Point Systems for Competition
How to Apply the Drills Below
Below are 4 point systems to apply to pretty much any teaching drill. This will greatly improve student interest and help to control behavior. If students are not behaving, or are lacking in interest, apply one of the point systems below to the drill.
A.) Young Students: The "Best" student can play a fast simple active game throughout the drill... Ex (shoot a basketball, throw a dart, roll a dice for points, try to hit the teacher with a dodge ball...)
* If a student is not behaving appropriately, the teacher can write their name on the board to show they lose a chance to play the sporty games until they are behaving appropriately... Then erase their name.
* If students are very young, have the student that is having trouble sit next to the teaching assistant for a minute to catch up and or calm down.
B.) Have all students start the drill in the starting position (sitting on floor, standing up, standing on a line) The best student throughout the drill may return to their seat. The drill ends when a team or the entire class has returned to their seats.
* If a student is not behaving appropriately, the teacher can have the student move from their seat back to the starting position... (can penalize the team, not only the student that is misbehaving)
C.) Give points to students or team for doing the drill better (if using points, have an ending to the drill such as first student, or team to 7 points wins or Finger points to 5.)
*If a student is misbehaving, the teacher can erase or take away points from that student or team.
D.) Start the drill with 7-15 "Points" or "Cups"... When a student achieves something in the drill, they can get a point, or cup. Continue the drill until all the points, are gone. Choose the number of "points" by how long you want the drill to last.
*If a student is misbehaving, they must return one of their team's cups to the drill's "pot" of cups, which will make the drill last longer, to require good behavior before moving on to a game or the next drill.
**With all drills, make sure all students are doing exactly what you want, whether it be repeating after the teacher, doing actions or sitting nicely. With the above game aspect, this is for fun but, mainly used to enforce good behavior in a positive way.
Below are 4 point systems to apply to pretty much any teaching drill. This will greatly improve student interest and help to control behavior. If students are not behaving, or are lacking in interest, apply one of the point systems below to the drill.
A.) Young Students: The "Best" student can play a fast simple active game throughout the drill... Ex (shoot a basketball, throw a dart, roll a dice for points, try to hit the teacher with a dodge ball...)
* If a student is not behaving appropriately, the teacher can write their name on the board to show they lose a chance to play the sporty games until they are behaving appropriately... Then erase their name.
* If students are very young, have the student that is having trouble sit next to the teaching assistant for a minute to catch up and or calm down.
B.) Have all students start the drill in the starting position (sitting on floor, standing up, standing on a line) The best student throughout the drill may return to their seat. The drill ends when a team or the entire class has returned to their seats.
* If a student is not behaving appropriately, the teacher can have the student move from their seat back to the starting position... (can penalize the team, not only the student that is misbehaving)
C.) Give points to students or team for doing the drill better (if using points, have an ending to the drill such as first student, or team to 7 points wins or Finger points to 5.)
*If a student is misbehaving, the teacher can erase or take away points from that student or team.
D.) Start the drill with 7-15 "Points" or "Cups"... When a student achieves something in the drill, they can get a point, or cup. Continue the drill until all the points, are gone. Choose the number of "points" by how long you want the drill to last.
*If a student is misbehaving, they must return one of their team's cups to the drill's "pot" of cups, which will make the drill last longer, to require good behavior before moving on to a game or the next drill.
**With all drills, make sure all students are doing exactly what you want, whether it be repeating after the teacher, doing actions or sitting nicely. With the above game aspect, this is for fun but, mainly used to enforce good behavior in a positive way.
Teaching Steps
Apply to: Speaking, Listening Comprehension, Reading, Writing, Phonics...
Step 1: Students Repeat After the Teacher
Actions: Teacher uses actions while speaking for students to repeat as a class after the teacher. This helps students to understand the meaning, learn faster, and have fun!
Translate: The teacher, or a student translates after each word, sentence, question... This allows the teacher to find where students are confused, if the translation is incorrect. It also allows students to gain confidence by saying a correct answer in their own language. For difficult translations, it may be effective to bounce around the room getting the translation from a few students, to make sure all are paying attention and understand before moving on.
Step 2: Students Repeat After the Teacher When Correct. Students Must Spot the Mistake
Multiple Choice: The Teacher says a correct answer, and an incorrect answer. Students must only repeat the correct answer.
Catch the Mistake: The Teacher says correct answers, with students repeating. When the Teacher makes a mistake students must Not repeat, but perform some action, or short game.
Step 3: Students perform without the help of the Teacher
*Drills can be performed by class, team, 2 students, or individual students. The more students are practicing, the better and faster they grow in language and confidence. Having drills that the entire class can do, and take part in are much more effective. This will ensure, that when doing step 3, students can perform quickly, individually.
Step 1: Students Repeat After the Teacher
Actions: Teacher uses actions while speaking for students to repeat as a class after the teacher. This helps students to understand the meaning, learn faster, and have fun!
Translate: The teacher, or a student translates after each word, sentence, question... This allows the teacher to find where students are confused, if the translation is incorrect. It also allows students to gain confidence by saying a correct answer in their own language. For difficult translations, it may be effective to bounce around the room getting the translation from a few students, to make sure all are paying attention and understand before moving on.
