This document provides descriptions of 27 different English games that can be played with students to teach the alphabet and English vocabulary in a fun way. The games include activities like alphabet relay races, guessing games using flashcards, musical chairs with vocabulary words, and more. The games can be used to review letters, words for objects, actions, colors, and other common vocabulary topics.
The document provides techniques for teaching English. It describes several activities including acrostics, where students generate words starting with each letter of a topic word. Another activity is "add to the picture" where students take turns adding objects to a drawing on the whiteboard and describing what they added. A third activity involves hiding story cards around the classroom and having students put the story back in order. The document provides detailed instructions for implementing these and several other classroom language activities.
This document provides instructions for several vocabulary games that can be played in an English language classroom. It begins with a preface dedicating the book of games to English teachers. Then, 12 games are described in detail, including the skills targeted, level appropriateness, required materials, and instructions. The games provide engaging ways for students to practice vocabulary through activities like tongue twisters, dice games, running dictation, and Pictionary.
The document contains a list of over 50 games and activities for teaching English vocabulary, structures, listening, writing, stories and classroom management. It groups the games by their purpose such as warm-up games to present vocabulary, practice vocabulary, create a good atmosphere, practice structures, listening games, writing games, story games and vocabulary games. Each entry provides a brief description of how to play the game. Examples of warm-up games to present vocabulary include Key Hole, Learn 5 New Words, Backwards and Forwards. Games to practice vocabulary involve acting out words, drawing pictures, musical chairs and hot seat where students try to guess a word on their teammate's head.
The document provides descriptions of 10 short activities called "Energizing Brain Breaks" that teachers can use in the classroom. The activities are designed to help students refocus, get active, and reinforce learning. They include exercises like "The Train Connection" where students line up and follow a leader in a train, and "Find It In a Flash" where students find real-world items that match flashcards. The activities take 1-2 minutes and can be modified for different ages.
Games are an important part of language teaching that allow students to practice vocabulary in an enjoyable way. This document describes several vocabulary games teachers can use, including memory games to practice recalling words in sequence, word association games to practice different lexical categories, miming games to act out meanings without words, guessing games to define tools and occupations, and suggestion chain games to practice leisure activities and making recommendations. The games provide fun ways for students to reinforce vocabulary through interaction and competition with their classmates.
Class room activities general reg classKerry Allen
The document provides a list of non-academic games and activities that can be used in the classroom during break times or integrated into lessons. These include using magic tricks, having student talent shows, keeping an "assorted activities box" of interesting objects, various drilling techniques like catchball drilling, and games like musical chairs that reinforce vocabulary or concepts. Additional suggestions are flashcard games, roleplaying games, mind mapping, substitution tables, and blackboard races to review material in a fun, competitive way.
This lesson plan outlines activities for warming up students, reviewing past material, and maintaining routines at the beginning of ESL lessons. It suggests greeting students as they enter, using name tags, puppet greetings for younger students or ball toss for older students, singing a hello song, checking homework, doing exercise commands, and reviewing vocabulary or games from previous lessons. The warm up sets the tone and frame of mind for learning while reviewing helps reinforce past material through familiar games and activities.
This document provides guidance and suggestions for teaching a CELTA course. It discusses general advice such as scripting what you will say, grading your language to students' levels, and staging instructions. It then provides examples of classroom activities with step-by-step instructions on how to conduct them. The activities demonstrate techniques for giving clear instructions, checking for understanding, modeling, and monitoring student work. Key aspects of classroom management such as interaction patterns, boardwork, physical space, building rapport, and monitoring are also addressed.
The document provides techniques for teaching English. It describes several activities including acrostics, where students generate words starting with each letter of a topic word. Another activity is "add to the picture" where students take turns adding objects to a drawing on the whiteboard and describing what they added. A third activity involves hiding story cards around the classroom and having students put the story back in order. The document provides detailed instructions for implementing these and several other classroom language activities.
This document provides instructions for several vocabulary games that can be played in an English language classroom. It begins with a preface dedicating the book of games to English teachers. Then, 12 games are described in detail, including the skills targeted, level appropriateness, required materials, and instructions. The games provide engaging ways for students to practice vocabulary through activities like tongue twisters, dice games, running dictation, and Pictionary.
The document contains a list of over 50 games and activities for teaching English vocabulary, structures, listening, writing, stories and classroom management. It groups the games by their purpose such as warm-up games to present vocabulary, practice vocabulary, create a good atmosphere, practice structures, listening games, writing games, story games and vocabulary games. Each entry provides a brief description of how to play the game. Examples of warm-up games to present vocabulary include Key Hole, Learn 5 New Words, Backwards and Forwards. Games to practice vocabulary involve acting out words, drawing pictures, musical chairs and hot seat where students try to guess a word on their teammate's head.
The document provides descriptions of 10 short activities called "Energizing Brain Breaks" that teachers can use in the classroom. The activities are designed to help students refocus, get active, and reinforce learning. They include exercises like "The Train Connection" where students line up and follow a leader in a train, and "Find It In a Flash" where students find real-world items that match flashcards. The activities take 1-2 minutes and can be modified for different ages.
Games are an important part of language teaching that allow students to practice vocabulary in an enjoyable way. This document describes several vocabulary games teachers can use, including memory games to practice recalling words in sequence, word association games to practice different lexical categories, miming games to act out meanings without words, guessing games to define tools and occupations, and suggestion chain games to practice leisure activities and making recommendations. The games provide fun ways for students to reinforce vocabulary through interaction and competition with their classmates.
Class room activities general reg classKerry Allen
The document provides a list of non-academic games and activities that can be used in the classroom during break times or integrated into lessons. These include using magic tricks, having student talent shows, keeping an "assorted activities box" of interesting objects, various drilling techniques like catchball drilling, and games like musical chairs that reinforce vocabulary or concepts. Additional suggestions are flashcard games, roleplaying games, mind mapping, substitution tables, and blackboard races to review material in a fun, competitive way.
This lesson plan outlines activities for warming up students, reviewing past material, and maintaining routines at the beginning of ESL lessons. It suggests greeting students as they enter, using name tags, puppet greetings for younger students or ball toss for older students, singing a hello song, checking homework, doing exercise commands, and reviewing vocabulary or games from previous lessons. The warm up sets the tone and frame of mind for learning while reviewing helps reinforce past material through familiar games and activities.
This document provides guidance and suggestions for teaching a CELTA course. It discusses general advice such as scripting what you will say, grading your language to students' levels, and staging instructions. It then provides examples of classroom activities with step-by-step instructions on how to conduct them. The activities demonstrate techniques for giving clear instructions, checking for understanding, modeling, and monitoring student work. Key aspects of classroom management such as interaction patterns, boardwork, physical space, building rapport, and monitoring are also addressed.
Medina-practica docente II - lesson 1- passed revisedKei Medina
This lesson plan introduces students to similes. It includes 4 main activities: 1) completing a worksheet with similes, 2) describing characters from movies using similes, 3) working in groups to draw a monster and generate similes for it, and 4) playing a similes version of Pictionary in groups. Scaffolding is provided throughout, such as explaining examples, monitoring work, answering questions, and praising students. The goal is for students to learn about and produce similes while practicing known and new language.
This lesson plan aims to teach beginner students about different pets. It includes 3 activities: 1) a warm-up activity reviewing pets through flashcards, 2) a chant about pets' features for students to underline structures, and 3) a listening activity to complete information about pets. The lesson uses pictures, flashcards, an audio recording, and the students' books. It incorporates pair work, whole class activities, and questions to check comprehension. The teacher assesses understanding through miming, gestures, and yes/no questions. The plan follows a natural approach and uses the PPP method with a focus on vocabulary like colors, legs, tails, and structures such as "Has it got..."
