Fun ball games, in the ELT class

I love trying  activities, which I find online or hear about in Seminars and Conventions, in my classes, to see how they work! These amazing ball games ,which I read about here, few months ago, really worked !! So, I had to share!

By the way, busyteacher.org, is by far, my most  favourite site!

 With a database of 17,246 free printable worksheets and lesson plans for teaching English. BusyTeacher will save you hours in preparation time.

Highly recommended to all!

Sometimes, low tech is better! Even the most financially lacking classrooms or schools can provide fun, creative activities for their students!

So, here are some great activities for our English class that will only require a ball

  1. Spelling Ball –This game is as simple as ABC. Have your students stand in a big circle. Say a word and toss the ball to one of your students. Student says the first letter of the word and tosses the ball to a classmate, who has to say the second letter, and then tosses the ball to another. Students who make a mistake must sit down and play starts again with the teacher. The last student standing is the winner!

  1. Shoot for Points-Set up a trash can, bin, or any container that will serve as your “basket”. Students line up. Choose a topic or grammar point, for example Past Simple. Ask each student a question: Where did you go last weekend? If student uses the verb in simple past correctly, they may shoot for points: 10 points if they score; 5 if they miss, but answered the question correctly.

  1. Choose Your Victim-This is a great way to make a Q &A session more “active”. Students stand in a circle. Give them a grammar point to practice through questions, for example, tell them to ask questions with “ever” so they practice Present Perfect. First student asks a question with “ever” (Have you ever been to London?) and tosses the ball to a classmate who must answer correctly to stay in the game and earn the right to ask a question. Those who make a mistake must leave the circle. 

  1. Freeze!-This game is ideal for little ones! Practice vocabulary with flashcards. First, teach students the meaning of “Freeze!” as stop. Students sit in a wide circle with a set of flashcards in the center. Students pass the ball around the circle. Tell them they can’t hold the ball for more than a second. Cover your eyes while they do this and say, “Freeze!” The student who has the ball must stop and take a flashcard from the pile. Depending on your students’ ages and level, ask them to either say the word or use it in a sentence.

  1. It’s a bomb!-This is a great way for students to introduce themselves and learn their classmates’ names in a first lesson. Also a fun way to practice or review possessive pronouns! Have students sit in a circle. Give one of them the ball, and say, “It’s a bomb! The timer is ticking (use an egg timer!)” Tell them they have to say their name, pass the ball, and say their classmate’s name: My name is Juan. Your name is Maria. The student who has the “bomb” when the timer goes off, leaves the circle. Have students re-arrange themselves in the circle so they’re sitting next to different students, and start again.* I have also used this game to revise vocabulary! It works great with spelling tasks.

  1. Description Dodgeball-Use a very light, soft ball for this game, as students will be trying to hit each other! Have students line up on one side of the classroom (if you can play this in the schoolyard, better!) One student stands in the front next to you holding the ball. Describe one of the students in your class: This student is the tallest in the class. The student you are describing has to run to avoid being hit by the student with the ball. If the student is hit, he/she becomes the next thrower. You may also have students wear tags with names of cities, animals, or places for you to describe.I have used the same game to revise parts of the body. The teacher or a student, describes one of the students standing in the circle and the student with the ball, tosses it to the student with that characteristic. He must then spell /translate/define etc a word to stay in the game. eg ” He has blue eyes-She is has long brown hair…”

  1. Basketball Dare-Practice giving commands. Set up a “basket” far enough away for it to be a challenge, but not impossible for students to score. Students line up and shoot for the basket. If students score, they get to give you a command you must follow: “Walk like a monkey”, “Say something in Chinese”, “Stand on one foot for 30 seconds”, etc… Make sure you establish some ground rules, for example, students can’t give you commands that involve shouting, leaving the classroom, etc…

Enjoy! I am sure your students will just love them!

Interactive Grammar Notebooks -part b

 

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As I had already written in my first post on Interactive Grammar Notebooks, last year, was my first year to use interactive notebooks.  Before school began, I found myself  with the desire PLUS precious  direction, from my  amazing Greek colleague, Papadeli Sophia !