Step 2: Students Repeat After the Teacher When Correct. Students Must Spot the Mistake
Multiple Choice: The Teacher says a correct answer, and an incorrect answer. Students must only repeat the correct answer.
Catch the Mistake: The Teacher says correct answers, with students repeating. When the Teacher makes a mistake students must Not repeat, but perform some action, or short game.
Step 3: Students perform without the help of the Teacher
*Drills can be performed by class, team, 2 students, or individual students. The more students are practicing, the better and faster they grow in language and confidence. Having drills that the entire class can do, and take part in are much more effective. This will ensure, that when doing step 3, students can perform quickly, individually.
Warm Up / Review
Starting the class with the following drills are a great way to review past English learned, release some pent up energy, and set the pace for the lesson. After students are seated, have all the students stand up to begin the speaking drills. Beginning the lesson by reviewing past material, will give students confidence and the teacher doesn't have to worry about having no time to review at the end of the lesson. Allowing students to stand up to speak while doing actions, will be fun, and will release a bit of extra energy, so that afterwards, sitting and learning new material is easier. Applying a point system, will also start the lesson, with students winning, or losing points, based on their behavior which will set the ground rules of the day.
Review Grammar
Translate Crazy Sentences: The Teacher Says a sentence, the class repeats the sentence. Then choose 1 student to translate the sentence. If the translation is correct, award that student. This is a great drill to truly test comprehension of grammar, and vocabulary by using outrageously silly sentences.
Example: Teacher: I like to eat... Students: I like to eat... Teacher: pencils... Students: pencils... (Then choose a student to translate)
Example: Teacher: I have... Students: I have... Teacher: 11 fingers... Students: 11 fingers... (Then choose a student to translate)
* Saying the sentence in parts helps students to focus on speaking, and doing actions. Also allows for students to enjoy the punch line without being too crazy. If the teacher tries to have students repeat a full silly sentence, often kids will just laugh and not repeat.
Describe Something, Someone: The Teacher starts the drill by choosing a category and telling students they must guess what the teacher is describing. Categories: Animals, Things, People, Fruits, Things in your bedroom, Things in the classroom... The Teacher then describes the secret answer, 1 sentence at a time. Students repeat each sentence after the teacher. After a few sentences describing the answer, have students guess what the answer is. Always remind students to raise their hands to guess and not shout out answers. This allows the teacher to say 3-5 sentences, with students repeating. When a student guesses the correct answer, award that student, and play again in the same category, or change categories.
Example: Category: Animals... Teacher: It is very big. Students: It is very big. Teacher: It has 4 legs. Students: It has 4 legs. Teacher: It has a long nose. Students: It has a long nose. Teacher: Hands up, What is it? Student: Elephant!
Example: Category: Students... Teacher: He is a boy. Students: He is a boy. Teacher: He has black hair. Students: He has black hair. Teacher: He likes to play football. Students: He likes to play football. Teacher: He has a yellow T-shirt. Students: He has a yellow T-shirt. Teacher: Hands Up, Who is it? Student: Tommy!
*To make more difficult, I award points for a correct guess, BUT I take away points for wrong answers.
Find the False Statement: The teacher will review past grammar concepts saying statements that are obviously true or false. Students are to repeat TRUE statements after the teacher, but if a FALSE statement is said, students are told to do something... ( be quiet, sit on the floor, hug a friend...) Award the fastest students, or team.
True Example: Teacher: He is a boy. (point at a boy) Students: He is a boy.
False Example: Teacher: He is a boy. (point at a girl) Students: Be quiet, sit on the floor...
True Example: Teacher: This is a TV. (Point to a TV) Students: This is a TV.
False Example: Teacher: This is a TV. (Point to a door) Students: Be quiet, hug a friend...
True Example: Teacher: Elephants are big. Students: Elephants are big.
False Example: Teacher: Elephants are small. Students: Be quiet, Sit in their chairs...
*Majority of statements are TRUE statements, make False statements every 3-5 statements.
Review Questions and Answers
Conversation: Create a conversation using past grammar, questions and answers that students are familiar with. Have the class repeat the conversation with the teacher, rewarding students for speaking and doing actions. The "Conversation" can be between 2 students in the room, 2 famous people, 2 different animals... Practicing having a conversation is great practice for practical use of learning English!
Example Conversation: Mouse and Lion
Mouse: Hello Lion, How are you? Students repeat
Lion: I'm hungry. Students repeat
Mouse: What do you want to eat? Students repeat
Lion: I want to eat meat. Students repeat
Mouse: Do you want chicken? Students repeat
Lion: No thankyou, I want a mouse! Students repeat
Mouse: What time is it? Students repeat
Lion: It is 6:00. Students repeat
Mouse: It's Home time... BYE BYE! Students repeat
Example Conversation: Two students Bob and Sally
Bob: Hello Sally, What are you doing? Students repeat
Sally: I'm playing. Students repeat
Bob: What are you playing? Students repeat
Sally: I'm playing basketball. Students repeat
Bob: Where are you playing basketball? Students repeat
Sally: I'm playing at the park. Students repeat
Bob: Can I play too? Students repeat
Sally: Yes you can! Come here. Students repeat
Bob: OK! See you soon! Students repeat
All Questions, No Answers: Tell students that they should repeat questions after the teacher, BUT not answers! If the teacher says an answer students should race to do something... (Be quiet, jump over a line, sit on the floor, drop a hula hoop...) The teacher says questions, with students repeating after each question. Every few questions, follow a question with the answer, to have students race to win. Award the fastest students or team.