This lesson plan aims to teach beginner students about different pets. It includes activities where students will describe pets' appearances, listen to an audio about pets, complete exercises in their workbooks, and play a guessing game with flashcards. The lesson uses pictures, an audio recording, flashcards, and workbook pages to reinforce vocabulary like "cat", "dog", "frog", "fish", and characteristics such as "has/hasn't got". Through participation in songs, chants, and games, the students will practice recognizing pets, talking about their features, and using structures like "It's a..." and "It has/hasn't got...". The teacher will assess comprehension through miming, gestures, and interactive exercises
The document provides instructions for several greeting activities that can be used during morning meetings in a classroom to build community and get students engaged with each other. Some of the greeting activities described include having students greet each other using different languages, actions, or funny voices. Other activities involve students moving around the circle to greet different partners, playing games while greeting like passing around bean bags, or using props like numbered cards or "snowballs" with names on them. The overall goal of the activities is to encourage interaction and connection between students.
The document outlines a lesson plan for teaching body parts to young students. The lesson includes introducing new vocabulary like arms, hands, legs, and feet through a video song. Students will practice these words by mimicking movements. They will also review numbers and colors. The main activity has students working in pairs to create a monster poster, labeling the body parts. They will then present their posters to the class.
This lesson plan focuses on teaching abilities to elementary students. It uses pictures of Spiderman performing different actions to introduce vocabulary like swim, ride a bike, and climb trees. Students will play memory games matching abilities to words, fill in worksheets about what characters can do, and ask each other questions in pairs. The teacher will assess participation, language use, and have students write what abilities they can and cannot do.
This document provides an overview of a unit about discussing art. It includes conversation starters where students listen to friends commenting on different art objects. Students practice expressing criticism and describing art using adjectives. A conversation model is provided where students review changing voice tone when discussing whether they like or dislike a piece of art. Finally, students rate different artworks and choose pieces for an art exhibition.
This document provides a lesson plan for a 50-minute class for 5-year-old students focusing on school supplies vocabulary. The lesson plan includes the following stages: a routine to greet students; a lead-in using flashcards to introduce new vocabulary; a presentation playing a song game to practice the vocabulary; and a development activity where students make crafts by stringing shapes onto school supply outlines. The lesson aims to help students learn new vocabulary, review numbers and colors, get to know the teacher, and play games integrating their knowledge.
This document provides information about a unit plan for an English teaching practicum. The unit focuses on teaching the verb "to be" in present tense.
The unit has three lessons that introduce and practice using the verb "to be" in affirmative, negative, and interrogative forms. Lesson plans include warm-up games, modeling sentences, student practice writing and speaking sentences, and feedback activities.
Assessments include having students write sentences using professions and pronouns as well as drawing pictures and creating sentences using vocabulary from the unit. The overall goals are for students to understand and use the verb "to be" to talk about themselves and describe people and things.
The document provides descriptions of 12 games that can be used in an English language classroom with young learners. The games aim to develop a variety of English skills such as vocabulary, grammar, listening, and speaking. They include games like "Against the Clock" which reviews vocabulary through timed description, "Alpha Toss" which combines letter sounds to form words, and "Close Your Eyes!" which practices describing physical appearance through questions. Set up, materials, level, time, and aim are outlined for each game.
This lesson plan is for an English class at the secondary level focusing on routines and frequency adverbs. The plan includes 4 activities to introduce, practice, and assess the target language. Students will match images to vocabulary words, read a short text answering yes/no questions, reorder sentences using the new structures, and write 5 sentences about their own routines. The plan incorporates group work, whole class discussion and individual writing. Feedback is provided to help strengthen time management and response to student needs.
The document provides instructions for several greeting activities that can be used during morning meeting to help build community in the classroom. Some of the greeting activities described include having students greet each other using gestures or motions that start with the same letter as their name, passing around bean bags while calling out names, silently greeting with eye contact and smiles, and greeting across the circle with enthusiastic "ta da!" responses on either side. The document aims to offer teachers different options for engaging and interactive greetings to start the school day.
Warm-up Activities for Teaching Children in ESL ClassVo Linh Truong
The document provides an overview of different student learning levels in language acquisition - Beginner, Upper Beginner, Intermediate, Upper Intermediate, and Advanced. For each level, it describes the typical abilities and limitations students have in terms of speaking, listening, reading, and writing in the target language. The levels progress from having very limited abilities to being able to communicate with more complex structures and on a wider range of topics as the level increases.
This document provides descriptions of various classroom activities that target different language skills. Some of the activities described include:
1) Students mingle without being able to say "yes" or "no", and the last one standing wins. Another activity involves students designing coats of arms with information about themselves.
2) A classic game of swapping seats called "fruit salad" where students change places based on a given prompt. Another involves students discussing topics in concentric circles with new partners.
3) Role plays where students prepare sentence starters for different locations and find partners to continue the conversation. Guessing games where students ask yes/no questions to determine locations or jobs.
4) Vocabulary games like
This lesson plan is for a kindergarten class introducing the letter B and the animal butterfly. The 40-minute lesson will begin with greeting and warmup songs. Students will then watch a video about butterflies and learn to identify their colors. Each student will color their own paper plate butterfly and describe its colors. The lesson aims to develop the students' listening, speaking, and reading skills through songs, videos and an art activity where they name colors in English.
The document outlines a 30-minute English lesson plan for a class of 5-year-olds learning shapes, colors, and numbers. The lesson includes a warm-up activity where students identify their moods. Next, the teacher introduces shapes, colors, and numbers through flashcards and a song video. Students then work together to complete a shape puzzle on the board. In the production stage, students independently create landscapes using shapes. For homework, students are asked to review what they learned in class. The goal is for students to practice identifying and naming shapes, colors, and numbers from one to four while developing their English skills.
This document discusses various warm-up activities and lead-in activities that can be used in the classroom:
1. Warm-up activities are used to energize or calm students and prepare them for learning. Some examples provided include the 5 minute interview, questioning games, and movement activities.
2. Lead-in activities are used to introduce new vocabulary or concepts. Suggestions involve using word clouds, matching words and photos, and brainstorming ideas in groups.
3. When resources are limited, alternative minimal resource activities can engage students through games involving vocabulary, speaking, and creative tasks.
4. Using games in the classroom is beneficial as they make learning enjoyable and provide authentic contexts for
ENJ- 300 Presentación Módulo II Lavado de ActivosENJ
Este documento describe los organismos y sujetos involucrados en la prevención y persecución del lavado de activos en República Dominicana. Identifica a los sujetos obligados como entidades financieras, casinos, promotores inmobiliarios y otros que deben cumplir con obligaciones como el registro y reporte de transacciones sospechosas. Explica que el Comité Nacional contra el Lavado de Activos coordina los esfuerzos del sector público y privado, e incluye representantes del gobierno. La Unidad de Análisis Financiera y la Of
Este documento presenta el diseño de un ambiente de aprendizaje mediado por TIC llamado "¡HABLAME VE!" para estudiantes de quinto grado. El ambiente busca desarrollar en los estudiantes competencias comunicativas, de pensamiento crítico, trabajo colaborativo y resolución de problemas a través de actividades que involucren las áreas de matemáticas, ciencias naturales y tecnología. El ambiente se implementará durante dos meses con 14 horas de actividades que incluyen videos, foros, dinámicas grupales y la public
Este documento presenta un análisis de las fortalezas, debilidades y planes de mejora de un emprendedor en varias áreas importantes como el liderazgo, la comunicación, la toma de decisiones, el trabajo en equipo, la solución de problemas, el manejo de la información, la aprovechación de oportunidades, las actitudes, los valores y la responsabilidad social. En cada área, el emprendedor identifica sus puntos fuertes y débiles y propone acciones concretas para mejorar sus habilidades.
