteacher says, 'Go' and starts the stopwatch, the first studentsays: 'Happy birthday. How old are you?'
The second studentreplies: 'I'm ten,' then turns to the third student and initiatesthe conversation. At one minute, the person who is speaking has to do aforfeit - eg three press-ups, or five jumps. Then either continue with thesame conversation, or change it: ('This is for you.' The losing student becomes the first to do thenext conversation. Choose a card and guess.
Students are in groups of up tofive. Put five cards on the table, face up, and the others in a pile facedown. The first student chooses one of the cards but doesn't say which one.The next student (on the first student's left) guesses: 'Is it the car?' If it is not, the next student guesses. If it is, that student takes the cardand the replaces it with one from the pack. If no one guesses the card, thestudent keeps it and a new card replaces it. That student gets another turnat choosing.
This is a variation of because there are ten items. Many different questions. The teacher shows a TC and elicitsa question - eg 'What's this?'
'It's a puzzle.' Then thecard is given to one of the students, who is asked to repeat the question.This continues until all the students have a card and know the question theyhave to ask for that card. Then they pair up and ask their questions. Whenthey have both given their answers, they swap cards and move to differentpartners.
This can also be timed to two or three minutes and the studentscount how many different questions they have asked. Problem: slightlydifficult. SPS questionnaire. Students have a map of Japan eachwith six locations written on. The questionnaire has the six locations in onecolumn, and the weather in the second column. The teacher has a master sheetwith the weather for all six locations, but on each student's sheet is theweather for only ONE location.
The students have to find out the weather atall the other locations. They pair with another student and do SPS. Thewinner then looks at his chart, chooses one location where they don't yetknow the weather and asks: 'How's the weather in Nagasaki?' If theloser knows, they say, and the winner writes it in their chart. But if theloser doesn't know, they say, 'I don't know.' Make a sheet with the twelve 'can you'cards (93-98, 111-116) and 'can you write your name?'
'Can youdraw a picture?' 'Can you do homework?'
'Can you play thepiano?' Arranged on a 4. 4 grid, with space to write under each one.Students then go round and ask others 'Can you play the piano?' If the answer is yes, that student signs the sheet in the appropriatesquare. ('Please write your name here.'
) Students try to get bingo,and then go for double bingos. (Idea from ). Throw all five. Students are in groups of four to six. Each studenthas five cards placed face up in front of them.
The leftmost card is one andthe rightmost card is five. The students take turns to throw a die. If thestudent throws a one, they say: 'I'm hungry.
I want to eat bread,'or whatever number one is. Then they pick up the card, pretend to eat it, andput it face down in the same position. If the student has already eaten that'number', they say: 'I'm not hungry.' If they throw asix, they can choose to eat any one of their remaining cards. If there arenot enough cards photocopy five on a sheet, and then cut slits between themso that they can be folded in two when eaten. (Idea from Setsuko Toyama, atthe JALT conference October 1997).
Don't take the last card. Students in pairs have the eightfood cards, plus card 131 to represent 'juice' and the spider card.They arrange the cards in a pyramid with the spider at the top, and rows oftwo, three and four below it. The aim is not to eat the spider.Students can choose to eat one, two or three items at any one time, but theperson who eats the spider - the last card, is the loser. When they takecards, they say: 'I'm hungry. I want cake and bread,' or whatever.( Variation 1) An alternative set of rules is that a student can takecards from only one line in any one turn, up to all the remaining cards inthat line (e.g.
Up to four cards from the bottom line.). Make a track with about 40 squares from start tofinish. In each square put a question or command: 'What's this?' 'What color is this?' 'What are these?' 'How manyare there?' 'Who's he/she?'
'Where's the.?' 'Go back three.' Then make another sheet with a space for the cards for each question type(but 'What's this?' And 'What color is this?' Can use thesame pile, and same for the plurals.) Put a selection of the cards in theirplaces. Groups have one die and every student uses a coloured paper clip toindicate their position on the board. Students shop, trying to accumulate as many items aspossible (each item is 1 unit of currency).Periodically, the instructor will say 'stop' (a bell or other devicemay be needed to attract attention in some cultural and classroom contexts) andcall out a name of one of the products.
Students with that product must thenput ALL their products in a basket at the front of the room. The remainingstudents continue shopping.
Students who had to dump their products must beginagain from scratch (with fewer units of currency).The student with the most products at the end wins. A good gamefor large classes and for reviewing vocabulary lessons. Prepare a list of reviewvocabulary words. Write each word on two smallpieces of paper. That means writing the word twice, once on each paper. Organize the pieces likebundles, 2 bundles, 2 sets of identical words. Divide the class into 2 teams.get them to make creative team names.
Distribute each list of wordsto both teams. Every student on each team should have a paper. Bothteams have the same words.
When you call a word, 2students should stand up, one from each team. The students must then runto the blackboard and race to write a sentence using their word. Draw atarget (with points - like a dart board) on the white board or use a cardboardbox in the middle of the room. Then, students make paper airplanes and launchthem after they answer your question in the form of a sentence. I don't exceptmy beginners/low intermediate students to form complete sentence so I help themto form correct sentences. To my surprise they will repeat the sentence severaltimes (while I'm helping them) just so they can throw their airplane. Forbeginner and low intermediate classes, I recommend formulating questions thatlead to 1 or 2 types of answers.
This allows for better memorization. Forexample, use CAN/WILL questions and write the beginning part of the answer onthe board 'I can/will.' I recommend giving a prize to makethe target points mean something, thus peaking their interest. You, theteacher, may need a dictionary do this activity.
Choose a word which is long,difficult, and unknown to the students, a good word to begin with is: warmonger. Without using a dictionary,your students write down a definition. (They can work out the definitionin groups of three). Allow them a few minutes to think and write. Collect the definitions andread them aloud. When you have finished reading,they will have to vote which of those is the correct one.
(It doesn'tmatter if none of them is the correct one). After they have voted and noneof the groups guessed the meaning you read the correct one aloud.
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