2015 NCLC - Building Proficiency Through a Consistent Literacy Program and Fun, Engaging Activities

Hands-on Activities
for Splash Immersion Classrooms
© 2013 The Center for International Education, Inc.

OBJECTIVE:
Around the World is a contest to correctly identify
words, pictures, etc.
MATERIALS:
You need a pack of at least 10 cards with pictures,
numbers, stroke, radical, character or words related to
whatever you are teaching in class.
NUMBER OF PLAYERS:
Your entire word study group (i.e. all 6-8).
HOW TO PLAY:
1. Start the activity with one student standing
behind another seated student.
2. The teacher holds up a card. The standing and
seated student compete to see who can say what’s
on the card first.
3. The winner moves to challenge the next person
in the circle.
4. If the person standing loses, he/she sits down in
the seat of the loser, and the winner stands up to
challenge the next person.
5. If there is a tie, the students get another card to
try.
WINNING
There are multiple chances to “win” during this game.
Around the World ends when the teacher calls time.
SCAFFOLDING:
Basic Level:
• Students correctly identify color, picture, stroke,
radical, character, or word on the card you hold
up.
Intermediate Level - Word Recall:
• When the teacher holds up a card with a
stroke/radical on it, the students compete to
be the first to call out a character that be-
gins with/contains that stroke/radical (e.g.,“
丶”‌ _“六” or “文”).
• When the teacher holds up a card with a char-
acter on it, the students compete to be the first
to call out a word that begins with/contains that
character (e.g., “男” _“男孩”).
Advanced Level:
• Students give an antonym (or synonym) to what’s
on the card.
• Students make a sentence with word on the card.
• Students use word of different parts of speech
correctly.
WORD STUDY: AROUND THE WORLD

OBJECTIVE:
Draw is a timed contest to see which student can
collect the most cards. Use DRAW to review days of
the week, months of the year, pictures, shapes, colors,
number words, opposites, nouns, verbs, or whatever
you are teaching in class!
MATERIALS:
You need a pack of about 14 cards with a stroke/radical/
color/picture/word on each card.
NUMBER OF PLAYERS:
Ideally, 2 players, but no more than 4 per game. (Within
one Word Study rotation, you may use two identical sets
of Draw or two different sets.)
HOW TO PLAY:
Spread cards face down on the table. Students take turns
to flip over one card. If they properly identify what is on
the card during their turn, they keep the card. If they
don’t get it right, they must turn the card back over.
SCORING WINNING:
When the teacher calls time or no more cards are left
on the table, the teacher asks how many cards each
student has.
Whoever has the most cards, wins. There doesn’t have
to be a prize for this contest. Simple recognition is
enough!
SCAFFOLDING:
Basic Level:
• Students correctly identify the color, picture,
stroke, radical, character, or word on the card
they pick up.
Intermediate Level
• Given a stroke/radical on the card students say a
character that begins with/contains that stroke/
radical.
• Given a character on the card students say a word
that begins with/contains that character.
Advanced Level:
• Students give an antonym (or synonym).
• Students make a sentence with word.
• Students give a definition for a word on the card
or a word for a definition on the card.
WORD STUDY: DRAW

OBJECTIVE:
Concentration is a memory game in which players try to
collect the most cards.
MATERIALS:
You need a stack of at least 16 cards (with 8 matching
pairs), but no more than 24 cards (with 12 matching
pairs).
NUMBER OF PLAYERS:
Ideally, 2 players, and no more than 4
HOW TO PLAY:
1. Put all cards faced down on the table.
2. Students take turns. During their turn, they may
flip over two cards, leaving the cards face up on
the table. If they get a match, they keep the cards.
3. If they don’t get a match, they turn the cards back
over – in the same spots as before. And it’s the
next person’s turn.
4. The person with the most cards at the end of the
game wins.
You can use Concentration to review:
• Pictures with initial stroke/radical (e.g., “丶” _”
说”; “讠”_”说”)
• Pictures to words
• Shapes, colors, numbers, months, holiday, etc.
with words that represent corresponding concepts
• Antonym/synonym (“对” vs “错”)
• Words with definitions
• Story characters with an adjectives that describes
that character
You can also think of hundreds of other possibilities to
create pairs of pictures for Concentration.
WORD STUDY: CONCENTRATION