Los virus informáticos son programas maliciosos que infectan otros archivos y sistemas con la intención de modificarlos o dañarlos. Se caracterizan por su capacidad de propagarse a través de software de manera autónoma. Existen diferentes tipos de virus como gusanos, caballos de Troya y bombas lógicas, cada uno con sus propias características de infección y replicación. Los antivirus detectan y eliminan virus mediante la exploración de archivos, sumas de comprobación y actualizaciones periódicas de bases de
Este documento narra la historia de un extraterrestre llamado Jendua que llega a la Tierra como parte de una misión para ayudar a los humanos ante un próximo gran cambio cósmico. Jendua se sorprende de ver a los humanos tan absortos en sus vidas materiales y desconectados de su espiritualidad. Su guía le explica que los humanos deben aprender de esta manera. Parte de la misión de Jendua es despertar a otro extraterrestre llamado Zendor que llegó hace siglos y se olvidó de su
Medina-practica docente II - lesson 1- passed revisedKei Medina
This lesson plan introduces students to similes. It includes 4 main activities: 1) completing a worksheet with similes, 2) describing characters from movies using similes, 3) working in groups to draw a monster and generate similes for it, and 4) playing a similes version of Pictionary in groups. Scaffolding is provided throughout, such as explaining examples, monitoring work, answering questions, and praising students. The goal is for students to learn about and produce similes while practicing known and new language.
This lesson plan aims to teach beginner students about different pets. It includes 3 activities: 1) a warm-up activity reviewing pets through flashcards, 2) a chant about pets' features for students to underline structures, and 3) a listening activity to complete information about pets. The lesson uses pictures, flashcards, an audio recording, and the students' books. It incorporates pair work, whole class activities, and questions to check comprehension. The teacher assesses understanding through miming, gestures, and yes/no questions. The plan follows a natural approach and uses the PPP method with a focus on vocabulary like colors, legs, tails, and structures such as "Has it got..."
This lesson plan aims to teach beginner students about different pets. It includes activities where students will describe pets' appearances, listen to an audio about pets, complete exercises in their workbooks, and play a guessing game with flashcards. The lesson uses pictures, an audio recording, flashcards, and workbook pages to reinforce vocabulary like "cat", "dog", "frog", "fish", and characteristics such as "has/hasn't got". Through participation in songs, chants, and games, the students will practice recognizing pets, talking about their features, and using structures like "It's a..." and "It has/hasn't got...". The teacher will assess comprehension through miming, gestures, and interactive exercises
The document provides instructions for several greeting activities that can be used during morning meetings in a classroom to build community and get students engaged with each other. Some of the greeting activities described include having students greet each other using different languages, actions, or funny voices. Other activities involve students moving around the circle to greet different partners, playing games while greeting like passing around bean bags, or using props like numbered cards or "snowballs" with names on them. The overall goal of the activities is to encourage interaction and connection between students.
The document outlines a lesson plan for teaching body parts to young students. The lesson includes introducing new vocabulary like arms, hands, legs, and feet through a video song. Students will practice these words by mimicking movements. They will also review numbers and colors. The main activity has students working in pairs to create a monster poster, labeling the body parts. They will then present their posters to the class.
This lesson plan focuses on teaching abilities to elementary students. It uses pictures of Spiderman performing different actions to introduce vocabulary like swim, ride a bike, and climb trees. Students will play memory games matching abilities to words, fill in worksheets about what characters can do, and ask each other questions in pairs. The teacher will assess participation, language use, and have students write what abilities they can and cannot do.
This document provides an overview of a unit about discussing art. It includes conversation starters where students listen to friends commenting on different art objects. Students practice expressing criticism and describing art using adjectives. A conversation model is provided where students review changing voice tone when discussing whether they like or dislike a piece of art. Finally, students rate different artworks and choose pieces for an art exhibition.
This document provides a lesson plan for a 50-minute class for 5-year-old students focusing on school supplies vocabulary. The lesson plan includes the following stages: a routine to greet students; a lead-in using flashcards to introduce new vocabulary; a presentation playing a song game to practice the vocabulary; and a development activity where students make crafts by stringing shapes onto school supply outlines. The lesson aims to help students learn new vocabulary, review numbers and colors, get to know the teacher, and play games integrating their knowledge.
This document provides information about a unit plan for an English teaching practicum. The unit focuses on teaching the verb "to be" in present tense.
The unit has three lessons that introduce and practice using the verb "to be" in affirmative, negative, and interrogative forms. Lesson plans include warm-up games, modeling sentences, student practice writing and speaking sentences, and feedback activities.
Assessments include having students write sentences using professions and pronouns as well as drawing pictures and creating sentences using vocabulary from the unit. The overall goals are for students to understand and use the verb "to be" to talk about themselves and describe people and things.
The document provides descriptions of 12 games that can be used in an English language classroom with young learners. The games aim to develop a variety of English skills such as vocabulary, grammar, listening, and speaking. They include games like "Against the Clock" which reviews vocabulary through timed description, "Alpha Toss" which combines letter sounds to form words, and "Close Your Eyes!" which practices describing physical appearance through questions. Set up, materials, level, time, and aim are outlined for each game.
This lesson plan is for an English class at the secondary level focusing on routines and frequency adverbs. The plan includes 4 activities to introduce, practice, and assess the target language. Students will match images to vocabulary words, read a short text answering yes/no questions, reorder sentences using the new structures, and write 5 sentences about their own routines. The plan incorporates group work, whole class discussion and individual writing. Feedback is provided to help strengthen time management and response to student needs.
The document provides instructions for several greeting activities that can be used during morning meeting to help build community in the classroom. Some of the greeting activities described include having students greet each other using gestures or motions that start with the same letter as their name, passing around bean bags while calling out names, silently greeting with eye contact and smiles, and greeting across the circle with enthusiastic "ta da!" responses on either side. The document aims to offer teachers different options for engaging and interactive greetings to start the school day.
Warm-up Activities for Teaching Children in ESL ClassVo Linh Truong
The document provides an overview of different student learning levels in language acquisition - Beginner, Upper Beginner, Intermediate, Upper Intermediate, and Advanced. For each level, it describes the typical abilities and limitations students have in terms of speaking, listening, reading, and writing in the target language. The levels progress from having very limited abilities to being able to communicate with more complex structures and on a wider range of topics as the level increases.
This document provides descriptions of various classroom activities that target different language skills. Some of the activities described include:
1) Students mingle without being able to say "yes" or "no", and the last one standing wins. Another activity involves students designing coats of arms with information about themselves.
2) A classic game of swapping seats called "fruit salad" where students change places based on a given prompt. Another involves students discussing topics in concentric circles with new partners.
3) Role plays where students prepare sentence starters for different locations and find partners to continue the conversation. Guessing games where students ask yes/no questions to determine locations or jobs.
