Meeting 2
New Concept Teaching
Story Unit Lesson 1
A. Warmup Quickly
B. Vocab
Pronunciation
Translation
Read and Understand
(Use 3 steps of DD Dragon Method)
C. Show Pictures and Describe story to be heard
D. Questions From Teachers Guide
Write half of the questions on the board
Have class read together and translate
E. Play Tape of the Story (once or twice)
Kids answer Questions and repeat answers together
Break Time (Write the other half of Questions from the Teachers Guide on the Board)
F. Questions
Read questions together with class
Translate questions
G. Play Tape of story (once or twice)
Kids answer questions and repeat answers together
H. Read Story
Read story to class slowly and have children translate after listening
Story Unit Lesson 2
A. Warm up Quickly
B. Vocab
Pronunciation
Translation
Read and Understand
(Use 3 steps of DD Dragon Method)
C. Show Pictures Describe Pictures and or Story
D. Ask Me IF
Write Half of the Ask me if sentences on the board
Read with students , Have students make sentences into questions, Have students repeat questions together
E. Read Story with class
Students answer the Ask me if questions that they created
Break Time (Write other half of ask me if questions on the board)
F. Ask me If
Read and Have students make questions from sentences. Have all Students repeat questions together
G. Read Story with the class
Kids answer questions that they made
(Ask other Random questions about the story so all children answer questions)
Gramar Unit Lesson 1
A. Warmup
B. Vocab on Board
C. Vocab with Flashcards
Use pictures and opposite side with words for both picture and reading
D. Use flashcards to say sentences (Answers to later questions)
E. Ask Questions using flashcards and students use flashcards to say Answers
F. Students Ask Questions Teacher answers
G. Students say questions and Answers with flashcards
(Use teachers Guide to understand what questions and answers to be pushing)
Gramar Unit Lesson 2
Use last page of teachers book to push extra material
Use last page of students book to push extra exercises
Warm Up
Do a warm up to get children into class mode 5-10 minutes
Young Classes - Teacher says style to review past lessons, or to teach new words... On website i have 8 ideas of different ways to do teacher says...
http://www.mrjchinaesl.com/teacher-says.html
Older classes - Review past lessons in some way,,, most importantly the different TENSES... again a simple mistake style of teacher says is quite effective.
*If you have multiple warm-up activities (numbers and categories) Teach that at the end of class if time permits. The most important things to teach should be taught first... Grammar, Q n A, Vocab... Shorten or adjust
Vocab
Use New Vocab to teach Phonics
Each time a new word is taught it should be sounded out letter by letter. This is how we are teaching reading. If there are 6-10 new words each class that means you should start each word by sounding each letter out, then saying it quicker and quicker, or in syllables, until you get to normal pace of speech. Then move on to the next word... This is a 3 minute step, and possibly the most important in the long run of proper pronunciation, and reading!... Everyone needs to push this constantly for the students sake
*the toughest part of speech for chinese kids is most often the last consonant of the word EX. Name... Be sure to watch for this and correct it early or your children will end up having difficulty with speech obviously, but also reading, and spelling later.
Vocab to Grammar
Teaching just one word endlessly at any level is worthless and not very efficient for understanding the meaning, and the proper use.
After teaching the sounding out of the word, the meaning, and doing a quick drill of mistakes to make sure students understand the pronunciation and the meaning, move into the same type of drills but using sentences.
Even at a very low level, simple sentences can be used
EX Tall .... He is tall. Watermelon... There is a watermelon... Jump... I like to jump
At higher levels especially, Start making sentences USING THE GRAMMAR THAT YOU WILL BE TEACHING. This gets a head start on the grammar you will be doing later. You can still make the focus the vocab, but getting children into the rhythm of using the grammar early without fully explaining cant hurt.
Break Time
10-15 Minutes depending on the level
Y level 10 minutes
A and above 10-15 minutes
Breaks are too long. Parents pay for us to teach, when teachers take a 20 minute break that is stealing from parents, and hurting your students progress. 24 hours is part time already, breaks are a privilege. If Specific teachers continue to take exaggerated breaks outside, then they will not get the privilege anymore, and will take breaks in the classroom with the students. We work 3 hour blocks. I don't want to hear complaining from Parents and TA's again about this. I'd also rather not make anyone sit in the classroom on break.
*When a TA sends a student outside to get you and you do not immediately follow the student in to continue class, that is an insult to your TA, your students, and the school.
We all know what break time is and how long it is. This is the last time we will talk about it. If there are complaints again from Parents and TA's then the person not taking proper breaks will be stuck in the classroom for the week.