*Often Students are answering questions in class so often, they don't learn to ask questions properly. This is a great fast way to just practice asking questions.
Example:
Teacher: Are you a boy? Students: Are you a boy?
Teacher: Can you jump? Students: Can you Jump?
Teacher: Do you like apples? Students: Do you like apples?
Teacher: Are you happy? Students: Are you happy?
Teacher: YES I AM. Students: Race to do something... (be quiet, sit on the floor... )
* Can be made more difficult by saying a statement instead of an obvious answer.
Example:
Teacher: Can you jump?
Teacher: Are you a monkey?
Teacher: Do they have oranges?
Teacher: You can fly... Statement, Not a Question
Review Grammar
Translate Crazy Sentences: The Teacher Says a sentence, the class repeats the sentence. Then choose 1 student to translate the sentence. If the translation is correct, award that student. This is a great drill to truly test comprehension of grammar, and vocabulary by using outrageously silly sentences.
Example: Teacher: I like to eat... Students: I like to eat... Teacher: pencils... Students: pencils... (Then choose a student to translate)
Example: Teacher: I have... Students: I have... Teacher: 11 fingers... Students: 11 fingers... (Then choose a student to translate)
* Saying the sentence in parts helps students to focus on speaking, and doing actions. Also allows for students to enjoy the punch line without being too crazy. If the teacher tries to have students repeat a full silly sentence, often kids will just laugh and not repeat.
Describe Something, Someone: The Teacher starts the drill by choosing a category and telling students they must guess what the teacher is describing. Categories: Animals, Things, People, Fruits, Things in your bedroom, Things in the classroom... The Teacher then describes the secret answer, 1 sentence at a time. Students repeat each sentence after the teacher. After a few sentences describing the answer, have students guess what the answer is. Always remind students to raise their hands to guess and not shout out answers. This allows the teacher to say 3-5 sentences, with students repeating. When a student guesses the correct answer, award that student, and play again in the same category, or change categories.
Example: Category: Animals... Teacher: It is very big. Students: It is very big. Teacher: It has 4 legs. Students: It has 4 legs. Teacher: It has a long nose. Students: It has a long nose. Teacher: Hands up, What is it? Student: Elephant!
Example: Category: Students... Teacher: He is a boy. Students: He is a boy. Teacher: He has black hair. Students: He has black hair. Teacher: He likes to play football. Students: He likes to play football. Teacher: He has a yellow T-shirt. Students: He has a yellow T-shirt. Teacher: Hands Up, Who is it? Student: Tommy!
*To make more difficult, I award points for a correct guess, BUT I take away points for wrong answers.
Find the False Statement: The teacher will review past grammar concepts saying statements that are obviously true or false. Students are to repeat TRUE statements after the teacher, but if a FALSE statement is said, students are told to do something... ( be quiet, sit on the floor, hug a friend...) Award the fastest students, or team.
True Example: Teacher: He is a boy. (point at a boy) Students: He is a boy.
False Example: Teacher: He is a boy. (point at a girl) Students: Be quiet, sit on the floor...
True Example: Teacher: This is a TV. (Point to a TV) Students: This is a TV.
False Example: Teacher: This is a TV. (Point to a door) Students: Be quiet, hug a friend...
True Example: Teacher: Elephants are big. Students: Elephants are big.
False Example: Teacher: Elephants are small. Students: Be quiet, Sit in their chairs...
*Majority of statements are TRUE statements, make False statements every 3-5 statements.
Review Questions and Answers
Conversation: Create a conversation using past grammar, questions and answers that students are familiar with. Have the class repeat the conversation with the teacher, rewarding students for speaking and doing actions. The "Conversation" can be between 2 students in the room, 2 famous people, 2 different animals... Practicing having a conversation is great practice for practical use of learning English!
Example Conversation: Mouse and Lion
Mouse: Hello Lion, How are you? Students repeat
Lion: I'm hungry. Students repeat
Mouse: What do you want to eat? Students repeat
Lion: I want to eat meat. Students repeat
Mouse: Do you want chicken? Students repeat
Lion: No thankyou, I want a mouse! Students repeat
Mouse: What time is it? Students repeat
Lion: It is 6:00. Students repeat
Mouse: It's Home time... BYE BYE! Students repeat
Example Conversation: Two students Bob and Sally
Bob: Hello Sally, What are you doing? Students repeat
Sally: I'm playing. Students repeat
Bob: What are you playing? Students repeat
Sally: I'm playing basketball. Students repeat
Bob: Where are you playing basketball? Students repeat
Sally: I'm playing at the park. Students repeat
Bob: Can I play too? Students repeat
Sally: Yes you can! Come here. Students repeat
Bob: OK! See you soon! Students repeat
All Questions, No Answers: Tell students that they should repeat questions after the teacher, BUT not answers! If the teacher says an answer students should race to do something... (Be quiet, jump over a line, sit on the floor, drop a hula hoop...) The teacher says questions, with students repeating after each question. Every few questions, follow a question with the answer, to have students race to win. Award the fastest students or team.