4) Vocabulary games like
This lesson plan is for a kindergarten class introducing the letter B and the animal butterfly. The 40-minute lesson will begin with greeting and warmup songs. Students will then watch a video about butterflies and learn to identify their colors. Each student will color their own paper plate butterfly and describe its colors. The lesson aims to develop the students' listening, speaking, and reading skills through songs, videos and an art activity where they name colors in English.
The document outlines a 30-minute English lesson plan for a class of 5-year-olds learning shapes, colors, and numbers. The lesson includes a warm-up activity where students identify their moods. Next, the teacher introduces shapes, colors, and numbers through flashcards and a song video. Students then work together to complete a shape puzzle on the board. In the production stage, students independently create landscapes using shapes. For homework, students are asked to review what they learned in class. The goal is for students to practice identifying and naming shapes, colors, and numbers from one to four while developing their English skills.
This document discusses various warm-up activities and lead-in activities that can be used in the classroom:
1. Warm-up activities are used to energize or calm students and prepare them for learning. Some examples provided include the 5 minute interview, questioning games, and movement activities.
2. Lead-in activities are used to introduce new vocabulary or concepts. Suggestions involve using word clouds, matching words and photos, and brainstorming ideas in groups.
3. When resources are limited, alternative minimal resource activities can engage students through games involving vocabulary, speaking, and creative tasks.
4. Using games in the classroom is beneficial as they make learning enjoyable and provide authentic contexts for
ENJ- 300 Presentación Módulo II Lavado de ActivosENJ
Este documento describe los organismos y sujetos involucrados en la prevención y persecución del lavado de activos en República Dominicana. Identifica a los sujetos obligados como entidades financieras, casinos, promotores inmobiliarios y otros que deben cumplir con obligaciones como el registro y reporte de transacciones sospechosas. Explica que el Comité Nacional contra el Lavado de Activos coordina los esfuerzos del sector público y privado, e incluye representantes del gobierno. La Unidad de Análisis Financiera y la Of
Este documento presenta el diseño de un ambiente de aprendizaje mediado por TIC llamado "¡HABLAME VE!" para estudiantes de quinto grado. El ambiente busca desarrollar en los estudiantes competencias comunicativas, de pensamiento crítico, trabajo colaborativo y resolución de problemas a través de actividades que involucren las áreas de matemáticas, ciencias naturales y tecnología. El ambiente se implementará durante dos meses con 14 horas de actividades que incluyen videos, foros, dinámicas grupales y la public
Este documento presenta un análisis de las fortalezas, debilidades y planes de mejora de un emprendedor en varias áreas importantes como el liderazgo, la comunicación, la toma de decisiones, el trabajo en equipo, la solución de problemas, el manejo de la información, la aprovechación de oportunidades, las actitudes, los valores y la responsabilidad social. En cada área, el emprendedor identifica sus puntos fuertes y débiles y propone acciones concretas para mejorar sus habilidades.
Los virus informáticos son programas maliciosos que infectan otros archivos y sistemas con la intención de modificarlos o dañarlos. Se caracterizan por su capacidad de propagarse a través de software de manera autónoma. Existen diferentes tipos de virus como gusanos, caballos de Troya y bombas lógicas, cada uno con sus propias características de infección y replicación. Los antivirus detectan y eliminan virus mediante la exploración de archivos, sumas de comprobación y actualizaciones periódicas de bases de
Este documento narra la historia de un extraterrestre llamado Jendua que llega a la Tierra como parte de una misión para ayudar a los humanos ante un próximo gran cambio cósmico. Jendua se sorprende de ver a los humanos tan absortos en sus vidas materiales y desconectados de su espiritualidad. Su guía le explica que los humanos deben aprender de esta manera. Parte de la misión de Jendua es despertar a otro extraterrestre llamado Zendor que llegó hace siglos y se olvidó de su
Este documento describe diferentes tipos de vocación profesional. Explica que la vocación es la inclinación a una carrera u oficio y surge de los intereses y aptitudes de cada persona. También señala que la vocación es un proceso que se desarrolla a lo largo de la vida y que implica descubrir la propia identidad y dirección. Por último, resalta que la vocación requiere trabajo continuo para convertirse en un profesional competente y útil.
Este documento presenta el Marco de Buen Desempeño Docente del Perú. Describe la necesidad de cambios en la identidad y práctica docente para lograr aprendizajes fundamentales en los estudiantes. Define ocho aprendizajes clave y cinco tránsitos pedagógicos necesarios. También destaca que la escuela debe liderar la calidad educativa a través de una gestión democrática que promueva el pensamiento crítico. El Marco fue desarrollado a través de un proceso de diálogo y representa un paso hacia el for
El neuromarketing estudia los efectos de la publicidad en el cerebro humano para predecir el comportamiento del consumidor. Un experimento mostró que aunque más personas prefirieron el sabor de Pepsi, cuando se les dijo la marca cambiaron su preferencia a Coca-Cola, indicando que la marca influye más que el gusto. Las neurociencias pueden detectar las razones emocionales subyacentes a las decisiones de los consumidores y cómo responden a los estímulos publicitarios. El neuromarketing aplica técnicas neurocientíficas
ManpowerGroup surveyed nearly 40,000 employers in 41 countries and territories in 2012 to gauge the impact of talent shortages on the global labor market. The seventh annual survey also explored what impact talent challenges are having on their organizations and what they are doing to mitigate the situation.
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El documento presenta información sobre la medición y mejoramiento de la productividad. Se debe analizar al menos tres sitios en el municipio de Valledupar para ubicar una planta de producción aplicando métodos como suma de costos o análisis de factores. La productividad es clave para medir la eficiencia empresarial y el desarrollo económico, y su mejora puede elevar el nivel de vida.
“Em um mundo cada vez mais competitivo onde cada vez mais os recursos são escassos, com prazos mais ínfimos e onde a qualidade e a funcionalidade do produto ou serviço torna-se uma condição de sobrevivência, uma metodologia de gestão de projetos alternativa é necessário.”
Planificador ambiente de aprendizaje con últimas actualizacionesdifemen
Este documento presenta el diseño de un ambiente de aprendizaje mediado por TIC llamado "¡HABLAME VE!" para estudiantes de quinto grado. El ambiente busca desarrollar habilidades comunicativas, de pensamiento crítico y colaboración a través de 14 horas de actividades durante dos meses. Los objetivos incluyen mejorar la comunicación en la escuela y promover valores como la tolerancia y responsabilidad.
Este documento resume las 8 etapas del desarrollo psicosocial propuestas por Erik Erikson, desde la infancia hasta la vejez. Cada etapa presenta un conflicto psicológico fundamental entre dos polos opuestos que debe resolverse para alcanzar un desarrollo saludable. Las etapas incluyen confianza vs desconfianza, autonomía vs vergüenza y duda, iniciativa vs culpa, industriosidad vs inferioridad, identidad vs confusión de roles, intimidad vs aislamiento, generatividad vs estancamiento e integrid
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http://www.wmowonen-nh.nl/conferentie
Leidt samenwerking tussen zorg en welzijn in de wijk tot betere oplossingen voor burgers in kwetsbare situaties? Wat vraagt dit van professionals en hun organisaties? Hoe sluit je aan op informele netwerken en de eigen kracht van burgers? Deze vragen komen aan bod in een workshop over het tegengaan van versnippering en het werken ‘dicht bij de burger’.
Sociale wijkteams vanuit Haarlem en Heemskerk vertellen in samenwerking met maatschappelijke partners (DOCK, Socius en Welschap) over hun ervaringen.
Vanuit het programma ‘Sociaal Werk in de Wijk’ (Hogeschool Inholland/Movisie) wordt ingegaan op versterking van de kwaliteit van sociaal werk in de eerste lijn.