Solution. Talk to your TA's about how much time they will need that class. Check in after that amount of time.
All of these things may or may not apply to each of you specifically. After meeting, if you would like to chat individually about what was geared towards you, feel free. If we do not get a chance to talk for some reason, I can text you which parts were specific to you so you can again review that part and work on it. I am also always more than happy to come in early and work on ideas with anyone about anything. Just ask
Story Unit Lesson 1
A. Warmup Quickly
B. Vocab
Pronunciation
Translation
Read and Understand
(Use 3 steps of DD Dragon Method)
C. Show Pictures and Describe story to be heard
D. Questions From Teachers Guide
Write half of the questions on the board
Have class read together and translate
E. Play Tape of the Story (once or twice)
Kids answer Questions and repeat answers together
Break Time (Write the other half of Questions from the Teachers Guide on the Board)
F. Questions
Read questions together with class
Translate questions
G. Play Tape of story (once or twice)
Kids answer questions and repeat answers together
H. Read Story
Read story to class slowly and have children translate after listening
Story Unit Lesson 2
A. Warm up Quickly
B. Vocab
Pronunciation
Translation
Read and Understand
(Use 3 steps of DD Dragon Method)
C. Show Pictures Describe Pictures and or Story
D. Ask Me IF
Write Half of the Ask me if sentences on the board
Read with students , Have students make sentences into questions, Have students repeat questions together
E. Read Story with class
Students answer the Ask me if questions that they created
Break Time (Write other half of ask me if questions on the board)
F. Ask me If
Read and Have students make questions from sentences. Have all Students repeat questions together
G. Read Story with the class
Kids answer questions that they made
(Ask other Random questions about the story so all children answer questions)
Gramar Unit Lesson 1
A. Warmup
B. Vocab on Board
C. Vocab with Flashcards
Use pictures and opposite side with words for both picture and reading
D. Use flashcards to say sentences (Answers to later questions)
E. Ask Questions using flashcards and students use flashcards to say Answers
F. Students Ask Questions Teacher answers
G. Students say questions and Answers with flashcards
(Use teachers Guide to understand what questions and answers to be pushing)
Gramar Unit Lesson 2
Use last page of teachers book to push extra material
Use last page of students book to push extra exercises
Warm Up
Do a warm up to get children into class mode 5-10 minutes
Young Classes - Teacher says style to review past lessons, or to teach new words... On website i have 8 ideas of different ways to do teacher says...
http://www.mrjchinaesl.com/teacher-says.html
Older classes - Review past lessons in some way,,, most importantly the different TENSES... again a simple mistake style of teacher says is quite effective.
*If you have multiple warm-up activities (numbers and categories) Teach that at the end of class if time permits. The most important things to teach should be taught first... Grammar, Q n A, Vocab... Shorten or adjust
Vocab
Use New Vocab to teach Phonics
Each time a new word is taught it should be sounded out letter by letter. This is how we are teaching reading. If there are 6-10 new words each class that means you should start each word by sounding each letter out, then saying it quicker and quicker, or in syllables, until you get to normal pace of speech. Then move on to the next word... This is a 3 minute step, and possibly the most important in the long run of proper pronunciation, and reading!... Everyone needs to push this constantly for the students sake
*the toughest part of speech for chinese kids is most often the last consonant of the word EX. Name... Be sure to watch for this and correct it early or your children will end up having difficulty with speech obviously, but also reading, and spelling later.
Vocab to Grammar
Teaching just one word endlessly at any level is worthless and not very efficient for understanding the meaning, and the proper use.
After teaching the sounding out of the word, the meaning, and doing a quick drill of mistakes to make sure students understand the pronunciation and the meaning, move into the same type of drills but using sentences.
Even at a very low level, simple sentences can be used
EX Tall .... He is tall. Watermelon... There is a watermelon... Jump... I like to jump
At higher levels especially, Start making sentences USING THE GRAMMAR THAT YOU WILL BE TEACHING. This gets a head start on the grammar you will be doing later. You can still make the focus the vocab, but getting children into the rhythm of using the grammar early without fully explaining cant hurt.
Break Time
10-15 Minutes depending on the level
Y level 10 minutes
A and above 10-15 minutes
Breaks are too long. Parents pay for us to teach, when teachers take a 20 minute break that is stealing from parents, and hurting your students progress. 24 hours is part time already, breaks are a privilege. If Specific teachers continue to take exaggerated breaks outside, then they will not get the privilege anymore, and will take breaks in the classroom with the students. We work 3 hour blocks. I don't want to hear complaining from Parents and TA's again about this. I'd also rather not make anyone sit in the classroom on break.