*Often Students are answering questions in class so often, they don't learn to ask questions properly. This is a great fast way to just practice asking questions.
Example:
Teacher: Are you a boy? Students: Are you a boy?
Teacher: Can you jump? Students: Can you Jump?
Teacher: Do you like apples? Students: Do you like apples?
Teacher: Are you happy? Students: Are you happy?
Teacher: YES I AM. Students: Race to do something... (be quiet, sit on the floor... )
* Can be made more difficult by saying a statement instead of an obvious answer.
Example:
Teacher: Can you jump?
Teacher: Are you a monkey?
Teacher: Do they have oranges?
Teacher: You can fly... Statement, Not a Question
Vocab
Step 1 Drills (I say you say)
Step Two games: (Mistake games)
*Make very easy Mistakes to start, then get more difficult… Always start with the mistake of Monkey as your example for a few times,,, then progressively get more difficult
Step 3: (Students Talk Without any Help From Teacher)
- Students repeat the new flashcard after the teacher, then compete to create the best action for that flashcard. Best action wins.
- Singing (Sing each Flashcard, have the class sing and repeat, then, have a few kids try, award the winner.
- Loud/ Quiet High/ Low Mouse/ Tiger: Teacher speaks Loudly= Students repeat Quietly... or vice versa... The Teacher continues switching how he/she speaks, with students responding in the opposite fashion. If a student makes a mistake, the other team gets a point.
- Translate: Every new word stop and ask what the word is in Chinese. Student that translates wins. (*Best to teach Flashcards compounding as in A=translate B=translate AB C=translate ABC D=translate ABCD E=translate ABCDE F=translate... Each Flashcard Translated once.)
- Give an action or funny thing to say (WOOOHOOOO) to a word. Go through the words and when the chosen word pops up they don’t say the vocab word, but do the given action or funny thing to say. After each round, or two change the word that is special. Award the best Team or student.
- Line up Cards on the floor. The teacher calls out a flashcard, all students then repeat the word. When the teacher says "GO" two students race to the card on the ground to touch it and race back to their seats. Winner gets awarded. If students are young the teacher can have the 2 students racing sitting in stools to designate who is actually racing.
- Place flashcards in a large circle on the floor. Choose 2 students to stand in the middle of the circle. The teacher then calls out flashcards, for the students to find, race to and touch. Winner of 3 gets points on the board. Between games say and repeat all words to review.
- Sound out each new word overly slowly to work on pronunciation and sound blending. Have the class repeat a few times, Then choose students to try. Award the best student.
Step Two games: (Mistake games)
*Make very easy Mistakes to start, then get more difficult… Always start with the mistake of Monkey as your example for a few times,,, then progressively get more difficult
- Mistake = Action: The teacher goes through flashcards, with students repeating together. Every 4-7 flashcards the teacher makes a mistake by saying the wrong word. All students must then race to do something... (Jump, Stand up, Sit down, Turn around, Clap, Switch Chairs, Drop Hula Hoop, pass a ball down the team line, crawl from line A to line B on the floor, jump over a line...) Or can do more intricate challenge with 1 student from each team competing... (high 5 the teacher, shoot a basket, race to a chair, put a pin on a line on the floor. ..) All students playing will usually be more effective but always fun to switch things up.
- Mistake March: Place the flashcards on the floor in a large circle. March around the flashcards with your students. As the teacher passes each flashcard, he/she points to and says that flashcard with students repeating. When the teacher makes a mistake students freeze, or about face and continue marching.
- Wrong Action: The Teacher goes through the flashcards, saying each word slowly, and doing the action of that flashcard. When the teacher makes the wrong ACTION students must race to do the assigned action. (Clap, stand up, jump and sit down...)
- Hungry Monster: The teacher goes through the new flash cards saying each word with students repeating. Each word children take a step towards the teacher, when the teacher makes a mistake they must run to their chairs before the teacher catches them. Always fun for young classes, but be sure to be safe! *Crawling can also be done, to make a bit safer...
- Bullet Dodging: Students Stand in front of their chairs. The teacher goes through the flashcards saying each word, with students repeating. If the teacher makes a mistake and says the wrong word, students must quickly sit down before the teacher picks up a ball and hits a student standing up. If the teacher can hit a student before he/she sits down, the opposite team wins a point.
*Each mistake the teacher can just throw the ball over students heads for fun without ever really hitting a student... Depends on class and age.
Step 3: (Students Talk Without any Help From Teacher)
- Show each flashcard, students shout out the word at the same time (fastest wins / loudest wins)
- Team by team: Show each flashcard to 1 team, If they can all say the words together perfectly, their team wins. If 1 student makes a minor mistake, they lose and give the other team a try. Go back and forth between teams until absolutely perfect. I look for mispronunciation, not standing nicely, not talking loudly, not doing the action... The more difficult the more fun.
- Each student must say 1-3 flashcards. If a student cannot, they lose, and continue to the next student. Continue until all students have completed the task. *Students that fail, must listen to other students and try again later.
- Make a sentence using the flashcard. Student must try to make a sentence using the flashcards. *Can repeat best sentences for all to repeat every few examples... This will hopefully give weaker student ideas, practice and confidence.