OBJECTIVE:
Students try to collect the most cards that they can
during a game – although they realize they may have to
give up all their cards if they pull an “Oh! No!” card.
This game is very similar to Draw, except that it never
ends unless a teacher calls time.
MATERIALS:
• You will need 10 to 20 cards with 2 to 3 cards
that read “Oh! No!” or “不！” and the rest with a
color, picture, letter or word on each card.
• A small bag
NUMBER OF PLAYERS:
Ideally, there are 2 to 3 players, and no more than 4
players to a game.
HOW TO PLAY:
1. Put all the cards in a bag.
2. Students take turns pulling a card from the bag.
3. If they correctly identify the card, they get to
keep it.
4. If they incorrectly identify the card, they put it
back.
5. If they incorrectly identify the card, they put it
back.
6. If a student draws a 不！card, then he/she says “
不！” and puts all the cards he/she has accumu-
lated (including the 不！card) back into the bag.
SCAFFOLDING:
Basic:
Student identifies concept (e.g., color, shape, pictures
of objects, etc.), stroke, radical, character, or word on
each card.
More Advanced:
• Given a stroke/radical, the player says a character
that begins with/contains that stroke/radical.
• Given a character, the player says a word that
begins with/contains that character.
• Given a word, student says a synonym/antonym.
• Given a word, student makes a sentence using
the word.
WORD STUDY: OH! NO!
不！

[高阶 Advanced Version]
OBJECTIVE:
This game is exactly like regular Oh! No! – except that
it adds a written component. Students try to collect the
most number of cards they can before the teacher calls
time.
MATERIALS NEEDED:
• Dry erase boards and markers
• A set of 10 to 20 cards with a picture, letter, word,
number, etc on each card and 2 to 3 of the cards
with “Oh! No!” or “不！” written on it.
• A small bag to hold the cards
NUMBER OF PLAYERS:
Ideally, 2 to 3 players, and no more than 4 players.
HOW TO PLAY:
1. Put all the cards in a bag.
2. Students take turns pulling a card from the bag.
3. If they correctly write the name or answer, they
keep the card. If they incorrectly identify the card,
they put it back.
4. If a student draws a 不！card, then he/she says “
不！” and puts all the cards he/she has accumu-
lated (including the 不！card) back into the bag.
EXAMPLES
• Time. A card reads “早上九点。(9 o’clock in the
morning.)” The student draws the time on a clock
on his/her dry erase board.
• Synonyms/Antonyms. Given a word, student
writes the synonym/antonym.
• Grammar/Punctuation. Shown the name of a
punctuation mark, the student draws it on his/her
dry erase board (e.g. “句号” → “。”).
WORD STUDY: OH! NO!
不！

OBJECTIVE:
Maximize simultaneous participation (while saving
paper!)
MATERIALS:
• Dry erase boards (class set or small group set)
• Dry erase markers
• Some kind of eraser (socks, scraps of felt, used
dryer sheets; not Kleenex or paper towels—too
expensive and not reusable)
NUMBER OF PLAYERS:
Everyone in a small group (6-8 students) or a whole
class
WAYS TO PLAY:
1) A simultaneous response to a question
a. Yes/no questions
b. Multiple choice questions (a,b,c,d)
c. Single-word answer
d. Phrase or sentence
2) Questions to other students or to the teacher
3) Compare and contrast (draw a line down the middle
of board)
4) Graphic organizer
5) Sequencing
6) Bingo (see separate activity card)
RULES (IMPORTANT!):
• When teacher is talking, pens must be capped.
• Students must obey teacher’s commands (e.g.
“pens up,” “pens down”).
• Students should not constantly draw and erase,
draw and erase.
• Students should cap their markers when they are
not using them.
• After rules have been taught, if a student violates
a rule, the teacher should immediately take away
his/her dry erase board and have the student use
pencil and paper instead.
WORD STUDY: DRY ERASE

