As teacher we use to develop our own material but have you ever thought about sharing? Here is the place, let’s share our work!
| Activity
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Educational purpose |
| Find someone who…
Learners use a checklist as they walk around the classroom trying to find a person who has a certain characteristic. When they find someone with those characteristics, they write that person’s name on their checklist and move on to the next person. The goal is to meet and talk to as many people as possible within the time limit in order to put one name by each of the characteristics.
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(S.O.)
Ice breaker for the beginning of the course for helping students become comfortable with their new classmates To foster communication |
| Find the English mistakes in the sentences on the board
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To identify mistakes (grammar, word choice, |
| Rank words / sentences in order
Learners put a list of words/sentences in an order |
To order, classify, compare |
| Look at the objects and decide how they relate to someone’s life | (F.O.)To develop cognitive skills
Guessing, hypothesising |
| Ask the right question i.e. students have to get their partner to say the word on their paper without saying the word
|
To foster communication, to review previous knowledge.
Creative thinking |
| True / False game in two rows with two chairs at the end
To answer, sts run to the “True” or “False” chair. |
To review previous knowledge
To form correct sentences |
| Jigsaw reading | To foster communication (introduce speaking into a reading lesson) |
| Mark the stress of words with a box, beating the stress with your hands, humming | To improve word stress |
| Role plays incorporating target language | (S.O.) To develop creativity |
| Dance around room. When the music stops say something you have learned this week and explain its meaning
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To reflect.
To take a quick energy break (brain breaks).
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| Story about someone’s life to practise two problem sounds | To improve pronunciation |
| Mushrooming groups e.g. for a debate. Start off with two students, them form a group of four and then eight etc.
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To reflect
To foster communication |
| Jigsaw listening
Learners hear different parts of a text, then exchange information with others in order to complete a task
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To integrate listening and speaking skills
To encourage collaborative learning |
| Silently mouth the pronunciation of sounds to show how they are made and then students hold up cards when the hear the correct sound
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To identify sounds mimed by the teacher |
| Dance to music and then elicit a word or phrase when the music stops
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To have students come up with a word on their own
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| Self-correct homework using symbols
Teacher shows the learners where the mistakes are and what kind they are, and they try to correct them |
To optimise learning opportunities from mistakes learners make in written tasks |
| Order words on a timeline | To display information in visual form
To help students understand the chronology of historic events
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Walk around the room and find someone with a matching answer to you or fill in the missing preposition and ask the question and get an answer. Then change partners |
To work on prepositions
To make questions |
| Appoint a leader and timekeeper for group work and agree on the rules for an effective group before students begin | To improve the effectiveness of collaborative group work |
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