Grammar / Questions and Answers
Step 1
1. Translating: Teacher says a sentence using the grammar concept, Students all repeat the sentence. Then choose 1 student to translate the sentence. If the translation is correct, reward that student.
*Have a Teaching assistant translate the first few sentences.
2. Best Actions Wins: The teacher says a sentence using the new grammar concept, and does actions while speaking. The class must repeat the sentence, and the actions. The student that speaks the best and does the best actions is awarded.
3. Good or Bad Sentence (Agree or Disagree): The teacher says a sentence for the students to repeat using the new grammar concept. Students all repeat the sentence together. Then choose a student to respond if it was a "good or bad" sentence, or if they "agree or disagree" with the sentence. The student that answers, is awarded.
Example: I like to play basketball. students repeat "I like to play basketball". Choose a student to answer if it is a good or bad sentence. "GOOD"
I have 7 toes. Students repeat " I have 7 toes". Choose a student to answer if it is a good or bad sentence. "BAD"
Example: Teacher says "Are you a Chicken?" Students repeat "Are you a Chicken?" Teacher says "Yes I am." Students repeat "Yes I am." Choose a student to answer if it was a good answer or a bad answer. "BAD"
Step 2
1. Mistake Grammar
The teacher makes sentences using the grammar focus with students repeating the sentences. Every few sentences the teacher will make a mistake that applies to the specific grammar concept. When the teacher makes a mistake students should then do an action to show they understand that the sentence was incorrect.
*Make mistakes ONLY for the main focus of the grammar of the day, NOT for other parts of the sentence
*Mistake "actions" can be many different things: clapping, standing up, sitting down, being quiet, throwing a ball, jumping...
*Mistakes can be group actions that teams must do together: make a circle, team hug, passing an object from first student to last student...
*Mistake games can reward fastest student, or have the slowest student lose... as in the opposite team wins
Example grammar: Have Has
Teacher says: I have a blue shoe... Students repeat
Teacher says: They have big shoes... students repeat
Teacher says: He has a cool watch... students repeat
Teacher says: She have a pink bike... Students DO NO REPEAT... students do action
Example Question: Do you like ...?
Teacher says: Do you like bananas? Students repeat: Do you like bananas? Teacher says: Yes I do. Students repeat: Yes I do.
Teacher says: Do you like ice cream? Students repeat: Do you like ice cream? Teacher says: Yes I don't. Students DO NOT REPEAT... Students do action.
2. Choose A or B Complete Sentences or Questions
The teacher says a statement with an A or B option for students to repeat as a group. This can be performed by all students repeating (but may be difficult to hear if students are making a mistake) or team by team (to more easily hear individual students and if they are saying the correct answer.)
Ex. Teacher says: I like or I likes...(students repeat "I like") to eat ice cream (students repeat "to eat ice cream")
Ex. Teacher says: You are or You is... (students repeat "You are") a smart teacher (students repeat "a smart teacher")
Ex. Teacher says: Yesterday...(students repeat "Yesterday") they fight or they fought....(students repeat "they fought") a large monkey...(students repeat "a large monkey")
Ex. Teacher says: Tomorrow... (students repeat "Tomorrow") she go or she will go... (students repeat "she will go") to the cinema...(students repeat "to the cinema")
Ex. Teacher says: Does you like or Do you like... (Students repeat "Do you like") to play basketball??? (students repeat "to play basketball?)
*This is a simple manner to practice new grammar and learn the difference between correct grammar and common mistakes
*This can help tremendously with tenses IF the "time" is placed at the beginning of the sentence (Yesterday, Now, Tomorrow, Everyday, On Mondays, 2 weeks ago, Next year, Last night...)
*This works well, only if the sentences are broken up easily for students to be able to think about each part of the sentence... (also easier for the teacher)
*Can be done in question and answer format which is quite common while teaching early grammar
Ex. Teacher says "Do you like apples?" Students repeat Question. Teacher says " Yes I do, OR No I don't". Students choose their answer. Yes I do!
Step 3
1. Fast and Simple: Have each student give an example of the new grammar concept, and award each student that is correct.
*If you find students are making many mistakes, quickly stop, go over the rules of the grammar, and repeat step 2.
2. Race Against the Clock: Put a timer on the Smart Board for 3-5 minutes. Choose students to give their own examples of the new grammar concept. Each correct answer receives a point. The team that has earned the most points when the time is up, is the winner.
3. Horse Race: Place 2 objects on the floor at a starting line. For each correct answer, that student can move their "horse" object, further up 1 line. Have students continue, until their "horse has reached the finish line.
*Can use magnets on the board and create a quick race track
*Can make it more difficult by moving the horse back 1 line, if the answer is incorrect
4. Most Points Wins: Students take turn making their own examples using the new grammar. If the student is correct they may "win" a poker card, or roll the dice. The teacher then records the numbers on the board for each team as they accumulate points. At the end of the drill, add up the numbers to see which team has the most points.
*Using Poker cards, the teacher can choose to make face cards worth 10 or 0 or a thief to steal a card from the other team.
1. Translating: Teacher says a sentence using the grammar concept, Students all repeat the sentence. Then choose 1 student to translate the sentence. If the translation is correct, reward that student.