OBJECTIVE:
Students try to fill their bingo charts with a certain
number of chips.
This activity asks students to correctly identify vocabu-
lary words or answers to math problems.
MATERIALS:
• Tic-tac-toe board with at least 9 squares
• Chips or markers
NUMBER OF PLAYERS:
Everyone in a small group (6-8 students) or the whole
class
HOW TO PLAY:
Bingo can be played in several different ways. In its
most basic form, the teacher calls out an item, and
students search for it on their boards and cover the item
with a chip if they have it.
WINNING
There are multiple chances to “win” during this game.
Around the World ends when the teacher calls time.
SCORING WINNING:
Students win when they either fill a column, row, diago-
nal, 4 corners, or the whole board.
EXAMPLES:
Basic Level
• Teacher holds up a card with 2 items, and stu-
dents look for the number 2 on their boards.
• Teacher holds up a picture, and students look for
the name of the image on their boards.
More Advanced Level
• Teacher shows students a math problem, and
students find the answer on their boards.
• Teacher calls out the definition, antonym, or syn-
onym of a vocabulary word on students’ boards.
WORD STUDY: BINGO

OBJECTIVE:
Bean Bag Toss is a great game for simultaneous partici-
pation and quick informal assessments of your students’
knowledge.
MATERIALS:
• Two to four dry erase boards or pieces of con-
struction paper.
• Bean bags. Ideally you have one bean bag for each
student. But you should have enough bean bags
for at least half of the students playing the game.
NUMBER OF PLAYERS:
Your entire word study group (i.e. all 6-8).
HOW TO PLAY:
1. Lay on the floor two to four dry erase boards or
pieces of construction paper, each with a stroke/
radical/character/word/picture on it.
2. Have students stand in a line about 6 feet away
from the boards.
3. Call out stroke/radical/character/word. Students
try to toss their bean bag to the correct board or
piece of construction paper.
EXAMPLES:
Character to radical
• Character to stroke
• Picture of object/concept to word
• Seasons: Describe characteristics and students
toss to correct season (e.g. leaves falling, swim
suits, snow)
• Noun to word of measurement (e.g., “人”_”个”;
“狗”_”只”)
WORD STUDY: BEAN BAG TOSS

´Single-Column Sorts
HOW TO PLAY:
Randomly lay out a set of cards (with words/charac-
ters/strokes/radicals/pictures) face up on a table.
Students sort the cards in sequential order into a
column or line.
Linear sorts can be used to review:
• Numbers • Events in a story
MATERIALS NEEDED:
Six to eight cards to be sorted.
NUMBER OF PLAYERS:
Individually or in pairs.
´Physical Sorts
HOW TO PLAY:
Students pull objects out of a bag and place them into
categories.
NUMBER OF PLAYERS:
No more than 2 to 3 students should pull objects out of
the same bag.
EXAMPLES:
• Animals: 2-legged, 4-legged, 8-legged
• Amphibians vs. mammals
• Living vs. non-living things
• Colors: Red objects vs. green objects
´Double/Multiple Column Sorts
OBJECTIVE:
Given a random set of objects or words, students
divide them into different columns or categories.
MATERIALS NEEDED:
10-12 cards
HOW TO PLAY:
Put cards face up on a table and have students pair them
either individually or in partners.
Examples:
Number Number Word
1 一
OTHER EXAMPLES:
• Synonyms/Antonyms
• Picture(s) and first stroke of character
• Picture(s) and radical contained in the corre-
sponding character
WORD STUDY: SORTS

OBJECTIVE:
The goal of Match Mine is to work on students’ oral
production.
MATERIALS:
• An object that can act as a visual barrier between
two students (e.g. a folder or a notebook).
• Objects, such as unifix cubes, shapes, colored
counters and any pictures you can make patterns
with.
NUMBER OF PLAYERS:
Students play in pairs.
HOW TO PLAY:
1. One student takes his/her objects and makes a
pattern with them.
2. Using oral skills, he/she guides the other student
on how to make the same pattern.
3. The other student can’t see the pattern because of
the visual barrier so must rely on verbal cues.
WORD STUDY: MATCH MINE

