Play Slap the board 0s and Xs Kims game Mastermind Battleships Connect 4 Treasure hunt / Points Inverse bingo / strip bingo Gap-fill relay Telepathy Wipe out Slap the board (word-level) Good for: sentence building, revision, plenary, memory-generating Take Preparation and Instructions: 1. Create two halves of the board in a PPT slide, with two sets of the same language (e.g. parts of a verb, pictures for a set of nouns) laid out differently (so that the two players are not competing for the same part of the board or copying each other). 2. Select a more able / confident student to call the foreign language words (or English parts of the verb). 3. Select a student to do the points so that you can concentrate on judging. 4. Consider playing boys vs. girls for this one it works well. Consider: 1. How often to change participants (I usually change every 3 points won) so that lots get to participate in a short amount of time. 2.
That it is a game that operate at word level and receptively, so that it is not one to spend lots of time on, nor one to do every lesson! It is popular but its linguistic gain is in speed of response / processing at word level. I use it most for verbs now. vam os voy van voy va vas vais vam os vas va s i va van 0s and Xs (word and sentence-level) Good for: single word revision / simple sentence building Take Preparation and Instructions: 1. Prepare a 3 x 3 grid with either picture cues or English word prompts. 2. Students are divided into two teams and compete to get three correct answers in a row, alternating after each answer.
3. Teachers should be very insistent on accuracy, particularly if playing at word level. Incorrect answers mean that play passes to the opposing team, which can then take the advantage by offering a correct answer. Variations: 1. Put 9 whole English sentence options down the left-hand side of the board. Students can translate any of the 9 sentences and put their 0 or X in their desired place. This has the advantage of them practising additional language (on the right in the middle etc..) 2. Invite students to suggest their own 9 English options for the class game, if done as a plenary. This will be a very clear way of the teacher knowing that students are clear about the language they have learnt in the lesson. 3. Students play the game in pairs or fours. 4. Students have to put the individual words cued by the pictures into a sentence to win the point, rather than just name the item. I go I am Im going to dance Im going to go bowling I read Im going to go I write Im going to do I ride a bike Kims game (sentence-level) Good for: sentence building, revision, plenary, memory-generating Take Preparation and Instructions: 1.
Create a grid in PPT (3 x 3) with either English sentences or pictures to cue key sentences learnt about the topic. 2. Animate rectangle shapes to cover each sentence / picture one by one (on individual clicks) 3. Display the grid to the class. Go through first, eliciting the phrases one by one. 4. Begin the game by covering the first sentence / picture. Pupils compete in teams to say each one. Variations: 1. Use mini whiteboards to focus on written accuracy. 2. Ask pupils to write the game themselves by writing one phrase each from language learnt in the lesson on a post-it note. Take all the post-it notes in, put them in a bag / box and randomly select nine of them. Quickly prepare the grid as pupils are packing away it will then be the plenary activity. Consider: 1. How to ensure that all pupils are involved in the oral, team version of the game. Mastermind (sentence-level) Good for: simple sentence building Take Preparation and Instructions: 1. Create three columns of target language from the (previous) lesson, such that all the options within each column can be combined with all of the others in the other two columns to make short sentences that make sense. 2.
Select one option from each column to make a sentence and write it on a miniwhiteboard (without students seeing). 3. Invite students to guess your sentence orally. Variations: 1. Divide the class into two teams, and alternate guesses from each. 2. If students need more support, you can indicate how many of the three columns are correct from each guess. 3. If students need even more support, you can tick the column(s) that is/are correct from each guess. 4. For practice with writing / individual work, students can write their sentences on mini whiteboards. 5. If a student is the one at the front thinking of the sentence, and the rest of the class has mini whiteboards, points could be awarded to each time based on the number of correctly matched sentences each time. This keeps all involved. Consider: 1. Students could work harder to process meaning if the sentences are either in English on the board, and they still have to form their guesses in the target language (either on whiteboards or orally). 2. The game could test understanding only if students are asked to guess the English meaning (but this does not practise pronunciation of the target language). Mastermind a veces como un bocadillo
nunca bebemos un zumo de fruta siempre toman una ensalada normalmente comen agua generalmente bebo patatas fritas Battleships Good for: plenary, starter, focus on simple sentence-building, memory-generating Take Preparation and Instructions: 1. Create a whole class version of the template, using key language from the lesson. At the simplest level this could be cued verb forms vertically (either the conjugation of one verb OR 1 st person forms of several verbs) and noun complements horizontally. A 6 x 6 grid is typical but other dimensions work equally well. 2. Hide your five battleships on five different rectangles and cover with the triggered shapes. 3. Play the game with the class, inviting them to find the ships by creating sentences. Reveal the rectangle each time, using the target language for hit and miss.