*When a TA sends a student outside to get you and you do not immediately follow the student in to continue class, that is an insult to your TA, your students, and the school.
We all know what break time is and how long it is. This is the last time we will talk about it. If there are complaints again from Parents and TA's then the person not taking proper breaks will be stuck in the classroom for the week.
Solution. Talk to your TA's about how much time they will need that class. Check in after that amount of time.
All of these things may or may not apply to each of you specifically. After meeting, if you would like to chat individually about what was geared towards you, feel free. If we do not get a chance to talk for some reason, I can text you which parts were specific to you so you can again review that part and work on it. I am also always more than happy to come in early and work on ideas with anyone about anything. Just ask
Drills and Activities
Kyle Grimes
Thumper (Any age students) (Warm-Up)
a. Students must sit in a circle on the floor.
b. Each student choses a word. Make sure everyone knows everyone else’s word.
c. On a steady beat, students must pat their laps twice, and clap. (Similar to the beat of “We Will We Will Rock You”)
d. Once everyone has the beat together, the teacher will start by saying their word on a clap,then they say someone else’s word on the next clap.
e. If your word is said, you are the next person to go. You must say your word on a clap, then someone else’s word on the next clap.
f. People cannot say the word of the person who went before them.
g. If a player messes up: (you can choose)
i. They are out.
ii. They must say their word in English and Chinese or they are out
h. Last player / team in, is the winner.
*** For using grammar with this game, you can have students say something like “My name is John. Your name is Lucy”, depending on the grammar being taught or reviewed.
4 Corners (Young students) (Warm-up / Vocab)
a. Students have 5 seconds to stand at one corner of the room while the teacher closes his eyes in the middle of the room.
b. Anyone who is standing on the corner the teacher says, are out. (Corners are marked with numbers, Vocab...)
c. Last student / team still in, is the winner.
d. Variations:
i. Instead of students standing on the number you call being out, everyone else NOT standing on that number is out.
ii. Play with colors. Same play and ways to win.
iii. Play with flashcards. Place newer flashcards around the room and have students stand next to a flashcard.
Follow The Teacher (Any age students) (Warm-Up)
a. Students must stand up and spread out around the classroom.
b. They must mimic the teacher’s actions, no matter how ridiculous or difficult they are.
c. A student is out if they cannot successfully do what the teacher is doing.
i. Ex. If the teacher is standing on one foot, but a student is bouncing on one foot because they cannot balance well, they are out.
d. Make sure students are as spread out as possible so they do not hit each other or knock each other over.
***This game is just for fun to take a minute or two break to keep their attention.
Kyle Grimes
Thumper (Any age students) (Warm-Up)
a. Students must sit in a circle on the floor.
b. Each student choses a word. Make sure everyone knows everyone else’s word.
c. On a steady beat, students must pat their laps twice, and clap. (Similar to the beat of “We Will We Will Rock You”)
d. Once everyone has the beat together, the teacher will start by saying their word on a clap,then they say someone else’s word on the next clap.
e. If your word is said, you are the next person to go. You must say your word on a clap, then someone else’s word on the next clap.
f. People cannot say the word of the person who went before them.
g. If a player messes up: (you can choose)
i. They are out.
ii. They must say their word in English and Chinese or they are out
h. Last player / team in, is the winner.
*** For using grammar with this game, you can have students say something like “My name is John. Your name is Lucy”, depending on the grammar being taught or reviewed.
4 Corners (Young students) (Warm-up / Vocab)
a. Students have 5 seconds to stand at one corner of the room while the teacher closes his eyes in the middle of the room.
b. Anyone who is standing on the corner the teacher says, are out. (Corners are marked with numbers, Vocab...)
c. Last student / team still in, is the winner.
d. Variations:
i. Instead of students standing on the number you call being out, everyone else NOT standing on that number is out.
ii. Play with colors. Same play and ways to win.
iii. Play with flashcards. Place newer flashcards around the room and have students stand next to a flashcard.
Follow The Teacher (Any age students) (Warm-Up)
a. Students must stand up and spread out around the classroom.
b. They must mimic the teacher’s actions, no matter how ridiculous or difficult they are.
c. A student is out if they cannot successfully do what the teacher is doing.
i. Ex. If the teacher is standing on one foot, but a student is bouncing on one foot because they cannot balance well, they are out.
d. Make sure students are as spread out as possible so they do not hit each other or knock each other over.
