Home Sweet Home
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TASK The Home Sweet Home game is played in groups of three students by matching the accommodation-related pictures to its correct label. The aim of the game is to revise and consolidate vocabulary related to different types of accommodation.
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This document provides instructions for three activities to practice irregular past verb forms:
1) An odd man out card game where students match verb pairs and are eliminated with an extra card.
2) A board game where students roll dice, say the past form of the verb on their space, and make sentences with learned verbs.
3) A past tense chain game where students continue a chain by providing a new verb starting with the last letter of the previous verb given.
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This document provides instructions for an intermediate-level pair activity to practice vocabulary of clothes and accessories. Students work in pairs using a game board with pictures numbered 1-6. They take turns rolling a die and writing the name of the corresponding picture. The winner is the student with the most correct labels. The activity aims to consolidate clothes and accessories vocabulary and takes 30 minutes.
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Mandarin immersion teachers have a big job, especially in the early grades. Building strong vocabulary and understanding of language while ensuring content knowledge mastery can seem daunting. How do you engage students in rigorous Mandarin literacy development? How do you maximize production in your classroom? Teachers from VIF International Education’s Splash Mandarin immersion programs in North Carolina will share the literacy model used for daily word study and guided reading and writing, as well as their strategies for maximizing simultaneous participation. Through practice of hands-on literacy activities used in these classrooms participants will take away literacy games and strategies to use immediately with their students. Participants will learn how to use a curriculum map and fun, daily literacy rotations for strong academic vocabulary and reading development.
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Jim Chiang teaches in the Splash Mandarin Immersion Program at New Century International Elementary School (NCIES), a Title I, public school in Fayetteville, North Carolina.
Vicky Kim is a HUGE advocate for innovative, inclusive and effective learning, which is why she loves dual language immersion education. As a Director at VIF International Education, a North Carolina based organization, Vicky has worked closely with districts, schools, teachers and parents to implement and develop over 50 Splash dual language programs. Before joining VIF, Vicky taught K-8 ESL and developed family literacy programs for dual language communities.
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3) A past tense chain game where students continue a chain by providing a new verb starting with the last letter of the previous verb given.
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Game it up! Introducing Game Based Learning for Developmental Math
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Home Sweet Home
- 1. LEVEL: Intermediate (B1) TYPE OF ACTIVITY: Group competition SKILLS: Reading and speaking (vocabulary) AIM • To revise and consolidate vocabulary related to different types of accommodation. LEXICAL AND GRAMMATICAL AREA • Vocabulary on different types of accommodation. TASK • Playing the Home Sweet Home game in groups of three students by matching the accommodation-related pictures to its correct label. PREPARATION AND MATERIALS • Laminate a deck of cards of the Home Sweet Home game per group. Each pack contains 45 cards, including a wild card. TIMING + 15 minutes. PROCEDURE • Divide the class into groups of three players and give each group a deck of cards. • One of the students shuffles the cards and deals them all. • The students must match the different types of accommodation to its corresponding pictures. There is one wild card that mustn’t be matched. • The players must check that the matching pair is correct. If in doubt, they should ask the teacher. • Players put the cards they have matched aside. • Then, players hold their cards in hands. One player chooses one card from his/her partners’ set randomly in order to match one of his/her cards. If he/she manages to match a pair, he/she leaves the matched cards aside. If not, the player must keep the card. • Then it’s another player’s turn. He/she chooses one card from his/her partners’ set, so on and so forth. • The first to end the game without cards is the winner. • The student that keeps the wild card will lose the game. • Warn students that there is a wild card representing a forbidden house that mustn’t be matched.
- 5. If teachers would like to print double-sided cards, cards can be printed on the reverse. The suitable reverse in provided at the end.