I have to thank her again so much, for all the inspiration and support!

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Overall, they were a success- Experimenting on them during this first school year with few students, among whom was my daughter, was great fun!…I’m sure, we’ll do much better this  year ,with all my afternoon classes, at school!

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This  notebook is built, by adding each grammar skill or concept as an insert gradually throughout the year as they are introduced to new material. By the end of year, they  have a complete notebook they can use as a reference and I can use as an assessment tool or portfolio piece.This is simple and can be done with any grammar curriculum we are using.

First, I used a common notebook,  school glue, scissors and markers/colored pencils. Since we are fully stocked on school supplies, I did not need to make any new purchases.

Then, ideally, we should reserve the first 1-2 pages for the table of contents. I admit that, I didn’t do that, this first year…Going forward, we add a new page for each skill.

The next step is to find some ideas or even printables and foldables for the Grammar notebooks …I asked Sophia Papadeli to help me get started and I also visited Pinterest and used my imagination and creativity, of course!

Here are just  few new pages for you to have a look at, get inspired and hopefully, start your own Grammar Notebooks, this school year!

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Stay tuned for a new post soon, full of  fresh inspiration!

Good luck with your own Fun Grammar Notebooks!

Here are some new pages in our notebooks! Hope, you’ll find them useful!

 

BE GOING TO

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LIKE/LOVE/HATE- WANT TO

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PAST PERFECT

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MUST/MUSTN’T

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FUNCTIONS OF MODAL VERBS-a

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SHALL I ?/MAY I ?-HAVE TO

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MUSTN’T/CAN’T/NEEDN’T(NEED)/DON’T NEED TO/DIDN’T NEED TO

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THERE WAS/WASN’T-THERE WERE/WEREN’T

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HAD/DIDN’T HAVE-COULD/COULDN’T

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MUST/MUSTN’T/CAN (OBLIGATION,PROHIBITION,PERMISSION)

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SIMPLE PAST ( IRREGULAR VERBS)

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QUESTION TAGS

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WILL for predictions ( a fortune teller game)

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FUNCTIONS OF MODAL VERBS-b

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QUESTION WORDS

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ENJOY! Grammar, can be FUN!

 

Interactive Grammar Notebooks -part a

Last year, was my first year to use interactive notebooks.  Before school began, I found myself  with the desire PLUS precious  direction, from my  amazing Greek colleague, Papadeli Sophia !

I have to thank her so much, for all the inspiration and support!

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Overall, they were a success- Experimenting on them during this first school year with few students, among whom was my daughter, was great fun!…I’m sure, we’ll do much better next  year ,with all my afternoon classes, at school!

As a girl-mom, I had to create some rationale for me to deal with the pain of teaching my “I-can’t-stand-grammar ” daughter. Yes, the pain is heartbreaking and real! Realizing this, I’ve come to the conclusion that my daughter and niece whom I both teach English at home, needed short, but potent grammar lessons where they’re able to explain, defend, and apply the skills.

I decided to use interactive notebooks to cater to and shape their learning experience a bit more.

Their  Interactive notebook,  helped keep their learning organized by having all concepts in the same place and in an sequence they could naturally follow.

This  notebook is built, by adding each grammar skill or concept as an insert gradually throughout the year as they are introduced to new material. By the end of year, they  have a complete notebook they can use as a reference and I can use as an assessment tool or portfolio piece.This is simple and can be done with any grammar curriculum we are using.

First, I used a common notebook,  school glue, scissors and markers/colored pencils. Since we are fully stocked on school supplies, I did not need to make any new purchases.

Then, ideally, we should reserve the first 1-2 pages for the table of contents. I admit that, I didn’t do that, this first year…Going forward, we add a new page for each skill.

The next step is to find some ideas or even printables and foldables for the Grammar notebooks …I asked Sophia Papadeli to help me get started and I also visited Pinterest and used my imagination and creativity, of course!

