IN-CLASS ACTIVITIES FOR ALL AGES
Young
Learners:
v Pictionary
v
Time: 10-15 minutes
v
Preparation: List of vocabulary words
v
Procedure:
Ø
The class is divided into 2-3 teams.
Ø
One student comes to the blackboard, and the teacher whispers
a word in his/her ear or shows them a word.
Ø
The student then draws a picture of the word on the
blackboard, and the team who correctly guesses the word first receives a point.
Ä
Variation: One student from each team comes up to the
blackboard, and both students draw simultaneously.
v Talk With Personality
v
Time: 5 minutes
v
Preparation: List of characters, list of expressions/words to
be repeated
v
Procedure:
Ø
Write down the names of five different characters from the
book on the board.
Or instead of characters from the book, you can use general people, like
·
a small baby
·
a rude waiter in a restaurant
·
a fashion model
·
a stranger in a crowd
·
a grandfather
Ø
Give students a common expression, such as "Good
morning!" or "Sorry!” and ask students how they might say it
differently when talking to a different person, and then how they might say it as
that person.
Ä
Variation: Make up phrases and sentences with your vocabulary
words, and have students repeat those instead of the common expressions.
Young and Middle Learners:
v My Other
Half
v
Time: 5-10 minutes
v
Preparation: Writing words and definitions on paper
v
Procedure:
Ø
Teacher writes each vocabulary word on a piece of paper, and
its definition on a separate piece of paper.
Ø
The pieces of paper are randomly distributed, one per
student.
Ø
Students half to find their “other half”—the person with the
vocabulary word that matches their description or vice versa.
Ø
After all students have found their other half, the teacher
can collect, shuffle, and redistribute the papers, repeating the exercise.
Middle and
Older Learners:
v Vocabulary
Race
v
Time: 10-15 minutes
v
Preparation: List of vocabulary words
v
Procedure:
Ø
Write a list of vocabulary words on the board.
Ø
Students individually choose 3 words, and write their own
definition of each word. For example, if
a student chose the word “water,” they could write “I make tea from this,” “I
go swimming in this,” “It is like juice but has no color,” etc.
Ø
Students are then divided into 2-4 teams.
Ø
One student goes to the front of the room and reads one of
their definitions. The team to correctly
guess which word the student defined gets a point.
v Timeline
v
Time: 10 minutes
v
Preparation: None
v
Procedure:
Ø
Students make a timeline of what happened in the
chapter/story.
Ä
Variation #1: Have students include events they think might
have taken place before the start of the chapter/story, or will happen next in
the chapter/story.
Ä
Variation #2: Make an imaginary timeline of characters’
lives, filing in details you don’t know.
v Broken
Telephone
v
Time: 5-10 minutes
v
Preparation: Sentences using vocabulary
words
v
Procedure:
Ø
The teacher whispers a sentence into the
ear of one student, who then whispers it into the ear of the next student, and
on and on around the room.
Ø
The last student says the sentence out
loud, and then the teacher repeats what he/she said at the beginning, to see if
they are the same.
Ä Variation:
The teacher whispers a sentence into the ear of the first student in each row,
and the student then whispers it to the student sitting behind them, etc. The last student in each row must then go up
and write what they believe to be the sentence they heard on the board. The
students are allowed to ask to have the sentence repeated to them but only by
the person seated directly in front of them. One point may be given for the
team that writes their sentence on the board the quickest and two points for
the sentence closest to the original one.
Older Learners:
v
What Am I?
v
Time: 5-10 minutes
v
Preparation: Pieces of paper with one word each on them
v
Supplies: Tape/pins
v
Procedure:
Ø
On small pieces of paper, write nouns and then put them on
each student’s back with tape.
Ø
The students walk around the class asking yes/no questions
until they find out which noun they have on their back. When they know who they
are, they should sit down. When everyone is sitting, go around and have them
report on who they are.
v Odd Man Out
v
Time: 10 minutes
v
Preparation: None
v Procedure:
Ø
Students write “Odd Man Out” word lists,
in which one of the words does not belong.
For example:
Apple,
Banana, Cucumber, Orange
Cucumber
does not belong, because it is a vegetable.
Angry,
Happy, Mad, Scared
Happy
does not belong because it is a positive emotion.
Slowly, Carefully,
Quickly, to Walk
To Walk does not
belong, because it is not an adverb.
Ø
Students then read their words out to the
class, and the rest of the class answers.
Ä
Variation: The students trade papers and
answer someone else’s list.
v My Mistake!
v
Time: 5-10 minutes
v
Preparation: None
v
Procedure:
Ø
Have each student come up to the board and write one sentence
about what happened in the book WITH AN ERROR.
Ø
Students sit back down, and then the teacher goes through the
sentences and the students shout out the correct answers.
Ä
Variation: Give students 5 minutes to write the corrected
versions of the sentences on a piece of paper and then go over the correct
answers as a class, seeing who got the most correct.
ALL FORMS
v
Gesture Game/Charades (vocabulary
can be adjusted for all levels)
v
Time: 5-15 minutes
v
Preparation: List of actions or vocabulary words
v
Procedure:
Ø
Write on a piece of paper actions that can be represented in
gestures, such as riding a bicycle, playing basketball, walking a dog, etc.
Ø
Call a student to the front of the room and show him / her
one of the gesture cards.
Ø
The student then acts out the word in gestures, and the rest
of the class has to guess which gesture the student is performing.
Ä
Variation: Use vocabulary words instead of just verbs. This will be slightly more difficult.
v Blind Man
v
Time: 10 minutes
v
Preparation: None
v
Supplies: Paper, markers (optional)
v
Procedure:
Ø
Have each student secretly draw a picture WITHOUT SHOWING IT
TO ANYONE! The picture can be of a place
described in the story, with all students drawing the same place, or students
can be allowed to choose any place described in the book.
Ø
Then in pairs, one student describes their picture to their
partner, who has a blank piece of paper in front of them and must try to draw
exactly what is on their partner’s paper.
At the end, students compare the two pieces of paper and see how close
they came to replicating their partner’s picture.
Ä
Variation #1: To make it more difficult, do not let the
person who is describing look at the paper of the person who is drawing.
Variation #2: You can also
have the teacher describe a picture to the entire class
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