*Have a Teaching assistant translate the first few sentences.
2. Best Actions Wins: The teacher says a sentence using the new grammar concept, and does actions while speaking. The class must repeat the sentence, and the actions. The student that speaks the best and does the best actions is awarded.
3. Good or Bad Sentence (Agree or Disagree): The teacher says a sentence for the students to repeat using the new grammar concept. Students all repeat the sentence together. Then choose a student to respond if it was a "good or bad" sentence, or if they "agree or disagree" with the sentence. The student that answers, is awarded.
Example: I like to play basketball. students repeat "I like to play basketball". Choose a student to answer if it is a good or bad sentence. "GOOD"
I have 7 toes. Students repeat " I have 7 toes". Choose a student to answer if it is a good or bad sentence. "BAD"
Example: Teacher says "Are you a Chicken?" Students repeat "Are you a Chicken?" Teacher says "Yes I am." Students repeat "Yes I am." Choose a student to answer if it was a good answer or a bad answer. "BAD"
Step 2
1. Mistake Grammar
The teacher makes sentences using the grammar focus with students repeating the sentences. Every few sentences the teacher will make a mistake that applies to the specific grammar concept. When the teacher makes a mistake students should then do an action to show they understand that the sentence was incorrect.
*Make mistakes ONLY for the main focus of the grammar of the day, NOT for other parts of the sentence
*Mistake "actions" can be many different things: clapping, standing up, sitting down, being quiet, throwing a ball, jumping...
*Mistakes can be group actions that teams must do together: make a circle, team hug, passing an object from first student to last student...
*Mistake games can reward fastest student, or have the slowest student lose... as in the opposite team wins
Example grammar: Have Has
Teacher says: I have a blue shoe... Students repeat
Teacher says: They have big shoes... students repeat
Teacher says: He has a cool watch... students repeat
Teacher says: She have a pink bike... Students DO NO REPEAT... students do action
Example Question: Do you like ...?
Teacher says: Do you like bananas? Students repeat: Do you like bananas? Teacher says: Yes I do. Students repeat: Yes I do.
Teacher says: Do you like ice cream? Students repeat: Do you like ice cream? Teacher says: Yes I don't. Students DO NOT REPEAT... Students do action.
2. Choose A or B Complete Sentences or Questions
The teacher says a statement with an A or B option for students to repeat as a group. This can be performed by all students repeating (but may be difficult to hear if students are making a mistake) or team by team (to more easily hear individual students and if they are saying the correct answer.)
Ex. Teacher says: I like or I likes...(students repeat "I like") to eat ice cream (students repeat "to eat ice cream")
Ex. Teacher says: You are or You is... (students repeat "You are") a smart teacher (students repeat "a smart teacher")
Ex. Teacher says: Yesterday...(students repeat "Yesterday") they fight or they fought....(students repeat "they fought") a large monkey...(students repeat "a large monkey")
Ex. Teacher says: Tomorrow... (students repeat "Tomorrow") she go or she will go... (students repeat "she will go") to the cinema...(students repeat "to the cinema")
Ex. Teacher says: Does you like or Do you like... (Students repeat "Do you like") to play basketball??? (students repeat "to play basketball?)
*This is a simple manner to practice new grammar and learn the difference between correct grammar and common mistakes
*This can help tremendously with tenses IF the "time" is placed at the beginning of the sentence (Yesterday, Now, Tomorrow, Everyday, On Mondays, 2 weeks ago, Next year, Last night...)
*This works well, only if the sentences are broken up easily for students to be able to think about each part of the sentence... (also easier for the teacher)
*Can be done in question and answer format which is quite common while teaching early grammar
Ex. Teacher says "Do you like apples?" Students repeat Question. Teacher says " Yes I do, OR No I don't". Students choose their answer. Yes I do!
Step 3
1. Fast and Simple: Have each student give an example of the new grammar concept, and award each student that is correct.
*If you find students are making many mistakes, quickly stop, go over the rules of the grammar, and repeat step 2.
2. Race Against the Clock: Put a timer on the Smart Board for 3-5 minutes. Choose students to give their own examples of the new grammar concept. Each correct answer receives a point. The team that has earned the most points when the time is up, is the winner.
3. Horse Race: Place 2 objects on the floor at a starting line. For each correct answer, that student can move their "horse" object, further up 1 line. Have students continue, until their "horse has reached the finish line.
*Can use magnets on the board and create a quick race track
*Can make it more difficult by moving the horse back 1 line, if the answer is incorrect
4. Most Points Wins: Students take turn making their own examples using the new grammar. If the student is correct they may "win" a poker card, or roll the dice. The teacher then records the numbers on the board for each team as they accumulate points. At the end of the drill, add up the numbers to see which team has the most points.
*Using Poker cards, the teacher can choose to make face cards worth 10 or 0 or a thief to steal a card from the other team.
Phonics
Phonics Song
Sing the phonics song every class with students until they can sing the song without the video. As an example the teacher can test students by asking...
"The A says"... students complete the line of the song... aaaaa and its says AAAAA and it says Ah Ah Ah Ah Ah.
"The G says"... students complete the line of the song.... ggggg and it says jjjjj
This is especially important for the vowels (AEIOU) as they have multiple sounds.