De Noord-Hollandse Alliantie deelt haar ervaringen uit Nieuw Den Helder.
Este documento presenta el diseño de un ambiente de aprendizaje mediado por TIC llamado "¡HABLAME VE!" para estudiantes de 5° grado. El ambiente busca desarrollar competencias comunicativas, de resolución de problemas, trabajo colaborativo y pensamiento crítico a través de 14 horas de actividades en las áreas de ciencias naturales, tecnología y matemáticas durante 3 periodos. Los estudiantes aprenderán a usar la comunicación para mejorar las relaciones interpersonales en la escuela mediante la sistematización y an
La ley establece los principios y derechos para la protección de datos personales en posesión de particulares, como el consentimiento, la calidad y finalidad de los datos, y el derecho de acceso. Los responsables deben obtener consentimiento, informar a los titulares a través de avisos de privacidad, establecer medidas de seguridad, y permitir el acceso, rectificación y cancelación de datos. La ley también regula la transferencia de datos a terceros.
Este documento describe las características de los servidores proxy, cortafuegos y sistemas de detección de intrusos. Un servidor proxy intercepta las conexiones de red entre clientes y servidores, un cortafuegos bloquea el acceso no autorizado a una red, y un sistema de detección de intrusos detecta accesos no autorizados a una computadora o red analizando el tráfico de red.
Este documento presenta una introducción al programa AutoCAD 2004. Explica que AutoCAD es un programa de dibujo genérico que puede usarse para diferentes propósitos a través de personalizaciones. Detalla los requisitos mínimos de hardware y software, e introduce los conceptos básicos como tipos de archivos, uso del mouse, coordenadas y comandos para comenzar a dibujar.
The document provides several game ideas to use for classroom management and language teaching across various topics. For classroom management, it suggests having students put their hands up when called and playing silent ball to get their attention. For language topics, it outlines games for names, numbers, colors, weather, months, telling time, and the alphabet including ideas like Simon Says, memory games, and spelling races. The games are meant to make learning engaging and fun for students.
1. Teachers can use several games and activities to help students learn classroom language and build community. These include hands up and silent ball games to gain attention, name games to learn names, number games like number groups and bingo, telling time games like what time is it Mr. Wolf?, alphabet games like I spy and Simon says spell, color games like color circles and high five, weather games like today's weather board and weather memory, and months games like months march.
2. These games make learning fun and interactive for students while allowing them to practice target language. Teachers should prepare necessary materials in advance and provide clear instructions to play each game successfully.
This document provides descriptions of 42 different classroom games that can be used to teach English vocabulary, letters, numbers, colors and other concepts to students. Many of the games involve movement, team competitions, answering questions to earn points or prizes, acting out vocabulary words, and recalling information. The games aim to make learning engaging and fun for students through an interactive, physical approach.
Sparkle is a warm up activity where students spell out words by saying each letter in turn. If a student misspells a letter, they must sit down. The activity continues with new words until only one student remains standing.
The Chief is an activity where one student is selected as the "chief" and must try to identify classmates touching their back with their eyes closed. It focuses on concentration and frustration tolerance.
Expressive Body has students act out animal movements without sounds to find their partner with the same animal written on a small paper. This encourages animation in class.
The document discusses several games that can be used for language learning in the classroom. It provides tips for choosing and playing games, such as using linguistically relevant games that are simple and fun. Specific games are described that work on vocabulary, grammar structures, listening skills and participation. Games involve movement, acting out words, and turn taking to keep students engaged.
1. The document provides instructions for effective vocabulary teaching methods, including choosing age-appropriate words related to students' curriculum, using games and rewards to motivate students, modeling proper word use, creating a word wall, and periodically reviewing words.
2. It then describes several vocabulary games and activities, such as having students stand up when their assigned word is called, pointing to pictured words, arranging flashcards in order, bringing flashcards to the teacher, and following a path on a grid. The goal is to make vocabulary learning fun and engaging for students.
3. Examples include number or letter lists, snakes and ladders, Othello/Reversi, and card games where students cannot take the last card or must
This document provides a list of over 50 warm-up and review games that can be used to present, practice, and reinforce vocabulary in an English language classroom. Some example games described include Key Hole, where students see part of a picture through a keyhole and guess what it is, Learn 5 New Words where students take turns saying 5 new vocabulary words together to memorize them, and musical chairs where flashcards are placed in the middle and students review the words when they are eliminated. The games target a variety of skills like listening, speaking, writing and are adaptable for different vocabulary topics, levels, and class sizes.
The document provides several classroom management and activity ideas for teachers.
Some key classroom management techniques include having students put their hands up when called and remain still and silent until given further instruction ("Hands Up!"), and playing a silent ball game to get students' attention if they are being loud.
Several name, number, color and weather-themed games and activities are described that can be used for first lessons, practicing vocabulary, and engaging students. These include name games like guessing who said your name, number games like a counting game with "buzz" and finding scrambled numbers, and matching games using color or weather flashcards.
This lesson plan outlines activities for warming up students, reviewing past material, and maintaining routines at the beginning of ESL lessons. It suggests greeting students as they enter, using name tags, puppet greetings for younger students or ball toss for older students, singing a hello song, checking homework, doing exercise commands, and reviewing vocabulary or games from previous lessons. The warm up sets the tone and frame of mind for learning while reviewing helps reinforce past material through familiar games and activities.
The document provides several ideas for morning meetings and energizers for elementary school students. Some of the morning meeting ideas include having students greet each other by trading shoes, using sight words labels on students, and reading books like "Brown Bear, Brown Bear" and replacing words. The energizers include games like "Popcorn's in the Popper" with different movements, "Colour Touch" where students find objects of a called color, "Pass the Squeeze" by passing a hand squeeze around a circle, and "Elephant and Airplane" acting out the two with hand motions.
This document provides a set of warm-up activities for language lessons. It includes 28 different warm-up games and activities with brief descriptions of how to play each one. The warm-ups are intended to raise energy levels, take students' inhibitions, and set the tone for 45 minutes of lesson time. Examples include games like "Action Race," "Adjectival Action," "Fruit Basket," and "Mr. Man" that get students moving, interacting, and practicing target language.
This document provides a list of potential non-subject games and activities that can be used during break times, lunchtimes, or inserted into lessons. It includes suggestions such as using magic tricks, having student show-and-tell sessions, keeping an "assorted activities box" with interesting items, and using various drilling techniques like catchball drilling. Additionally, it outlines many review games that can be played on the whiteboard like blackboard races and relays to reinforce vocabulary and concepts from lessons.
This document describes 15 ice breaker activities that can be used in professional development or classroom settings to help participants and students get to know each other. The ice breakers include having students speak based on the color of M&Ms they draw, guessing personal details and facts about the teacher, playing musical chairs and discussing topics with new partners each round, acting out adjectives for others to guess, inventing a fictional language to converse in, and bringing in personal items to introduce themselves while practicing target language vocabulary. The ice breakers aim to get people interacting, learning facts about one another, practicing language skills, and building comfort in the new setting.
The document provides a list of over 30 speaking activity ideas that teachers can use to get students talking in the target language in the foreign language classroom. Some of the activities described include: trapdoor where students guess the ending of sentences; encore une fois where one student leaves the room while answers are agreed on; and rhubarb where students stop each other from reading if a mistake is made. Overall, the document offers a wide variety of speaking games and exercises to engage students in oral production practice.