***This game is just for fun to take a minute or two break to keep their attention.
Frank Ienzi
Shoe Ball (Vocab / Grammar / Q n A)
Step 1- Put a toy ball under one of your shoes. Then give each student per team a number. I usually go with the student on the far left and far right then go inwards. 5 4 3 2 1 v.s 1 2 3 4 5
Step 2 - When you call a specific number that student must run up and gently tap the ball then race back to sit down. First team to reach 5 or 10 finger points is the winner.
Giving kids numbers and then shouting out their number randomly keeps them focused. You can use this game for vocab, grammar, questions as part of the dd step 1 stage. Kids often kick the ball too hard or miss, quite funny
*If a student kicks the ball out from under the teachers foot that team loses a point. (students must tap lightly with their feet)
*If a student races up to tap the ball but does not make contact before running back to their seats they are not the winner of that round.
Reviewing Voices (Vocab) (Younger Students)
This game worked well for my younger classes. My classes got a kick out of it. If you like to act, you can really have fun with this one. When you review the stack of flash cards, try to express different emotions through speaking the words you are reviewing. For the first few words you can pretend you are sad, so then you would use a sad voice.
For example: Teacher says these words:
Cat Dog Table Chair - all in a sad voice. During the drill the teacher can give finger points to the team with the best expressions of different emotions.
Step 1- Announce to the class which emotion they should express through their voices.
Step 2- Say the flashcards with a sad voice
Step 3- Switch voices and announce to the class which emotion to switch to.
Where did Frank put the money card? (Vocab / Grammar / Q n A)
This drill works well for step 1 of the dd method.
Step 1 - The teacher tells the class to cover their eyes. Then the teacher will hide a money card in the classroom.
Step 2 - After the teacher hides the money card, the students can open their eyes. The teacher then will get into I say you say drills.
Step 3 - During the drill, reward the best students by giving them 10 seconds to try to find the money card.
This game worked well for my younger classes. All the students wanted to try to find the money card. For older classes you can make the students explain where the money card is exactly. For Example: The green money card is under the white chair.
Shoe Ball (Vocab / Grammar / Q n A)
Step 1- Put a toy ball under one of your shoes. Then give each student per team a number. I usually go with the student on the far left and far right then go inwards. 5 4 3 2 1 v.s 1 2 3 4 5
Step 2 - When you call a specific number that student must run up and gently tap the ball then race back to sit down. First team to reach 5 or 10 finger points is the winner.
Giving kids numbers and then shouting out their number randomly keeps them focused. You can use this game for vocab, grammar, questions as part of the dd step 1 stage. Kids often kick the ball too hard or miss, quite funny
*If a student kicks the ball out from under the teachers foot that team loses a point. (students must tap lightly with their feet)
*If a student races up to tap the ball but does not make contact before running back to their seats they are not the winner of that round.
Reviewing Voices (Vocab) (Younger Students)
This game worked well for my younger classes. My classes got a kick out of it. If you like to act, you can really have fun with this one. When you review the stack of flash cards, try to express different emotions through speaking the words you are reviewing. For the first few words you can pretend you are sad, so then you would use a sad voice.
For example: Teacher says these words:
Cat Dog Table Chair - all in a sad voice. During the drill the teacher can give finger points to the team with the best expressions of different emotions.
Step 1- Announce to the class which emotion they should express through their voices.
Step 2- Say the flashcards with a sad voice
Step 3- Switch voices and announce to the class which emotion to switch to.
Where did Frank put the money card? (Vocab / Grammar / Q n A)
This drill works well for step 1 of the dd method.
Step 1 - The teacher tells the class to cover their eyes. Then the teacher will hide a money card in the classroom.
Step 2 - After the teacher hides the money card, the students can open their eyes. The teacher then will get into I say you say drills.
Step 3 - During the drill, reward the best students by giving them 10 seconds to try to find the money card.
This game worked well for my younger classes. All the students wanted to try to find the money card. For older classes you can make the students explain where the money card is exactly. For Example: The green money card is under the white chair.
Pascal Demiannay
Elimination (Vocab / Grammar / Q n A)
This is a drill game for step 2, when the teacher makes mistakes to queue children to react in some way. It keeps the children focused and having fun. This is a fast paced game with the possibility of getting eliminated. Have the kids stand on a line. As soon as the teacher makes a mistake one student from each team must run to the board and sit back down. The last student in each round is out. The students slowly get eliminated after each time the teacher makes a mistake. Last team standing is the winner. If kids are not repeating properly, you can bring students back into the game from the other team.