I use 1 finger to show the "short sound" of the vowel "a" as in cat. And 2 fingers to show the "Long sound" of the vowel "A" as in Late.
This is helpful because the song sings the short sound first... 1 finger... and the Long sound second... 2 fingers.
This also translates into reading words later, because if there is 1 vowel, it is usually the short sound. If there are 2 vowels, usually it is the Long sound.
When students are sounding out new words and use an incorrect vowel sound, simply have the class sing that vowel's song.
Example. The word is "AT". The student says "ATE". Have the class sing "The A says" aaaaa and it says AAAAA and it says AhAhAhAhAh.
Then students should be guided to count how many vowels are in the word as a clue, or to simply try a different "A" sound.
Hopefully after years of this song, students will flawlessly say the sounds of the letters, and this will translate into them being better readers in the future. Students that can read words at home to review a lesson, or learn new words on their own at home out perform poor readers easily. Create great readers of your students, and you will find learning language becomes much easier for students, and Teachers!
Step 1 Drills: Drills that have students repeat after the Teacher.
Class to Solo Repeat:
Prepare the Phonics lesson on the board. Can be as simple as individual letters, to difficult words.
Have the class repeat after the teacher. After a few examples choose 1 student to repeat by him or herself. If he or she is good, he/she is the "winner". Continue saying and repeating the examples with the class, and every few, stop to choose 1 student to repeat alone. If the student is correct he/she is rewarded. This should be fast and simple, ~3-5 minutes.
Sound out the Word (Slow to Fast): Simple to Difficult words
Prepare the phonics words on the board. The Teacher will sound out the word slowly, saying each individual sound of each letter. The class will then repeat the same sounding out of the word slowly together. Then the Teacher will choose one student to try to say the word quickly and correctly.
Example: The Teacher says "C-A-T" The students repeat "C-A-T". Then choose one student to try to say the word correctly... Cat!
If the student is correct, great, if incorrect, try a different student, or sound out the word again with the class.
Step 2 Drills: Drills that have students repeat after the Teacher but try to catch when the Teacher makes a mistake
Catch the Mistake:
Prepare the phonics words on the board. The Teacher will sound out each word slowly, and then say the word at an appropriate speed. Students will then repeat after the teacher in the same fashion, sounding out the word slowly, and repeating the word correctly.
Example: Teacher: S-L-EE-P Sleep Students repeat: S-L-EE-P Sleep
Every few examples the Teacher makes a mistake, and students must try to "catch" the mistake.
Example: Teacher: F-L-A-G Flug...
Teachers can make easy mistakes using consonants (Blag instead of Flag) or difficult mistakes using vowels (Flug instead of Flag)
When the teacher makes a mistake it is the teachers choice of what students should do, the choices are endless...
Clap hands, sit on the floor, switch chairs, yell NO WAY!, drop a hula hoop, jump over a line... By changing these, the game is endlessly new and fun.
The winner can be the fastest student.
The winner can be the fastest team.
The loser can be the slowest student.
*** Mistake games engage students to pay attention much better, and still has students repeating after the teacher for practice. But be sure that the majority of words are spoken correctly. If every word is a mistake, students will not learn well, and will likely just get confused.
Choose A or B:
Prepare the phonics words on the board. The Teacher will Say 2 options for each word. Students will repeat only the correct answer. This can be done as a class, team, or individual student.
Example:
Cat- Teacher says: Bat or Cat Students respond: CAT
Fit- Teacher says : Fit or Fat Students respond: FIT
Burger- Teacher says: Burger or Borger Students repeat: BURGER
Made- Teacher says: Made or Mad Students repeat: MADE
*Mistakes with consonants are easier, Vowels more difficult
Step 3 Drills: Drills that have students sound out, and say words by themselves
Solo Student: Each student Sounds out and says a word on the board. If they are correct the are a "Winner".
Ex. Word is STEAL... Student says S-T-EA-L Steal
If incorrect they must try again later after other students try.
This drill can have students say 1 word, or multiple words depending on class size and time.
Team Perfection: Each Team takes turns trying to sound out and say the list of phonics words on the board together as a team perfectly. If the slightest mistake is made, that team loses, and the other team gets to try. The drill continues until 1 team wins.
Mistakes can be not speaking together, Mispronouncing a word, not standing nicely, too slow to stand up with their team, not standing on the line, not talking loudly...
The more strict the teacher is in this game, the more fun it is. The goal is for the teacher to try to find mistakes, to switch and have the other team have a try. By switching back and forth many times, all students get to practice a lot, and also listen to the other team to try and fix their mistakes.
Change 1 Letter: Write 1 word on the board in large oversized letters. Choose students to try to sound out the word and say it correctly. When a student has said the word correctly, change 1 letter or add a letter to change the word. Continue the drill so all students have a chance to try.
Example: BAD - SAD- SAP- SIP- TIP- TAP- TAPE-CAPE-CAP- CUP-CUT-CUTE-CUBE-TUBE-LUBE...
*If difficult, after each student "Wins" have the class repeat the word after the teacher, and then change a letter for the next word.
Sing the phonics song every class with students until they can sing the song without the video. As an example the teacher can test students by asking...
"The A says"... students complete the line of the song... aaaaa and its says AAAAA and it says Ah Ah Ah Ah Ah.