The document provides descriptions of games and activities for teaching English to children aged 3 to 5. It discusses using games to develop oral comprehension, vocabulary, and motor skills. Examples of games described include using flashcards, singing songs with instruments, simulating eating food to guess vocabulary, and passing balloons in a circle. The goal is to make learning enjoyable and develop English skills through play.
The document provides ideas and activities for teaching very young language learners. It describes 5 activities: 1) Having students find flashcards hidden around the room. 2) Playing a whisper game where students whisper vocabulary words to each other in a line. 3) Having students guess vocabulary words by holding up flashcards. 4) Using miming and gestures to convey vocabulary words. 5) Chanting and singing words to help students learn stress and pronunciation. The activities aim to make vocabulary learning engaging and memorable for young learners through games, movement, and multi-sensory techniques.
1. Flashcards can be an effective resource for teachers to use in the classroom as they appeal to visual learners and help reinforce vocabulary, structures, and other concepts.
2. The document outlines various activities teachers can do with flashcards, such as drilling vocabulary, identification activities where students guess the word, and total physical response activities where students act out or point to the flashcard.
3. Flashcards are suggested as a way to warm up, present new material, practice, review, assess learning, and reinforce concepts throughout a lesson. When used correctly, they can be a fun and engaging tool.
The document provides instructions for several classroom activities that can be used during morning meeting time to build community. The activities include games like "A Warm Wind Blows" where students move around in a circle based on shared characteristics, "Add 'Em Up" where students collaboratively build a sentence around a topic, and movement activities like "Doin' the Rumba" where students mimic dance moves added by each other. The games are designed to be engaging, get students moving, and help them learn about one another.
Activities and games for warming up studentsBrandon Torres
The document lists 37 warm up activities that can be used by Globalcom's teachers, including:
1) Acrostic and word games to build vocabulary.
2) Memory, guessing, and sequencing games to engage students mentally.
3) Relay races and games involving movement to energize students physically.
The games can be played individually or in small groups to make class more interactive and fun. A variety of materials like boards, papers, and balls are required to play the games.
1. English Games Rumah Upit
Alphabet Shout Out
Randomly choose an alphabet flashcard and award a point to the first student who shouts out a
word beginning with that letter.
Alphabet Writing Relay
Divide and line up the students into two teams. Divide the board into two halves and have one
student from each team run to the board, write 'A', then run to the back of the line. The next
student writes 'B', etc. The first team to finish wins.
Alphabet Erase relay
As 'Alphabet Writing Relay', but this time, write the alphabet on each half of the board and have
each team race to erase the letters in order.
Alphabet Sculptures
Divide the students into teams and call out a letter of the alphabet. Award a point to the first team
that can form the letter with their bodies.
Alphabet Soup
Give each student an alphabet flashcard and have them skip around the room to the 'ABC Song'.
Stop the tape at random and have the students rush to line up in order, e.g. A-K.
Alphabet Touch
Call out letters and have the students find and touch them in the classroom, on posters, etc.
Alphabet Wave
Give each student a few ordered alphabet flashcards and play the 'ABC Song'. Have the students
hold up the cards that correspond to the letters they hear in the song.
Animal Crackers
Take a big dice and assign an animal to each number. Have the students roll the dice and act like
the animal!
The Ball
Throw the ball to a student and ask that student a question. The student answers and throws the
ball to another student asking the same question. E.g. "Can you...?", "Yes, I can. / No, I can't."
"Do you like...?", "Yes, I do. / No, I don't."
Balloon Toss
Have the students stand in a circle. Toss a balloon to one student and elicit vocabulary or a
structure from that student. They must be able to tap the balloon in the air without missing the
vocabulary or structure E.g. S1: "My name's Miki. What's your name?" (tap) "My name's Hiro.
What's your name?" (tap).
Basic Flashcard Fun
The teacher simply holds up a flash card and elicits the answer from the students. This can be
done in teams with points awarded for correct answers.
Beat The Clock
Time the students as they race to put alphabet, days of the week, or month flashcards in order.
Have them try again to see if they can beat their fastest time.
Bingo
Bingo can be used with any topic. Blank Bingo sheets can be used, and students can write of
draw randomly in the boxes. The winner is the first student to cross out all the numbers/letters
etc. on the sheet.
Blindfold Conversation
Arrange the class in a circle and choose one student to stand in the circle with a blindfold on.
Spin the student and tell him/her to point. Tell the student to guess the name of the student he/she
2. is pointing at by talking to him/her. E.g. "Hello. How are you? Do you like...?"
Bluff
The object of the game is to be the first student to get rid of all his/her cards. Divide the students
into small group and deal flashcards to each student. Player 1 chooses a card from his/her hand
and throws it face down on the table saying, for example, "I have (a cat)". Player 1 may be
telling the truth or bluffing. If player 2 has a 'cat' in his/her hand then there's a good chance
player 1 is bluffing. Player 2 should say "No, you don't". If player 1 was bluffing, player 2 gives
player 1 a penalty card from his/her hand. If player 1 was telling the truth then he/she gives
player 2 a penalty card from his/her hand. Continue until one student is out of cards.
The Bomb
Pass a ball, object or a flash card around a circle of students. When the timer rings, the student
holding the ball must answer a question, make a sentence or say a word.
Car Race
Arrange the flash cards in a long line with starting and finishing points. Give each student a
counter. The first student throws the dice and moves. The student must say the word on the
flashcard he/she lands on. If the student makes a mistake, he/she goes back to his/her original
place. Add colored paper between cards to represent 'Take Another Turn', and assign a crash
number e.g. #4 on the dice which means the student must return to the beginning.
Catch The Fruit
Toss a piece of plastic fruit to a student and ask, "What is it?" Elicit and prompt the correct
vocabulary. Gesture the student to throw it back to you and repeat with different fruit and
students. For a variation see 'The Ball'.
Charades
Divide and line up the class into two teams. The first student from each team comes to the front.
The teacher whispers a word or shows a flashcard to the two students and they act it out. The
first team to call out the correct word gets a point. E.g. sleeping, eating, playing soccer...
Clusters
Play any music and have the students walk, skip, jump, hop, etc around the room randomly. Stop
the music and call out a number between 1-8. The students must quickly get together in a group
or groups of that number, and the odd students must sit out until the next round.
Commando
The teacher is the commando and gives commands to the class and/or individual students. This is
a great energy burner as well as review of actions colors, numbers or anything else you can
throw in. E.g. "Jump 10 times", "Touch your (body part)", "Touch (classroom object", "Turn
around", "Stand up / Sit down".
Concentration / Memory
Have the students sit in a circle. Spread out the flashcards (2 sets) face down. Students take turns
flipping over two cards and saying the vocabulary. If the flashcards are a match, the student
keeps the cards. If they are different, they remain face down. The student with the most pairs is
the winner.
Conversation Relay
Line up the students in two teams and have the last student in each team tap the shoulder of the
student in front and have a conversation E.g. "What's you name?", "How are you?". The student
answering then starts the same conversation with the student in front, and so on. When the
conversation reaches the front, the student at the front must run to the back and continue the
procedure. The first team to get all the students back in their original positions wins.
3. Crazy Train
Students line up behind the teacher in a choo choo train line. Give commands such as "faster",
"slower", "turn left", and "stop".
Dance Of The Ostriches
Pair up students and attach a flashcard to their backs. The object of the game is to look at the
other student's flash card and yell out the word before they see yours.
Draw It Relay
Divide the students into two teams. Whisper a flashcard to the first member of both teams and
have them run to the board and draw the word as fast as possible. Award points to the fastest
team.