4. Then give students their own versions of the same grid or a different one, and they play in pairs. Variations: 1. Once students are familiar with this game format, it is not necessary to play a whole class game, although it is often helpful to use the template with the whole class to ensure that its clear which language is to be produced. 2. English can be used to elicit the TL, particularly where pictures might be confusing, or where particular verb forms are required. 3. It is possible to cue extended, complex sentences requiring reasons, but it must be clear to both students what the target forms are, otherwise the game disintegrates into confusion. Consider: 1. This is a game students can enjoy from the earliest beginner level (including KS2) but remember that it is very structured, and as such, provides practice / supported production rather than free use in communication. There needs to be a next step (or several) to master the target language involved. Batalla naval toco tocas toca tocamos tocis tocan ptocado! X agua! Batalla naval toco tocas
toca tocamos tocis tocan ptocado! X agua! Connect 4 Good for: more extended translation from English into the target language, assessing progress at sentence level. Take Preparation and Instructions: 1. Create a whole class version of the template, using key language from the lesson. As students have to build from the bottom up, it makes sense to put the simpler items on the first row and build up the difficulty from there. 2. Divide the class into two teams, and elicit answers. Playing alternately, students have to get four correct answers that are connected, going upwards (vertically OR diagonally). If students block each other, this adds to the number of correct answers required. 3. There are templates for this game in PPT that trigger one of two colours to differentiate progress across the board. A simple alternative is to have two different coloured white board pens. 4. After the whole class version of the game, students can play in pairs, using individual paper copies of the same or an adapted grid. Variations: 1. Although it lends itself extremely well to extended sentence level work, it is perfectly possible to do a Connect 4 game using individual vocabulary items, or a mixture of words and sentences, or one using only picture cues. 2.
Students can create their own grid as a plenary (perhaps in the previous lesson) as a summary of their learning to date in a particular topic. They can do this in pairs and then swap with another pair to play each others versions of the game. Consider: 1. As there will potentially be 16 pairs of students all playing this at once in the classroom, students need to be very secure with the language when they play this game. Adjudicating disputes over accuracy is only possible for the teacher if they occur very infrequently during the course of the game. Therefore ensure that this a game that is placed towards the mastery end of a learning sequence. Conecta 4 Maana voy a ir a la bolera He plays the guitar Va a tocar We are going to have dinner I cook cantar maana toco el teclado Every day Sometimes Escribo canciones leo un libro An animation film Despus We are going to
dance Voy a sacar fotos Lots/many teclado Por la tarde Primero We are going to cook Italian food Luego We are going to see Martial arts hago birthday I ride activo I play football Voy a pasar la El domingo que It is going to be noche en casa viene con mis amigos Casi todos los das miembro I REALLY love
Template by Dominika Morey 1 2 3 4 5 A I love my uniform because its confortable Lunch is at 1.25 and lasts 40 min In my ideal school, there wouldnt be any uniform We have 6 houses in my school and the best is Its forbiden to smoke in school B I hate school because there are too many rules I loved primary school because you play all the
time I hate my uniform because its uncomfortable Theres about 1700 students and 120 teachers Spanish is difficult and the teacher is too strict C My school is a mixed school for students between 14 and 19 My favourite subject is maths because its interesting In the future, i will stay at AS to prepare my A-levels I have to do my homework everynight and theres too much We have 6 lessons per day and one lesson lasts 1h D