Here are just  few pages for you to have a look at, get inspired and hopefully, start your own Grammar Notebooks, next school year!

PAST SIMPLE
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WILL

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REFLEXIVE/EMPHATIC PRONOUNS

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PRESENT PERFECT

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ORDER OF ADVERBS

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ADVERBS OF FREQUENCY

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COMPARISON OF ADJECTIVES/ADVERBS

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PLURALS

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ARTICLES (A/AN)

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IRREGULAR PLURALS

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TO BE

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PERSONAL PRONOUNS

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THIS/THAT/THESE/THOSE

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THERE IS/ARE

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POSSESSIVES

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TOO/ENOUGH

 

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TYPES OF COMPARISON

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TOO MUCH/MANY

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ORDINAL NUMBERS

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IMPERATIVE

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HAVE/HAS GOT

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PRESENT PERFECT SIMPLE/CONTINUOUS

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BE GOING TO

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PRESENT CONTINUOUS

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FUTURE CONTINUOUS

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PRESENT SIMPLE/CONTINUOUS

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PREPOSITIONS OF PLACE

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THE -ING FORM

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USED TO

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POSSESSIVES

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BOTH/NEITHER/NONE/ALL

 

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ADVERBS OF FREQUENCY

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PREPOSITIONS OF PLACE

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WORD ORDER

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BE GOING TO-hopscotch

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HOW MUCH/MANY

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SOME/ANY

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LIKE

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WORD ORDER-QUESTIONS

 

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PAST SIMPLE-IRREGULAR VERBS

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PRESENT CONTINUOUS

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PLURALS

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PRESENT PERFECT

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PRESENT CONTINOUS

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FORMATION OF ADVERBS

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ORDER OF ADJECTIVES

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ORDER OF ADVERBS

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PAST SIMPLE/CONTINUOUS

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Whether our  child or students, need the added application, more hands-on grammar, or just a splash of fun, interactive notebooks have the ability to enhance and advance their language arts skills. My daughter , still not all that intrigued about grammar, has found a way to accept it more with her notebook!

 

 

Teaching Grammar, the fun way!

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I have moved away from the traditional methods of teaching English grammar through writing, rewriting and worksheets to using a more active approach through games.

Why I teach grammar with games?

Arif Saricoban and Esen Metin, authors of “Songs, Verse and Games for Teaching Grammar” explain how and why games work for teaching grammar in an ESL classroom. They say, “Games and problem-solving activities, which are task-based and have a purpose beyond the production of correct speech, are the examples of the most preferable communicative activities.” They go on to explain that grammar games help children not only gain knowledge but be able to apply and use that learning.

Additionally, games have the advantage of allowing the students to “practice and internalize vocabulary, grammar and structures extensively.” They can do this because students are often more motivated to play games than they are to do desk work. Plus, during the game, the students are focused on the activity and end up absorbing the language subconsciously. One can also add that fun learning games usually contain repetition, which allows the language to stick.

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Also,  we can use games to add excitement through competition or games which create bonding among students and teacher.

The theory of intrinsic motivation also gives some insight as to why teaching grammar through games actually works. Intrinsic motivation refers to the internal factors that encourage us to do something. Most young learners will not internally decide that they want to learn grammar. They don’t yet understand the concepts of why it’s important to know proper grammar, so these external factors won’t affect them much either. Instead, intrinsic motivation can lead encourage them to play games. If these games are good then they will be learning while they are playing.

Using some movement is crucial because movement helps activate the students’ mental capacities and stimulate neural networks, thus promoting learning and retention. If you have a large class with no space you still have options. Children can stand up, sit down, move various body parts and pass things around to each other. Movement does not only mean children tearing around the playground.

Here are just few , of my favourite grammar games…(to be continued……)

PRESENT PERFECT

Find someone who

A set of cards each of which has a task on it beginning :” Find someone who” plus the present perfect. For example, ” Find someone who has been to Disneyland”.There should be about 10 different tasks each one duplicated 3-4 times.I usually start by asking the students questions eg ” Have you ever ridden an elephant”? until I find someone who has or until it is apparent that nobody has. I write on the board ” Maria, has ridden an elephant” or ” None in the class has ever ridden an elephant”.