OBJECTIVE:
The goal of Same Different is to work on students’ oral
production.
MATERIALS:
• Two pictures
• An object that can act as a visual barrier between
two students (e.g. a folder or a notebook).
NUMBER OF PLAYERS:
Students play in pairs.
HOW TO PLAY:
1. Each student has a picture. The pictures are very
similar except for some differences. You tell stu-
dents how many differences they need to identify.
2. They must orally describe the pictures to each
other to figure out the differences.
3. Students make a list of the differences or circle the
differences on the picture.
WORD STUDY: SAME DIFFERENT

OBJECTIVE:
Four Corners is an easy way to jump start an oral pro-
duction or writing activity by giving students choices.
It also gets them up and moving.
MATERIALS:
You need signs for the four corners of your room.
NUMBER OF PLAYERS:
You can play this game with an entire Word Study
group or even your whole class.
HOW TO PLAY:
1. Assign a category/name to each of the four cor-
ners of your classroom or carpet
2. Ask students to pick one of the four corners to
go to.
3. Once they get there, do an activity related to that
corner, usually they produce something either
individually or with the group.
4. They can make a sentence, make a list, write a
paragraph.
EXAMPLES
Seasons: Each corner represents a season. Ask students
to go stand in the corner with their favorite season.
Once there, students say or write a sentence about the
season. (e.g. “我喜欢夏天因为我可以游泳。(I like
summer because I can swim.)”)
Colors: In the corner of their favorite color, students
make a sentence with that color.
Food: Put four food groups in each corner. Once
students pick one of the corners representing four food
groups, have them write the names of five foods within
that food group.
Geography/Travel: You could have four corners with
city names (e.g. Miami, Chicago, New York, and Las
Vegas). Students must pick one of the cities they’d want
to go to and write 5 sentences about that city.
NOTE: When students see friends going to one corner,
that may influence their choice. You may get a lot of
friends in one corner. So you may want to make stu-
dents write down their choices on paper or a dry erase
board first before they start moving to a corner.
WORD STUDY: FOUR CORNERS

OBJECTIVE:
Inside/Outside Circle is a great way to review material.
It gets students moving and engaged with different
students.
NUMBER OF PLAYERS:
A whole Word Study group or class can play. The more
the better!
MATERIALS:
You’ll need an index card for every player. Each card
has a problem/question on one side and an answer on
the other side.
HOW TO PLAY:
1. You need two circles with an equal number of stu-
dents. Half of the group stands in an inner circle
facing out. The other half stands on the outside of
the inner circle – facing in.
2. Everyone in the inner circle answers a question
on the card of the person opposite them (in the
outer circle).
3. Then one of the circles rotates one or more spaces
around the circle.
4. Continue until it’s time for the inner circle to ask
questions of the outer circle.
EXAMPLES:
Picture/Words
Front of card:
Back of card: 月(moon)
Numerals/Number words
Front of card: 2
Back of card: 二
Math Facts:
• Front of the card: “五加六”
• Back of the card: “十一”
(You can also have more complex word prob-
lems.)
Topical Facts:
• You could choose questions about any theme/
topic you have studied in class.
• For example, if your class was studying polar
bears. The inside circle might have questions
about polar bears. And the outside circle would
have to answer those questions.
WORD STUDY: INSIDE/OUTSIDE CIRCLE

OBJECTIVE:
Line-up sharpens students’ ability to place things in a
sequence. It maximizes simultaneous participation and
utilizes the Total Physical Response method. Students
must physically move to get into a correctly sequenced
line.
NUMBER OF PLAYERS:
The whole Word Study group or even a whole class can
play this game simultaneously.
HOW TO PLAY:
1. Each student gets a card.
2. Each card has some piece of information (e.g.
a number, a word, an event in a story or a math
problem). Students can show their cards to other
players.
3. Students must get into order from the first person
in the line to the end of the line according to the
sequence.
EXAMPLES of Line-up:
• Sentences: Each card has a word or punctuation
mark of a sentence.
• Math problems: Students must get in the order
of the answers to math problems on the cards,
standing from least to greatest.
• Words: Students get cards with words on them.
They must line up in alphabetical order.
• Words: Students get a picture on a card. They
must identify the word name of the picture, and
then line up in alphabetical order.
• Events in a story
• Timelines
WORD STUDY: LINE-UP