If i were rich, i wouldnt work later Im not allowed to wear trainers I dont mind wearing a uniform When i was little i liked school I did my work experience in a small company E I would prefer to wear my own clothes There are old buildings and some new ones I like science because its easy and ive got good marks Lessons start at 8.45 and finish at 3.05 I will study 4 or 5 subjects next year 1 2
3 4 5 A I love my uniform because its confortable Lunch is at 1.25 and lasts 40 min In my ideal school, there wouldnt be any uniform We have 6 houses in my school and the best is Its forbiden to smoke in school B I hate school because there are too many rules I loved primary school because you play all the time I hate my uniform because its
uncomfortable Theres about 1700 students and 120 teachers Spanish is difficult and the teacher is too strict C My school is a mixed school for students between 14 and 19 My favourite subject is maths because its interesting In the future, i will stay at AS to prepare my A-levels I have to do my homework everynight and theres too much We have 6 lessons per day and one lesson lasts 1h D If i were rich, i wouldnt work later Im not allowed
to wear trainers I dont mind wearing a uniform When i was little i liked school I did my work experience in a small company E I would prefer to wear my own clothes There are old buildings and some new ones I like science because its easy and ive got good marks Lessons start at 8.45 and finish at 3.05 I will study 4 or 5 subjects next year Treasure hunt / Puntos Good for: simple sentence creation Take Preparation and Instructions: 1.
Very similar to a battleships grid, a treasure hunt template has several treasure chests or coins hidden on particular rectangles. Students volunteer sentences, producing co-ordinates. The Points game is a further variation on this, as behind each shape is a different number of points that each sentence is worth to the team. Students play, taking turns, until all the rectangles are revealed. The points each time are random, sustaining suspense in the game to the very end. 2. Divide the class into two teams, and elicit answers. 3. Have two volunteers, adding the scores fo each team. Variations: 1. English can be used to elicit the TL, particularly where pictures might be confusing, or where particular verb forms are required. 2. It is possible to cue extended, complex sentences requiring reasons, but it must be clear to both students what the target forms are, otherwise the game disintegrates into confusion. Consider: 1. Note that because of the way the points are pre-allocated this format is not one that lends itself well to a pair activity, although students could use a version of the grid and play it as a treasure hunt (or battleships). 2 3 6 2 4 2 1 7
3 1 2 1 6 4 2 3 1 3 7 1 9 2 5 9 Inverse Bingo Good for: plenary, starter, focus on key words/verb forms, memorygenerating Take Preparation and Instructions: 1. Create in advance your list of key language from the lesson. 2. Give pupils one minute to write down in the TL as many individual items of language as they can remember from the lesson
3. Everyone stands up 4. The teacher reads the items from his/her list. 5. Students sit down if an item is called that they dont have. 6. The winner is the last person left standing (or persons if the teacher runs out of words and several are left in the game). Variations: 1. If played as a starter to the lesson, students may first benefit from a re-activation activity, which could simply be a ticker tape stream of the key words from the previous lesson in the target language. 2. Alternatively you could use any other elicitation task, e.g. a wordle shape with the key TL words, where the teacher gives the English and pupils recall the TL. 3. Another bingo variation is strip bingo, where students write the words / draw pictures on a strip of paper folded into a given number of segments. As the teacher or another student calls, students are only allowed to tear off if the words are on either end. The winner is the one who gets rid of the last segment. Consider: 1. Students who are out need to keep listening and adding any and all words they dont have to their lists. 2. Keep all students motivated and engaged by offering a bonus for any words students have at the end of the list which the teacher does not say (this includes students who are sitting down). Dominoes Good for: question and answer leading to more extended speaking work.