* If the class is can't run back and forth safely, Crawling is a quick and safe substitute for running.
Who likes drawing?
This works well for younger classes.
Step 1- Ask the class "Who likes drawing?" Then pick a student and he or she must answer correctly.
Step 2- After that, ask the same student if they can draw? (Can you draw?)
Step 3 - Then ask that student if they like drawing? (Do you like drawing?)
Step 4- Then ask them what they can draw? (What can you draw?)
Step 5- After they answer all questions correctly, let them try to draw their answer.
*If a student makes a mistake be sure to correct the answer, and have the entire class repeat the correct answer, then move on to let another student have a try.
This game is good because, you review, who, can, like, and what can type questions. It also makes the children think of nouns they can draw.
Grammar Pass
Each team lines up in a zig zag pattern facing towards each other. (I'll draw up an example at the meeting). Each student must complete a sentence using whatever tenses/grammar concepts etc. being taught before tossing the ball to the next student across from them and sitting down. First team sitting down wins. You'll probably need the help of the T.A. to monitor what the kids are saying. If a mistake is made the entire team must come back and start over
Elimination (Vocab / Grammar / Q n A)
This is a drill game for step 2, when the teacher makes mistakes to queue children to react in some way. It keeps the children focused and having fun. This is a fast paced game with the possibility of getting eliminated. Have the kids stand on a line. As soon as the teacher makes a mistake one student from each team must run to the board and sit back down. The last student in each round is out. The students slowly get eliminated after each time the teacher makes a mistake. Last team standing is the winner. If kids are not repeating properly, you can bring students back into the game from the other team.
* If the class is can't run back and forth safely, Crawling is a quick and safe substitute for running.
Who likes drawing?
This works well for younger classes.
Step 1- Ask the class "Who likes drawing?" Then pick a student and he or she must answer correctly.
Step 2- After that, ask the same student if they can draw? (Can you draw?)
Step 3 - Then ask that student if they like drawing? (Do you like drawing?)
Step 4- Then ask them what they can draw? (What can you draw?)
Step 5- After they answer all questions correctly, let them try to draw their answer.
*If a student makes a mistake be sure to correct the answer, and have the entire class repeat the correct answer, then move on to let another student have a try.
This game is good because, you review, who, can, like, and what can type questions. It also makes the children think of nouns they can draw.
Grammar Pass
Each team lines up in a zig zag pattern facing towards each other. (I'll draw up an example at the meeting). Each student must complete a sentence using whatever tenses/grammar concepts etc. being taught before tossing the ball to the next student across from them and sitting down. First team sitting down wins. You'll probably need the help of the T.A. to monitor what the kids are saying. If a mistake is made the entire team must come back and start over
Chris Skaggs
Creative Bowling (Grammar)
This takes 6 pins and a ball, and is best to have a TA available to help. When working on grammar third-step, I initiate a sentence then have one student from each team finish it. For instance when working on comparatives, I will say “Henry's pink bike”. One student will say “Henry's pike bike is fast but Tony's dinosaur is faster” and the other will say “Henry's pink bike is slower than Nancy's turtle”. I choose the most creative and of course correct sentence and throw that student the ball. They then bowl at the pins and get the amount of points for how many are knocked down. The TA then sets the pins back up while the next 2 students are making sentences. It encourages creative, funny English and students have fun.
*Be sure to have all students repeat the winning sentence together prior to playing the bowling game, otherwise this drill is not as efficient
Number Vocab Match (Vocab)
I put numbers next to the vocabulary words of the day on the board. When I say a number, the students must say the corresponding word. Very simple but works on both pronunciation and numbers.
A. The fastest students to say the answer can get Finger points for their team.
B. The fastest students can Sit out of the game (But continue to participate other wise they should be pulled back into the drill)
C. The team that is louder can win finger points
D. Have students play 1vs1. The student that gets 2 of 3 answers quickest is the winner and is "Out"
Flashcard Fun
I assign each student a flashcard, which is their word, and have them make a circle. I say one of the words then bounce the ball in the middle of the circle. The student assigned to that word must run and catch the ball before it hits the ground. If the student catches the ball, he/she is the winner and can be awarded a finger point. The team that gets to a number of finger points (5-10) first is the winner. Works on listening and is an active, fun game that the students have loved.
*Be sure to have all students repeat the word after the teacher before throwing the ball again.