OBJECTIVE:
The goal of Stick Nose is to review positional words,
work on students’ listening comprehension and oral
production.
MATERIALS:
• Blackboard and chalk, or whiteboard and marker
• Sticky notes
• A pen
• A handkerchief
NUMBER OF PLAYERS:
In pairs or small groups
HOW TO PLAY:
1. Draw a big face without a nose on the board.
2. Draw a nose on a piece of sticky note.
3. One student comes up to the board, blindfolded
with a handkerchief. His/her goal is to stick the
nose at the correct place on the board with other
students’ verbal help.
4. The other students are responsible for giving
instructions to the blindfolded student by using
position words such as 上、下、左、右(Up,
down, left, right).
5. This game should be played multiple times until
the whole class comprehends the position words
and different body parts can be used (e.g., eyes if
playing with a face, limbs if playing with a whole
human body on the board).
WORD STUDY: STICK NOSE
贴鼻子

OBJECTIVE:
The goal of Describe and Guess is to review vocabulary,
and work on students’ oral production.
MATERIALS:
A set of vocabulary cards
NUMBER OF PLAYERS:
Ideally 2 players, but no more than 4 players per team.
(With one Word Study rotation, you may use two iden-
tical sets of Draw or two different sets). It can also be a
group competition game.
HOW TO PLAY:
1. Each team is divided into the Describe side and
the Guess side.
2. The Describe side will pick a vocabulary card,
and verbally describe in Chinese or act out the
meaning of the word.
3. The Guess sides goal is to guess the word and
write the word on the board (or say the word)
4. Exchange sides and repeat the game.
5. The exchange continues for certain number of
rounds. The team that collects the most vocabu-
lary cards wins.
WORD STUDY: DESCRIBE AND GUESS
我说你猜

OBJECTIVE:
The goal of Simon Says is to review vocabulary, work
on students’ listening comprehension and oral pro-
duction.
MATERIALS:
An open space big enough for the whole class to move
around
NUMBER OF PLAYERS:
The entire word study group or the whole class
HOW TO PLAY:
1. One person acts as 西蒙(Simon). Teacher can
pick a different name students are more familiar
with.
2. All the other students stand up, make a big circle,
Simon stand in the middle of the circle
3. Simon gives action orders to the students by
saying: “Simon says…”. The students need to do
what Simon says.
4. If anyone fails to do what Simon says, but a
student reacts to the command, he/she is out. If
Simon skipped the word “Simon says”, he/she is
out as well.
5. The first time playing this game, the teacher will
be Simon. After the students are familiar with the
game, they can choose to act as Simon. Only one
Simon at a time.
EXAMPLES:
• Simon: “西蒙说，‘跳’(Simon says, ‘jump’)”;
students need to jump.
• Simon: “西蒙说，‘跑’(Simon says ‘run’)”; stu-
dents need to run.
• Simon: “站起来(Stand up)”; students should not
stand up.
WORD STUDY: SIMON SAYS
西蒙说

OBJECTIVE:
The goal of Sentence Relay Race is to work on students’
listening comprehension and oral production.
MATERIALS:
No material needed
NUMBER OF PLAYERS:
Small group
HOW TO PLAY:
1. Divide students into several teams. Each team
should have 5-8 students.
2. Each team lines up.
3. Teacher whisper a full sentence to the first student
of each team, so the rest of team can’t hear the
sentence from the teacher. Then the students
deliver the sentence one by one, until the sentence
is delivered to the last student.
4. The last student says the sentence out loud.
5. Compare the speed and accuracy of the delivery
among different teams. The sentences for teams
can be the same or different.
WORD STUDY: SENTENCE RELAY RACE
句子接力比赛