Take Preparation and Instructions: 1. A very useful, versatile game format, Dominoes starts with comprehension, as students read the questions and answers and put them in order. This can be individually or in pairs. (It is possible to do a whole class version with 16 different questions and answers, but I prefer to work with 7 questions and answers, which give you 8 domino cards). 2. Once the questions & answers are assembled, you have a dialogue on the table. As a first step, students can read it through for pronunciation practice. 3. Next, students turn over every alternate domino and practise the conversation, trying to remember what they cannot see. 4. Then they try this again, this time turning over the other four dominoes, so that they can still see four alternate dominoes. 5. Finally they turn over all the dominoes and try to re-create the conversation from memory. 6. Next they turn them back and this time, they use the questions as given but change the answers to personalise them for them. 7. They then turn over all the cards and try to have a conversation, using the same questions but using their own answer formulations. 8. Finally, the whole class stands up to do a speaking line from memory. Variations: 1. The dominoes can be designed only to have the first letter of each question to increase the challenge from the start. 2.
The dominoes could be printed with English versions of either the questions or the answers to cue target language translations from the outset. Consider: 1. Differentiated versions of the dominoes can be given to different pairs, to provide the appropriate level of challenge to each. * Qu tipo de msica te gusta? Me encanta la msica pop. Te gusta la msica rock? No, no me gusta. Por qu? Es ruidosa y aburrida. Sabes tocar el clarinete? No, no s tocar el clarinete. Tocas un instrumento? S, toco el piano. Bien. Te gusta el piano? S, me gusta mucho el piano. Prefieres Justin Bieber o Ed Sheeran?
Prefiero Ed Sheeran. Es mi cantante favorito. * Place your bet (Qu apuestas?) Good for: noticing / accuracy / developing grammatical awareness Take Preparation and Instructions: 1. Select some sentences that highlight key errors and misconceptions that you found in students books when you marked them. Put a mistake in several of the sentences and leave others correct. NB: the longer the number of sentences the longer the game. 5 7 sentences are ideal for a starter task. 2. Students indicate with a tick or cross which sentences they believe to be correct / incorrect and, depending on their level of confidence, bet between 1 and 10 points for each sentence. 3. The teachers reads the sentence out correctly, thereby revealing which are correct / incorrect and eliciting the specific errors from the class. 4. Students either win or lose the number of points they bet each time. 5. At the end of the game, they total their points. Variations: 1. Students can be asked to generate two correct and one incorrect sentences themselves as a plenary task the previous lesson e.g. on scrap paper. The teacher then selects from these for the game in the following lesson. This is a good task as it shows students level of mastery of the language in focus. Consider: 1. If the ability range is wide within the class, then the preparation of the game can be given as an extension
task to students in the previous lesson. Qu apuestas? Frase 1 2 3 4 5 Me gusta las comedias. los programas de deporte son divertido. Me gusta ir al cine porque son interesante. A mi madre le encantan las telenovelas. Prefiero los deportes de equipo porque es ms emocionante. p/ x Apuesto Gano Pierdo subtotal Marca con p/ o x las frases correctas y las frases con errores Apuesta entre 1 y 10 puntos Escucha al profesor para ver si las frases son correctas o no Si has escrito p / o x en el lugar correcto ganas los puntos. Si no, pierdes los puntos Escribe tu total en la casilla Gap-fill relay Good for: plenary, focus on key words/verb forms, understanding at sentence level Take Preparation and Instructions: 1. Create two different texts with key language from the lesson, which fit side by side onto one PPT slide divide the slide with a line down the middle to make it clear that there are two teams. 2. Create the same number of gaps in each text.
3. Give the first member of each team a pen. Each person has to fill in one word and pass the pen to someone else in their team. 4. The winning team is the one that fills in all the gaps correctly, first. Variations: 1. Use a jigsaw translation text (i.e. some English / some TL gaps). 2. Use a verb table with key verbs in different tenses. 3. Use either an English text for translation into the TL, or a TL text that pupils have to translate into English. 4. Use a text in one tense that pupils have to translate into another. Consider: 1. Involve all pupils in using the TL during the task by prompting them to encourage their teams (see prompts on sample slide). 2. The teacher keeps track of both texts and wipes off any incorrect answers to ensure that students re-consider their answers if they have got it wrong. Hola! Soy Manuel y soy de Espaa. Qu tipo de ______ te gusta? Te ______ la msica pop? Me gusta mucho _______ es alegre. Sabes ________ el piano? Yo no, pero s tocar la _________.