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“Find someone who…”

Then, I tell them to take a card each, and try to find someone in the class who has done the action indicated on it, by going round asking each other questions . They should then note down the result in a full sentence, like the one I wrote on the board and take a new card. How many answers can  they find and write down? This is a competition, so they are not to give away the answers to each other as they find them out! I check the answers at the end, by asking publicly for an answer to each task.

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Participants, get one point for each acceptable answer. Anyone who writes for any item that nobody has ever done it, when in fact there is somebody in the class who has, loses a point.

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Accounting for moods

Materials: A set of pictures showing people in different moods: individual copies .

I go  through the pictures with the students defining with them the apparent feelings of the person depicted ( worried…surprised….exhausted )-you may have several possibilities for each picture. Then , I take one picture, and ask them what they think has happened to make the person feel this way.

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“She is worried because her younger son has not come home, yet and it’s very late”

I write up a few suggestions on the board. Then, I let hem do the same for the other pictures , working individually or in pairs.

Then, we hear and discuss results.

The same, may be done in writing for homework.

Oh!

I give the students a series of exclamations (Oh!, Ah!, Great! , Oh, dear!, Cheers!, Damn!, Yes!, Yes?, Rubbish!, Thank goodness!  etc) and ask them what they think has happened to make the speaker say them. For example, ” Oh!” might mean that ” She has had a surprise” or ” She has remembered something”.

They may brainstorm their ideas orally, or write them down. They can even mime their ideas  for the class to guess!

PAST TENSE -for narrative

A story

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I tell the students a story- improvising from skeleton notes or reading out from a text ( Two of my most  favourite FUN  stories , come from my mentor Olha Madulus! I first heard  them,  in one of  her inspiring “Tesol Greece Convention” presentations, a few years ago….

The story should have plenty of action and be easily comprehensible to the students. As you can see in the photo below, I use pictures and hand-made flashcards, to help the students recall the events…

I get them to keep notes if they wish and focus on past forms, by asking occasionally for a translation of an irregular form, or by stopping and getting them to supply the verb-but not so often as to interfere with overall “pace” or comprehensibility. After I have finished, I ask them to recall some of the sentences in the past that were mentioned in the story- using one-word ” cues” to jog their memories.

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“A story “

MODALS

Guessing my abilities

The students are asked to demonstrate something they are very good at, some special ability or a special talent they have!

The class, guesses by asking questions. ” Can you …”?

I help them with vocabulary when necessary.The first student who guesses right, comes to the board and shows the class what he/she can do really well, in turn !

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What’s interesting here is, the fact that I challenge  the guessers, to try and do the same action they have witnessed, in front of the whole class!  This way, they see for themselves how difficult it may be! This activity is a great self-esteem booster, too!

Here are some more photos, of my highly talented students!

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Mystery box

This is an awesome guessing activity!The“Mystery Box” – a type of prediction game that you can create with simple items that you have in class.

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Find a box, such as a shoe box, or any other kind of container which kids can’t see through, such as a cookie tin. Introduce the empty box or tin and discuss how the mystery box game will be played. Outside of the children’s view, place an item inside the box or tin. Ask the children to predict what is inside. If you want, you can let the children hold the box, to see how heavy it is or if it makes any noise bouncing around the box or tin.

Give the children one clue as to what is inside the box. For instance, if you have a teddy bear inside, you can say, “It’s soft.” After the first clue is given, ask the children to guess what might be inside. Repeat the process by giving a second clue, such as, “It’s brown” and then ask the children to guess again.

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They have to guess, by using different modals such as “it must be..”, ” it can’t be..”, “it may be..” etc

All the students who guess right, are given special stickers! If only one student guesses right , she/he is given the item in the mystery box, to take home , as a present.

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After showing the kids how to play the game, I ask the children to bring their own  mystery boxes  from home,  the next day, with an item inside the box for their classmates  to guess what it is.