Creative Bowling (Grammar)
This takes 6 pins and a ball, and is best to have a TA available to help. When working on grammar third-step, I initiate a sentence then have one student from each team finish it. For instance when working on comparatives, I will say “Henry's pink bike”. One student will say “Henry's pike bike is fast but Tony's dinosaur is faster” and the other will say “Henry's pink bike is slower than Nancy's turtle”. I choose the most creative and of course correct sentence and throw that student the ball. They then bowl at the pins and get the amount of points for how many are knocked down. The TA then sets the pins back up while the next 2 students are making sentences. It encourages creative, funny English and students have fun.
*Be sure to have all students repeat the winning sentence together prior to playing the bowling game, otherwise this drill is not as efficient
Number Vocab Match (Vocab)
I put numbers next to the vocabulary words of the day on the board. When I say a number, the students must say the corresponding word. Very simple but works on both pronunciation and numbers.
A. The fastest students to say the answer can get Finger points for their team.
B. The fastest students can Sit out of the game (But continue to participate other wise they should be pulled back into the drill)
C. The team that is louder can win finger points
D. Have students play 1vs1. The student that gets 2 of 3 answers quickest is the winner and is "Out"
Flashcard Fun
I assign each student a flashcard, which is their word, and have them make a circle. I say one of the words then bounce the ball in the middle of the circle. The student assigned to that word must run and catch the ball before it hits the ground. If the student catches the ball, he/she is the winner and can be awarded a finger point. The team that gets to a number of finger points (5-10) first is the winner. Works on listening and is an active, fun game that the students have loved.
*Be sure to have all students repeat the word after the teacher before throwing the ball again.
JJ Demiannay
Sticky Feet (Say and Repeat)
Students must line up standing on a line. They must keep their feet on the line at all times. If a student takes their foot off the line or moves their feet then the other team is awarded points. The students are only allowed to take their feet off the line when the teacher makes a mistake, at which point the students must sit down or the teacher will eat them. You can try to psyche the students out to make them move their feet. When a student makes a mistake, or gets "psyched out" and moves, that student is eliminated. The last student standing is the winner.
*For Younger Classes: If a student makes a mistake the other team can be awarded a finger point so that all students continue to play throughout the game. The team that gets to a number of finger points (5-10) first is the winner.
Missing word (New Vocab)
Have the new words written on the board. Each student on a team gets a number. First student on each team is 1, second student on each team is 2, etc. The students then close their eyes and put their heads on their chairs so they can't see. The teacher then erases one word on the board. The students then sit nicely. The teacher then says a number and the two students whose number is called then race to say what word has been erased.
*Between each race, its good to quickly go over each word again with students repeating each word after the teacher
Model Walk (drilling)
Students line up at one end of the classroom. Each student gets one money card placed on their head. When the class is working hard together, then all students must walk from one end of the class, back to the beginning without the money card falling off their head. If they are successful they get another money card placed on their head. If the money card falls off of their head then they are "Out" of the game. You can make it harder by counting down from 10, and then from 9 and so on. The last student that can complete the walk off without their money cards falling off their heads is the winner.
Sticky Feet (Say and Repeat)
Students must line up standing on a line. They must keep their feet on the line at all times. If a student takes their foot off the line or moves their feet then the other team is awarded points. The students are only allowed to take their feet off the line when the teacher makes a mistake, at which point the students must sit down or the teacher will eat them. You can try to psyche the students out to make them move their feet. When a student makes a mistake, or gets "psyched out" and moves, that student is eliminated. The last student standing is the winner.
*For Younger Classes: If a student makes a mistake the other team can be awarded a finger point so that all students continue to play throughout the game. The team that gets to a number of finger points (5-10) first is the winner.
Missing word (New Vocab)
Have the new words written on the board. Each student on a team gets a number. First student on each team is 1, second student on each team is 2, etc. The students then close their eyes and put their heads on their chairs so they can't see. The teacher then erases one word on the board. The students then sit nicely. The teacher then says a number and the two students whose number is called then race to say what word has been erased.
*Between each race, its good to quickly go over each word again with students repeating each word after the teacher
Model Walk (drilling)
Students line up at one end of the classroom. Each student gets one money card placed on their head. When the class is working hard together, then all students must walk from one end of the class, back to the beginning without the money card falling off their head. If they are successful they get another money card placed on their head. If the money card falls off of their head then they are "Out" of the game. You can make it harder by counting down from 10, and then from 9 and so on. The last student that can complete the walk off without their money cards falling off their heads is the winner.