Qu __________ tocas? Prefieres Justin Bieber o _____________? Yo __________ Katie Perry. Hola! Cmo ests? Soy Elena y soy del Per. Te gusta la msica ______? No me ______ la msica rap porque es __________. Qu tipo de ______ te gusta? Toco la zampoa y el ________, que es un tipo de tambor. Y t, Tocas un ________ ? Prefieres _____________ o Little Mix? Yo __________ One Direction. Adis! Manuel Hasta luego! Elena Bien! Genial! No! Es falso. Rpido! Perfecto! Fenomenal! Telepathy Good for: fluency in production / pronunciation / memory and can lead to more unstructured question and answer work. Take Preparation and Instructions: 1. Create a paragraph of text and at key points, put 3 possible words or phrases.
2. Students have their own copy of the text and, unseen by their partner, select their preferred options by putting a small dot next to each. 3. Students then compete to predict their partners options and complete a performance of the whole text from start to finish. 4. One student starts. S/he reads out the text from the beginning and at the first set of options, says the one s/he believes his/ her partner has chosen. If s/he is correct, s/he continues. If s/he is wrong, play passes to the other player, who begins his/ her attempt. 5. Each time one goes wrong, the other must start from the beginning of the text, thus building up memory and fluency. 6. The winner is the one who performs the whole text, correctly guessing all his/her partners answers, from start to finish, first. The whole game usually takes 4 6 minutes. Variations: 1. After playing the game, as above, students can use the same resource to practise a question and answer dialogue with their partner. They begin by coming up with the questions that generate each sentence in the paragraph. This can be supported by the teacher, whole class, as necessary. The first time through, the partner can respond by using the answers in the paragraph. The second time, responses can be varied and personalised. The third time, answers can be given without any sight of the sheet. Consider: 1. Differentiation is built in to the task design here, as more able students will progress more quickly to independent production of both questions and answers. However, the teacher can encourage all students to try to produce at least two questions and answers from memory, such that all students make some progress towards mastery. Pedro. Me llamo Daniel. Ariana. Tengo 11 aos.
13 aos. 12 aos. Soy de Espaa. Alemania. Francia. Mi cumpleaos es el 17 de agosto. ingls y francs. Hablo ingls y espaol. ingls, espaol y alemn. 9 de julio. 22 de mayo. el Per. Vivo en Costa Rica. Portugal. Wipe out Good for: sentence-level translation as well as word level verb work (e.g. tense identification) Take Preparation and Instructions: 1. Use the 12-item template to create sentence or word level questions. Edit the text that is already there in each of the 12 rectangles. 2. Re-position the rectangles over the 12 shapes on the template. Each one is triggered to disappear when clicked, with a different sound effect to indicate success (the ticks) or wipe out (the circles). 3. Students play in two teams. Play stays with one team as long as the answers result in ticks. As soon as a wipe out is triggered, play passes to the other team. The ticks are counted and totalled once all the answer squares are uncovered.
Variations: 1. The cues can be more open-ended than simply English to TL translations. For example, A question in the past tense, A reason why you like horror films, A full sentence about what you did yesterday at school. 2. Alternatively, the cues can all be verb forms in different tenses and students have to pick out all those in a particular tense. (NB: in this case, the teacher needs to ensure that the ticks are all the one students have to identify correctly). W COMER ESTABA W ES JUEGO W ACOSTARSE DORMIR
W COM HACEMOS NADAR FUMAR SER ENCONTR W W FUI IR HACER BAILAR TRABAJADO W QUIERO W JUGAR BEBER W NAD W SOY TERMINAR JUGAMOS W
A He has agreed to all of the buyer's conditions except retiling the master bathroom since it B C would be too much work. accept accept sense No change is necessary. chomp! chomp! Grammar Bytes! provides additional handouts and exercises...
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