OBJECTIVE:
Yell and Whisper is an activity used to review
vocabulary.
The game is great to use when the teacher’s throat is
tired or the students do not want to read words.
MATERIALS:
• A set of word cards
• Stickers or magnets
• Blackboard or whiteboard
NUMBER OF PLAYERS:
HOW TO PLAY:
1. Stick the word cards onto the blackboard/white-
board
2. Teacher points to a word card, reads the word,
and asks students to read after her.
3. The rule is that if the teacher reads loudly, the
students should read with a small voice; if the
teacher reads with a small voice, the students
should read loudly.
WORD STUDY: YELL AND WHISPER
大小声

OBJECTIVE:
Bouncing Ball helps students review numbers.
MATERIALS:
A bouncing ball
NUMBER OF PLAYERS:
HOW TO PLAY:
1. Divide the students into two groups.
2. Ask the students to close their eyes.
3. While teacher is bouncing the ball, students need
to count the number of bounces by heart.
4. The teacher stops bouncing and asks the students
how many times she bounced the ball. (多少？)
5. The group that answers correctly earns points,
and a member from that team gets to bounce the
ball for the next question.
6. The group that scores higher wins the game.
EXAMPLES:
• The teacher can bounce the ball with regular
rhythm, pause at some point, or change the
rhythm in order to make it more fun. Then, the
teacher asks: “多少？” the student should answer:
“十一。”
WORD STUDY: BOUNCING BALL
拍皮球

OBJECTIVE:
The goal of Inflatable Hammer is to review vocabulary.
MATERIALS:
• An inflatable hammer
• A set of pictures that correspond with vocabulary
learned in classes
NUMBER OF PLAYERS:
In pairs or the whole class
HOW TO PLAY:
1. Stick the pictures on the blackboard.
2. Ask one student to stand in front of the black-
board, holding the inflatable hammer.
3. The teacher says a word, student need to repeat
the word and hit the corresponding picture with
the inflatable hammer.
4. The teacher’s role can be substituted with a
student.
WORD STUDY: INFLATABLE HAMMER
砸榔头

OBJECTIVE:
The goal of Bouquet Toss is to review sentence patterns,
works on students’ listening comprehension and oral
production.
MATERIALS:
A bouquet
NUMBER OF PLAYERS:
HOW TO PLAY:
1. Students remain seated or stand in a line.
2. Teacher stands a couple feet away from the stu-
dents, and turns his/her back to the students.
3. Teacher tosses the bouquet backward, towards
the students; whoever catches the bouquet need
to make a conversation with the teacher, using
sentence patterns learned.
4. Practice using sentence patterns like“你叫什
么？”(What’s your name?)、“我叫……”(My
name is…).
5. The teacher’s role can be replaced by a student.
6. This game can be used in other language points
that needs two-person conversation practice.
WORD STUDY: BOUQUET TOSS
抛绣球

OBJECTIVE:
The goal of Treasure Box is to review vocabulary.
MATERIALS:
• A large bag, or a large box with a hole on one side
• Objects corresponding to the vocabularies
learned in classes, such as pen, book, or pencil
NUMBER OF PLAYERS:
In pairs or small group
HOW TO PLAY:
1. Put all the objects into the large bag or box.
2. Ask one student to grab one object from the con-
tainer without looking (he can be blindfolded).
3. Teacher and other students ask him/her: “那是
什么？” (What is it?) The student needs to feel
the object with his/her hands and guess what the
object is.
4. The student answers correctly can get a prize.
WORD STUDY: TREASURE BOX
百宝箱

OBJECTIVE:
The goal of Cowboys is to review vocabulary.
MATERIALS:
A set of word cards
NUMBER OF PLAYERS:
In pairs
HOW TO PLAY:
1. Two students stand back to back. Each one holds
a word card in front of them.
2. Teacher counts “一, 二, 三（1，2，3）”, the two
students walk three steps away from each other.
Then, turn around and try to speak out the word
on the other student’s hand as quickly as possible.
3. The one who speaks faster and correct wins.
WORD STUDY: COWBOYS
牛仔