Duck Duck Goose
Students sit in a circle and the teacher starts by walking round the outside of the circle tapping
the students on the head saying "duck". When the teacher says "goose" the student whose head
was touched must jump up and chase the teacher round the circle. The teacher must sit down in
the student's spot before being tagged. If tagged, the teacher must continue tapping heads. If not,
the student walks around the circle touching heads. It might be easier to use vocabulary like "cat,
cat, dog" or similar, or even "duck, duck, dog" to practice awareness of 'u' vs 'o' and 'g' vs 'ck'
sounds.
Fashion Show
Have each student stand up one at a time and elicit from the class what he or she is wearing.
Find It
The teacher holds up a letter flashcard. The students must search around the room to find either a
corresponding object/picture that begins with that letter or find that same letter written
somewhere in the room. The purpose of this game is letter recognition. It can be played as a relay
race with two teams racing to find the letters first.
First letter
Give the students various picture flashcards. Go through the ABC's and instruct students to hold
up the flashcards that begin with that letter.
Flash Card Act Out
Choose one or more students to come to the front. Show a flash card or whisper a word, and have
the students act it out. Reward the first student to guess the correct answer. This can be used with
many subjects (e.g. sports, actions, verbs, animals, etc.)
Flash Card Walk
Arrange the flashcards in a big circle. Play some music while the students walk around the circle.
When the music stops, call out a flashcard, and the student standing next to the flashcard wins.
Follow The Leader
Students line up behind the teacher and follow the teacher's actions. Use as a review for
identifying and chorusing classroom objects or acting out actions. Give the students a chance to
lead.
Gestures
Use western gestures in your class.
Expressions Gestures
Hello wave
Goodbye wave
It's cold put arms around shoulders
It's hot fan your face with hands
4. No! shake your head "no"
Come here move your index finger
Me! Touch your chest
OK make the OK sign
I don't know pull shoulders and hands up
Shhhh index finger in front of mouth
Stop hand up, palm out
Stand up raise hand slightly, palm up
Sit down lower hand slightly, palm down
Go Fish
Have students choose two flashcards each. Have the students hold the flashcards face up but not
to show anyone. Choose a student and ask "Do you have a cat?" If the answer is yes, they have to
give you the flash card. Have each student ask other students questions. A student with no cards
is out.
Grab
Use Lego. Spread out the Lego and call out "(Five!)". The students should take five blocks, join
them together to make a pattern and hold them up. Next say "two blue, one yellow" and other
combinations to 5.
Grab It Relay / Race to Touch
Lay the flashcards on the floor at one end of the room, and have the students line up in teams at
the other end of the room. Call out a flashcard and have the first person in each team race to grab
the card. Those students then go to the back and the next students race to grab the next flashcard
the teacher calls.
Hangman
Use review words from past lessons. The teacher chooses a word and writes the appropriate
number of spaces on the board. Students guess a letter one by one. If the student guesses
correctly, write that letter in the space and give the student another turn. If they guess wrongly,
start drawing a hanging man and have the next student guess a letter. Let the first student to
guess the word take the teacher's place. You may prefer to draw a hanging spider (Spiderman?)
instead.
Hot Potato
Play like 'Pass It' using a time limit for added motivation. Set the timer for 10 seconds. When the
timer goes off, the student holding the flashcard must say the vocabulary / structure.
I Spy
The teacher says "I spy with my little eye something beginning with G". Students try to guess the
object (E.g. garbage can). Use classroom objects and with younger students use colors rather
than letters e.g. "I spy with my little eye something (red)."
I've Got It
Have students sit in a circle. Give each student a flashcard or item. Ask "What is it?" and elicit
the vocabulary. Call out the vocabulary and have the students stand up and say the flash card.
Repeat until all the students are standing, then continue until all the students are sitting. Go at a
fast pace so the students are sitting and standing rapidly.
Jeopardy
Make a jeopardy grid on the white board as follows: Jeopardy
Fruit Sports Animals Body
10 _______ _______ _______ _______
20 _______ _______ _______ _______
5. 30 _______ _______ _______ _______
40 _______ _______ _______ _______
50 _______ _______ _______ _______
In teams, or individually, let the students randomly pick a category and the points to be
attempted. The teacher will then ask a question and (a 40 point question should be more difficult
than a 10 point question) if the students get the correct answer their team name is written in that
box. When all the boxes are filled the team with the most points wins.
Jumping The Line
Put a piece of tape across the middle of the floor or draw an imaginary line dividing the room.
Designate ones side as 'true' and the other side as 'false'. Line up the students on the line, hold up
a flashcard and say a word. If the students think you said the word that matches the flashcard,
they should jump to the 'true' side, otherwise they should jump to the 'false' side. Students who
make a mistake should sit out until the next round.
Lego
Spread Lego on the floor and call a color for the students to pick up. Continue until all the colors
have been called. Allow the students to play with the blocks for a few minutes before packing
up. While the students are playing, talk to them about what they're making and the colors they're
using.
Letter To Word Match
Give each student an alphabet flashcard, and spread alphabet picture cards randomly around the
room. Play and sing the 'ABC Song'. When finished, have the students match their alphabet card
to an alphabet picture card and say the letter and vocabulary. Change cards and repeat.
Listen and Order
Put the students into pairs and give them number cards (1-10). Call out numbers (out of order)
and have the students put their cards in that order. When finished, have the students chant the
numbers in the order you gave them.
Magic Finger
Print a letter of the alphabet on the board. Instruct the students to stand and face the board. Raise
your 'magic finger' and trace the letter in the air. Be silly and use other parts of your body to trace
the letter, e.g. elbow, foot, nose, tongue.
Make A Sentence
Put the students into teams and lay out a selection of flashcards or items. One student from each
team chooses a vocabulary item and uses it correctly in a sentence. Give each student ten
seconds on the timer. Reduce the time in the second and third round. As the item is named, the
teacher puts it away and gives the team a point. Write the points on the whiteboard.
Map Game
Use a world map and elicit "Where are you from?", "Where do you live?", "Where do people
speak Spanish?", "Where's China?", and any other questions you can think of. Also show and tell
the students about where you are from.
Memory Buzz
Have the students sit in a circle and start building a sentence. Student 1 says "In the classroom, I
see a clock", student 2 says "In the classroom, I see a clock and a map", student 3 says "In the
classroom I see a clock, a map and a chair" etc. For a variation, see 'Question Chain'.
6. Memory Master
Have the students sit in a circle. Designate one student to be the Memory Master. Arrange the
flashcards face up in the center. Each student chooses a flashcard and says the word. They cannot
touch the flashcards. After everyone has chosen, the Memory Master must hand the correct flash
cards to each student.
Memory Tray
Bring in a tray of various review or new objects. Elicit the names of the objects and give the
students a minute to memorize what's on the tray. Take the tray away and see how many objects
can be remembered. Older students should write a list of objects. The student who remembers
the most objects gets a point. Can be done with flashcards.
Musical Chairs
Line up the chairs and place a flashcard on each one. Play some music and have the students
walk, skip, jump around the chairs. When the music stops, the students should sit down on a
chair and shout out their flash cards. For more excitement remove a chair while the music is
playing and make the chair-less student sit out until the next round.
Object Toss
Select three soft objects. Assign object#1 the question "Do you want some milk?", assign
object#2 the response "Yes, I do." And object#3, "No, I don't". Toss each object to a student and
have them use the appropriate phrase. Then they toss the objects to different students.