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PRESENT PROGRESSIVE

Guessing mimes

Materials: Simple sentences for guessing, using the Present Progressive. eg ” You are watching a comedy on TV”

Alternatively, similar situations depicted in drawings.

In this activity, I work with groups of students. It’s more fun!

Students are given a cue-card and mime the content for the rest of the class to guess. “Are you holding something”?

The students are encouraged to keep guessing during the mime.

This activity, is a common one , but can be hilarious!

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Guessing mimes

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Guessing mimes

The fairytale  group mime

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First , I  read them Aesop’s ” The Hare and the Tortoise”.  They are  encouraged to take notes, while listening . Then, I ask some volunteer students to come to the board and , in collaboration, start miming scenes of the story for they classmates to guess what’s happening using the Present Progressive. eg ” The Hare is sleeping under the tree”

You can do the same with any story you like.

An alternative activity is to start  reading  the class any story in Present Progressive and later have groups of students stand up,  and mime what I am  reading!

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This is an example of such a story ..

“……….Now the children are at school. Amy is sewing. She is practicing. She is sitting on a bench. She is sitting near Timmy. Timmy is at school too. Timmy is studying. He is sitting behind his desk. He wishes he could play with the other children. John and Susan are also at school. They are playing outside. They are picking flowers for their teacher. John is carrying his hat. Susan is wearing a bonnet. At this moment, Sarah is walking by the door. She is helping the teacher. She is carrying textbooks to the shelf….”

And this is another one..

“…Today, Abby is visiting her grandparents. She loves her grandparents. At this moment, she is sitting on her grandfather’s knee. She is listening to a story. She is smiling. She loves her grandfather’s stories. Jacob is Abby’s grandfather. He loves his granddaughter. Right now, he is telling her a story. He is holding her on his knee. He is holding her hands. They are sitting in the living room. Sarah is Abby’s grandmother. At this moment, Sarah is standing in the kitchen. She is baking cookies for Jacob and Abby. She is also listening to Jacob’s story. ….”

It works better with funny stories, though…

Acting the story out!

Acting the story out!

NONCOUNT NOUNS

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When you are teaching noncount nouns, you will find that many of them fall into the category of food . Rice, milk, coffee, jelly and peanut butter are just a few of the noncount nouns one might find at a picnic. Playing this game will challenge our students’ memories while also reviewing count and noncount nouns. I arrange my  class in a circle. Then start the game by saying, “I’m going on a picnic, and I’m bringing a ________” filling in the blank with a food item, either count or noncount. The student to my left continues, “I’m going on a picnic and I’m bringing a…” He then chooses his food item and repeats my food item. The third person in the circle chooses a food item and repeats the other two. Play continues around the circle until it has reached me once again, and I face the big challenge of remembering what everyone is bringing on the picnic! As play moves around the circle, I make  sure  sure to correct my students if they make an error with count and noncount nouns. For example, if someone says I am bringing a juice, I  should remind him or her to say a bottle of juice.

A fun homework I give them is, to go home, open all their kitchen cupboards and the fridge and write a list of all the food items they find there! I am  sure, mothers are not very happy with this kind of homework! haha…

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PRESENT SIMPLE

Guess my Summer routines

I ask them to  briefly discuss  activities they do, as part of their Summer routines .I supply new vocabulary as needed.

eg ” I play beach soccer with my friends, every day”.

I give them 5 minutes to write down as many of their own routines they can think of.

In groups, they read out their lists to one another and delete anything they have written down which someone else has as well. So that at the end, each student has only his/her special Summer routines , that no one else has. Later, a representative from each group, describes these special routines in the third person. eg ” Paul, eats 5 ice-creams  every day”

Some of these routines, may rise to interesting questions and answers-also in the Present Simple.

A fun variation  I  tried this year ,was  to have them bring items in class from home, which we used to guess about their Summer habits and special routines . eg, ” Do you listen to music, during your summer holidays”?

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Can you guess what his favourite Summer routine is??