OBJECTIVE:
The goal of Number Reading Competition is to review
numbers.
MATERIALS:
paper and pens
NUMBER OF PLAYERS:
Small group
HOW TO PLAY:
1. Pair two groups to compete with each other.
2. Every student takes a piece of paper and writes
down a set of numbers: a 3 digit house number,
a 5 digit zip code, or a 10 digit phone number
(more digits means higher level of difficulty).
3. One student from group A gives his/her paper
to a student in group B, and he/she reads the
numbers. If he/she reads them correctly, the team
will score 1 point.
4. The roles exchange between two teams
5. After a certain number of rounds, the team with a
higher score wins.
WORD STUDY: NUMBERS READING COMPETITION
报号码对抗赛

OBJECTIVE:
The goal of How Old is She? is to practice the order of
numbers.
MATERIALS:
A set of pictures with people of different ages
NUMBER OF PLAYERS:
In pairs or small group
HOW TO PLAY:
1. Teacher writes the age of the person on the back
of the picture.
2. Pair two groups up to compete with each other.
3. Group A chooses a picture to show group B,
and asks: “how old is she/he?” Group B needs
to guess. Group A needs to say if the person is
younger or older than the guessed age. Group B
has 10 chances.
4. If group B guesses correctly within 5 times, they
gain 6 points, they gain 5 points with 6 guesses, 4
points with 7 guesses, 3 points with 8 guesses, 2
point with 9 guesses, and 1 point with 10 guesses.
5. Switch roles between teams for the next round.
6. The group which scores higher after certain num-
ber of rounds wins the game.
WORD STUDY: HOW OLD IS SHE?
猜年龄

OBJECTIVE:
The goal of Counting Numbers is to review numbers,
and a grouping tool.
MATERIALS:
No material needed
NUMBER OF PLAYERS:
HOW TO PLAY:
1. All students stand in a line, or make a circle.
2. Let students take turns to count from 1 to 5.
Which student to start counting can be decided
arbitrarily. The first student counts 1, the next
counts 2, and so on and so forth until the fifth
counts 5. The sixth student counts 1 again, and
the cycle continues until all students get a number
assigned.
3. Teacher can use this activity to divide students
into groups, or assign seating area (the highest
number can change depending on how many
groups the teacher wants to have).
WORD STUDY: COUNTING NUMBERS
轮流报数

OBJECTIVE:
The goal of Listen and Pick is to review vocabulary and
work on students’ listening comprehension.
MATERIALS:
Two same sets of word cards
NUMBER OF PLAYERS:
HOW TO PLAY:
1. Stick two sets of word cards on two sides of the
blackboard.
2. Divide students into two groups.
3. Each group nominates a representative.
4. Each group representative stand in front of a set
of word cards.
5. Teacher will read a word and group representa-
tives must pick the corresponding word card as
fast as possible. Scoring their performances base
on speed and accuracy.
6. Change group representatives and repeat the
game, until every student has participated at least
once.
7. The scoring rubric
• Faster and correct:2 points;
• Slower but correct gains 1 point;
• Other outcomes: 0 point.
8. The group with a higher score at last wins.
9. Teacher can increase the level of difficulty by
speaking a phrase, or even a sentence much more
complicated than a word and having students
pick a picture they think represents the phrase/
sentence.
EXAMPLES:
• Teacher reads: “太阳” (Sun), then the group
representatives must pick the word card that says
“太阳” (Sun) as quickly as possible. The one who
picks the word card faster and correctly will gain
2 points, if the other one also pick the word card
correctly; he/she gains 1 point for the team.
WORD STUDY: LISTEN AND PICK
听词语摘卡片

2015 NCLC - Building Proficiency Through a Consistent Literacy Program and Fun, Engaging Activities

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2015 NCLC - Building Proficiency Through a Consistent Literacy Program and Fun, Engaging Activities