"The G says"... students complete the line of the song.... ggggg and it says jjjjj
This is especially important for the vowels (AEIOU) as they have multiple sounds.
I use 1 finger to show the "short sound" of the vowel "a" as in cat. And 2 fingers to show the "Long sound" of the vowel "A" as in Late.
This is helpful because the song sings the short sound first... 1 finger... and the Long sound second... 2 fingers.
This also translates into reading words later, because if there is 1 vowel, it is usually the short sound. If there are 2 vowels, usually it is the Long sound.
When students are sounding out new words and use an incorrect vowel sound, simply have the class sing that vowel's song.
Example. The word is "AT". The student says "ATE". Have the class sing "The A says" aaaaa and it says AAAAA and it says AhAhAhAhAh.
Then students should be guided to count how many vowels are in the word as a clue, or to simply try a different "A" sound.
Hopefully after years of this song, students will flawlessly say the sounds of the letters, and this will translate into them being better readers in the future. Students that can read words at home to review a lesson, or learn new words on their own at home out perform poor readers easily. Create great readers of your students, and you will find learning language becomes much easier for students, and Teachers!
Step 1 Drills: Drills that have students repeat after the Teacher.
Class to Solo Repeat:
Prepare the Phonics lesson on the board. Can be as simple as individual letters, to difficult words.
Have the class repeat after the teacher. After a few examples choose 1 student to repeat by him or herself. If he or she is good, he/she is the "winner". Continue saying and repeating the examples with the class, and every few, stop to choose 1 student to repeat alone. If the student is correct he/she is rewarded. This should be fast and simple, ~3-5 minutes.
Sound out the Word (Slow to Fast): Simple to Difficult words
Prepare the phonics words on the board. The Teacher will sound out the word slowly, saying each individual sound of each letter. The class will then repeat the same sounding out of the word slowly together. Then the Teacher will choose one student to try to say the word quickly and correctly.
Example: The Teacher says "C-A-T" The students repeat "C-A-T". Then choose one student to try to say the word correctly... Cat!
If the student is correct, great, if incorrect, try a different student, or sound out the word again with the class.
Step 2 Drills: Drills that have students repeat after the Teacher but try to catch when the Teacher makes a mistake
Catch the Mistake:
Prepare the phonics words on the board. The Teacher will sound out each word slowly, and then say the word at an appropriate speed. Students will then repeat after the teacher in the same fashion, sounding out the word slowly, and repeating the word correctly.
Example: Teacher: S-L-EE-P Sleep Students repeat: S-L-EE-P Sleep
Every few examples the Teacher makes a mistake, and students must try to "catch" the mistake.
Example: Teacher: F-L-A-G Flug...
Teachers can make easy mistakes using consonants (Blag instead of Flag) or difficult mistakes using vowels (Flug instead of Flag)
When the teacher makes a mistake it is the teachers choice of what students should do, the choices are endless...
Clap hands, sit on the floor, switch chairs, yell NO WAY!, drop a hula hoop, jump over a line... By changing these, the game is endlessly new and fun.
The winner can be the fastest student.
The winner can be the fastest team.
The loser can be the slowest student.
*** Mistake games engage students to pay attention much better, and still has students repeating after the teacher for practice. But be sure that the majority of words are spoken correctly. If every word is a mistake, students will not learn well, and will likely just get confused.
Choose A or B:
Prepare the phonics words on the board. The Teacher will Say 2 options for each word. Students will repeat only the correct answer. This can be done as a class, team, or individual student.
Example:
Cat- Teacher says: Bat or Cat Students respond: CAT
Fit- Teacher says : Fit or Fat Students respond: FIT
Burger- Teacher says: Burger or Borger Students repeat: BURGER
Made- Teacher says: Made or Mad Students repeat: MADE
*Mistakes with consonants are easier, Vowels more difficult
Step 3 Drills: Drills that have students sound out, and say words by themselves
Solo Student: Each student Sounds out and says a word on the board. If they are correct the are a "Winner".
Ex. Word is STEAL... Student says S-T-EA-L Steal
If incorrect they must try again later after other students try.
This drill can have students say 1 word, or multiple words depending on class size and time.
Team Perfection: Each Team takes turns trying to sound out and say the list of phonics words on the board together as a team perfectly. If the slightest mistake is made, that team loses, and the other team gets to try. The drill continues until 1 team wins.
Mistakes can be not speaking together, Mispronouncing a word, not standing nicely, too slow to stand up with their team, not standing on the line, not talking loudly...
The more strict the teacher is in this game, the more fun it is. The goal is for the teacher to try to find mistakes, to switch and have the other team have a try. By switching back and forth many times, all students get to practice a lot, and also listen to the other team to try and fix their mistakes.
Change 1 Letter: Write 1 word on the board in large oversized letters. Choose students to try to sound out the word and say it correctly. When a student has said the word correctly, change 1 letter or add a letter to change the word. Continue the drill so all students have a chance to try.
Example: BAD - SAD- SAP- SIP- TIP- TAP- TAPE-CAPE-CAP- CUP-CUT-CUTE-CUBE-TUBE-LUBE...
*If difficult, after each student "Wins" have the class repeat the word after the teacher, and then change a letter for the next word.