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What about her favourite Summer pastime?…

ARTICLES

Stations

Students listen to a word or sentence and react one way if “an” is needed and a different way if “a” is needed. Possibilities include running and slapping opposite walls of the room, jumping either side of a line, slapping two pieces of paper on their table, and pretending to shoot pieces of paper on different walls. The same game can also be played with “a” and “the”, but it is quite difficult to choose sentences that are only possible with one of the two.

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A variation
Another way of using Stations, and one that it is easier to bring “the” into, is to have students do the two reactions depending on whether what you said was right or wrong (grammatically, factually or logically).

 

EXTRA: I have recently read this amazing blog, by the teacher and blogger Claudio Azevedo, which is about movie segments to Assess Grammar Goals .

It contains a series of movie segments and activities to assess or practice grammar points through fun, challenging exercises. Here you will find the movie segments, the lesson plans, printable worksheets with answer key for each activity, and the tips to develop your own grammar activities with the DVDs you have at home. New activities are posted regularly. Teaching grammar with movie segments is inspiring and highly motivating.

Please, visit and I’m sure you’ll find loads of inspiring ideas !

Now, you can stop the eye-rolling and complaining from your students when you even THINK about teaching them a grammar lesson, and have some productive fun!

Playing with a dice…..

 

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Our huge class dice, on the teacher’s desk!

Some time ago, I read a post on Olha Madylus’ amazing blog www.olhamadylusblog.com about how to use a dice in the class, which I found very inspiring! I decided to give it a try, at once! I made  my class huge dice and used all the activities below -suggested by Olha in her post- along with some activities of my own….!

I have to admit, it was huge success!! My students loved the dice games and asked for it, every single day! I am grateful to Olha, once more for all her support and inspiration ! She has been my mentor and she knows it !

I am sharing Olha’s notes first and I am also adding a few of my own tips! They really worked in my class! Hope, they will work in your class, too!

As Olha says “Sometimes we don’t need or don’t have access to much in the way of sophisticated aids, materials, back-up in our classrooms. But what we do have is the most sophisticated tool ever created – the imagination to help us!”

 First things first….

Equip students either with dice or get them to make spinners (you can also make dice) and away we go…

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Board games

 

Can be student-made and that’s all the better as students will get involved in making and shaping their own materials and get to practice even more language.

 

Below is a board game I made to practice sports and free time activities vocabulary. Children throw their dice in turns and when they land on a picture, they have to say what it is. It can be used for more complex language, too, e.g. when a child lands on a sport picture she can say ‘I like / I don’t like tennis ’, practicing the use of grammar  ; ‘My most favourite sport is tennis’, practicing descriptions etc.

 

Children can create their own board games by drawing pictures of vocabulary items they have learnt in English and challenging each other. If you laminate the board games and keep them in a box, they are great for fast finishers or as a filler in lessons.

 

Older students can create board games with questions in spaces to be answered when landed on e.g. What’s your greatest ambition? What sport would you like to be able to play but can’t?

My variation: I use this game mainly to teach vocabulary . First, my kids are  asked to make  their own board games working in teams to practice specific vocabulary related to ie- Christmas, Easter, the environment, geography etc -according to  the unit we were working on, each time.

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Secret Questions

 

If producing a board game seems too fiddly or time-consuming, students can work in pairs (or individually) and write 6 questions (based on a previously taught unit in the course book e.g. if they are practicing the vocabulary of jobs a question could be – What do you call a person who takes care of our teeth? / dentist). They mingle around the class and when they meet another pair/student, they have to roll or spin and get asked the question which they have landed on.

My variation: I use the same procedure in the beginning of the school year, as an ice-breaker….My students are asked to write personal questions they would like to ask their classmates ie- ” Which  is your favourite cartoon character and why?” , “If you were an animal, what would you be and why?” or other type of  questions about ie- their summer holiday memories .

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Phonology

 

A fun game which revises lots of vocabulary and is great for older children and adults is practicing how many syllables words have. In groups one student at a time rolls the dice or spins the spinner. When it lands on a number that student has to say a word which has that number of syllables in it e.g. 4 = photographer. If they are correct they win a point. At the end of the game, points are counted up and a winner declared. This game is great for recalling vocabulary and hearing it inside our head.