On My Back
Line up the students in two teams and have them face the front. Show an alphabet flashcard to
the student at the back of each line and have them use their finger to draw the letter on the back
of the student in front. The next student draws on the next student and so on. The student at the
front of each line then writes the letter on the board.
Paper Airplane Contest
Give students a couple of minutes to make an airplane and one minute to test them. Divide the
students into two teams and have the teams stand at the back of the room. Ask a student a
question and if the answer is correct that student gets a throw. Assign points to different objects
in the room (white board = 10pts., far wall = 15pts., etc.). Each student should be asked a
question and teammates can help if needed.
Pass It
Have the students sit in a circle. The teacher holds up a flashcard or object (e.g. ball, pen, eraser,
etc.), says the word and passes it to the next student. That student holds up the card/object and
says the vocabulary and passes it on. After a couple of rounds start the flash cards/objects going
in the opposite direction. Also try a speed round.
Pass The Secret
Have the students sit in a circle. Show them that they have to whisper to the person next to them.
Start the secret by whispering it to the student next to you, e.g. "It's Windy." Have the students
pass the secret around the circle. The last student says the secret out loud. Compare how close it
is to the original secret. If necessary, write the original secret on the board.
Pictionary
Have a student come up to the front and show him/her a flashcard. That student should draw it
on the board. The first student to guess the picture gets a point. This can also be played in teams.
7. Question Chain
Have the students sit in a circle. The teachers starts by asking the student on the right a question.
That student must answer the question and ask the next student the same question. Go round the
class then change the question. For a variation, see 'The Bomb'.
Quick Peek
Cover a flashcard and quickly show it so the students get just a quick peek. Reward the student
who can guess it correctly.
Run And Get It
Divide the class into two teams and have them stand in two lines facing each other. Assign each
team member a number from one to four. Place a few flashcards in the middle of the two teams.
Call a number and a flashcard, e.g. "Student three - rabbit". The students assigned that number
must run into the center and touch the flashcard and shout "rabbit". The member who touched
and called first can take the flashcard to their side.
Scrabble
Write a selection of letters on the board. Explain to the students that they have to make up as
many words as possible from the given letters. Model one or two examples on the board for
them. Give them a time limit.
Ship In The Fog
Make an obstacle course, put a blindfold on a student and have the other students verbally help
him or her through the course. For example: Take 2 steps, turn left, one small step, etc.
Shiri Tori
This is a popular Japanese game. Have everyone sit in a circle. The teacher says a word and each
student must add a word that begins with the last letter of the word just spoken e.g. apple-egg-
girl-lion-neck-etc.
Shoot The Basket
This can be done in teams or individually. Ask a student a question and if the student answers
correctly then he/she gets a shot at the basket. Variations include rolling a ball between 'posts',
throwing a ball to knock a stuffed animal off a box, bouncing a ball into a bucket, etc. Award
points.
Shopping
Use plastic fruits, vegetables or corresponding flashcards. Gather the students around you and let
them ask for what they want using a dialog such as: "What do you you want?", "An apple,
please.", "Here you are.", "Thank you.", "You're welcome." Then the teacher calls back the
objects from the students, "Apple, please". Then the students put the fruit back into the basket.
Simon Says
Play Simon Says as a review using "touch" body parts, classroom objects, etc., or with actions.
E.g. "Simon says touch your toes" = Students touch their toes. "Touch your eyes" = Students
don't move. When a student makes a mistake, he/she must sit out until the next round.
Slam
Have the students sit in a circle with their hands on their heads. Spread the flashcards face up in
the middle. The teacher calls out a flash card and the students race to touch it. The first student to
touch it gets to keep the flashcard. In the case of a tie, have the students 'Rock, Scissors, Paper'.
Slow Motion
Put a flashcard in a bag or behind something. Pull it out very slowly showing only the top part of
the picture at a time. Reward the first student who can guess it correctly.
8. Spelling Bee
This can be done with the whole class or in two teams. The first player on team one is given a
word to spell orally. The teacher writes the letters on the board as they are spelled out loud. If
correct, the team gets a point. If you do a class competition, line the students up and give them
words one by one. When they make a mistake they must sit down. The last student standing is
the winner.
Spelling Game
Put a name or word on the board and have teams or individuals make as many words as possible
from those letters, e.g. Brad Pitt = bat, rat, bad, at, etc.
Spin The Bottle
Use the bottle to ask each student questions. The teacher spins the bottle and asks the student it
points to a question. First ask basic warm-up questions and then move on to target structures or
review structures.
Ten
Students stand in a circle and chorus counting from 1-10. Instruct the students to each call out
one, two or three of the numbers in numerical order. The student who calls out 'ten' must sit
down. Continue until only one student is standing. That student wins the game. E.g. "one, two",
"three, four, five", "six", "seven, eight, nine", "ten (sits down)", "one"..... Try playing it
backwards as an extra challenge.
Tongue Twisters
Use these tongue twisters with older students. They work well as an extension activity.
1) She sells seashells by the seashore.
2) Rubber baby buggy bumpers.
3) Peter Piper picked a peck of pickled peppers.
4) How much wood would a woodchuck chuck if a woodchuck could chuck wood?
Topic Tag
Give a topic, e.g. fruit. The students must run around the room trying to avoid the teacher's tag. If
the student is tagged, he/she has five seconds to name a fruit. If no fruit can be named or the fruit
has already been said, that student should sit out until the next round.
Touch
Order the students to touch various objects around the classroom e.g. "Touch your book",
"Touch something red".
Vocab with Rock, Scissors, Paper
Lay the flashcards in a straight line on the floor. Assign two teams and have them line up at each
end of the flashcard line. When you say 'Go' the first member from each team starts to walk from
their end of the line, straddling the flashcards, reading the vocabulary out loud as they walk.
When the two students meet they have to Rock, Scissors, Paper, the losing student goes to the
back of his/her line and the winning student continues along the flashcard line. The second
student from the losing team starts walking and reading the vocabulary until the two students
meet and Rock, Scissors, Paper, and so on. Give points for reaching the opposite end of the line.
What's Missing?
Scatter 8-10 flashcards face up on the table. Give the students a minute to look at them, then
have them close their eyes and take away one flashcard. Tell the students to open their eyes and
ask, "What's missing?". Reward the student that guesses correctly.
What Time Is It, Mr. Wolf?
Have the students line up against the back wall. The teacher should stand with his/her back
turned to the class. The students must ask the teacher "What time is it, Mr. Wolf (or teacher's
name if easier)?". The teacher answers with a random time, e.g. "It's four o'clock" - the students
take four steps toward the teacher. The students should move the corresponding number of steps.
If the teacher says "It's lunch time!", the students must run to safety at the back wall. The teacher
chases the students and if tagged, the student must sit out until the next round.
9. Who's Got What?
Have the students sit in a circle and secretly pass a few objects or flashcards from hand to hand
under the table or behind their backs. Say, "Stop", and ask "Who has the (apple)?" The students
should point to who they think has the (apple) and say "He/She does." The first student to guess
correctly should be rewarded.
Winner Says M
A variation on the activity 'Ten'. Write a big 'M' on the board and have the students take turns
reciting the alphabet, saying one or two letters each. The student who says "M" is the winner.
E.g. "A", "BC", "DE", "F", "G", "HI", "J", "KL", "M" (winner)! Variations: Numbers 1-21
(winner says 21), Days of the week (winner says Sunday), Months of the year (winner says
December).
Published By: UPIT AND THIO
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