My variation: Instead of words, my students are asked to say a sentence which has that number of words in it

eg 6= My favourite toy is my bike.

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Mini-sketches

 

Students work in pairs and take it in turns to throw the dice / spin the spinner and have to produce an utterance with as many words as they have thrown. They have to conduct a whole conversation! You can assign topics beforehand. If you can record them it’s fun or have pairs doing their dialogues in front of the rest of the class, if they feel comfortable. This is great fun and encourages students to be very creative and meaningful, while producing often very short utterances.

My variation: I did that activity both in English and in Greek a few months ago -during our “Teachers4Europe” project. Teams had to use the dice and  creative writing  techniques, to produce their own short plays about the myth of Europe.Instead of conducting a conversation  , they had to  produce their own script, for the school sketch.

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Whose turn is it?

 

Choosing who gets to answer questions or dealing with lots of hands up in the air can lead to accusations of unfairness. I group students in the class so that there are five or eleven groups, each group assigned a number. (I get a number, too) With the bigger class I use 2 dice or spinners. When it’s time for someone to answer a question I roll the dice / spin the spinner(s) and that group – or I – answer the question. Trust me – it’s fun and students never complain if they have to answer more or fewer questions than others as it’s just the luck of the draw.

My variation: I also use this game to decide about which team comes to the board first or next, in order to present their project to the rest of the class! I also use it to decide about who my helpers for certain tasks will  be. Or even to deal with seat arrangement !! Cool!

He is acting a word out...

He is acting a word out…

Points lottery

 

Normally whenever we play a game with students they win a point for a correct answer, but let’s bring an element of chance. For example they could be playing Hangman. Before they guess a letter they roll the dice or spin the spinner, whatever number they land on will be the amount of points they get if they are right. This adds that element of chance and daftness to the game. It is also great practice to add up points at the end together in English.

My variation:I haven’t  actually changed anything ,here! I use this lottery activity, a lot when we play  games in teams. Kids get so excited about throwing the dice to find out the amount of points their team gets !

I also use it with my 3rd graders when I teach them the numbers 1-6 . They have to throw the dice and say or write the number they have landed on. Later, when they know more numbers , I might ask them to throw the dice twice and write the number they get making basic  mathematical calculations .

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Grammar Game

 

Another great game for teens / adults. Bring in an interesting picture with a lot happening in it or show a video clip from a film with lots of action but with the sound turned down. Assign each number a tense e.g. 1=simple present, 2=present continuous, 3=simple past etc. As students take turns rolling the dice they have to create a sentence about what they are seeing in that particular tense. Again students can work alone or in pairs. It’s challenging and yet very meaningful as the rest of the class must accept or reject the offerings.

My variation: I have created  a similar  activity   to revise  vocabulary ! Students, work in teams.I give individual students a word .

I assign each number a task  with the given word .

e.g. 1=Spell it, 2=write it down ,3=use it in a sentence, 4=draw it, 5=act it out, 6=translate it .

They get a point for their team , each time they succeed.

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Making questions

 

Allocate each number to a question word – 1=who, 2=why, 3=where, 4=when, 5=what, 6=how. Decide on a topic – this is usually one studied recently. Students work in pairs or small groups. One at a time students roll or spin and as they land they have to make a question for their partner(s) on that topic using that question word. For example if they land on 4 and they topic is sport a question could be – When do you usually watch sport on TV? Making questions in English is tricky and it’s great to practice as well as to review language from earlier lessons.

My variation: It’s fun when I combine this activity with the “Bananas” wh- questions game! One student comes to the board , rolls the dice and has to answer  all his  classmates’ questions- which should start with the question word he has landed on-  without smiling or laughing!! If they smile, they are out and the person who has made them smile, takes their place ! For example if they land on 5, their classmates have to ask them  questions starting with “What” ie-What does your nose look like?, What’s your brother’s  name etc .Hilarious!!

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