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 In this activity  you write  L1 and L2 words on the blackboard. when you say L1  they find the L2  meaning and vice versa. the contestans may be 2-5 students. Student who responses my question by touching the contrary meaning gets one point. Anether students writes the points that contestans get.

 in this activity  we hand out vocabulary peers to students.  they try to find out the meaning of the card that is pre-given to him. the peers bring the cards to me. the last one loses :)

 make 4-5  groups of 7-8 students ask  cards  in turn and re-ask un unanswered cards. try to find out which group  gets the most cards.when they can't answer  we  seperate that card to be questioned again. this makes the activity more entertaining. https://eltsguide.blogspot.com/

Can you match them correctly? Pupils are given some words and are challenged to match them to the correct synonym/ antonym/ phrase.... The words they have to look for are displayed around the room. So that means pupils have to stand up and go around the classroom. They like doing this kind of activity to learn vocabulary and are happy when they are the winners.

  We used it on sunny days in the garden as a group.Each group has a score board and they compete with each other.Students throw the dice and jump on the word (like a hopscotch) And if they know the meaning of the vocabulary they get the point.It can be arranged as meaning of the words, past forms , using in a sentence etc. 

  vocabulary chain If you have to teach a long list of vocabulary, 1 st thing you need is a set of flashcards.  🦋 After you teach & practice the target vocabulary with flashcards over and over, you may get help from a Hula-hoop.  🦋 Get some volunteers to make a circle and then ask them to say one word from the SPORTS EQUIPMENT by going through the hula-hoop. They can’t repeat a word that is said before. If they repeat a word or cannot say anything, they leave the circle. This goes on until 2 players are left.  🦋 Not as easy as it seems but enjoyable enough to make everyone laugh  electronic panel This is a material for matching exercises.If a student matches the word truly, the light in the middle will be on. And the vocabularies here can change, they are movable.This material is about ''Irregular Verbs'' but it can be adapted to every subject.

  AGES Any FORMAT Individual MATERIALS NEEDED Per person: paper, pencil, beans DURATION 10-20 minutes OBJECTIVE Review Information PREPARATION REQUIRED  Photocopy the Bingo Grid p. 68 collect beans to mark the bingo card DESCRIPTION 1. Give students an empty Bingo grid and ask them to fill in the squares with half of the information being studied. For example: Class/Subject Information for Bingo Grid Information to be called out Chemistry Periodic Symbol Element Language Arts Vocabulary word Definitions History Historical Event Math Numbers from 1-50 Number (in words) Person who participated in the event or date occurred 2. Give each student a handful of beans. 3. Decide the type of bingo to be played: vertical, horizontal, diagonal, X, C, T, U, four corners, or whole card. 4. Randomly call out a piece of information. (e.g. Carbon) 5. Students look to see if they have the corresponding periodic symbol on their bingo card. If they do, they cover it with a bean. 6. Continue to c...

  AGES 7 and up FORMAT Individual MATERIALS NEEDED None DURATION 5-8 minutes OBJECTIVE Brain Jump Start PREPARATION REQUIRED -Choose the missing variable to the equation (e.g. +5) -Choose the sample equations 4 ___=9 12 ___=17 23___=28 10___=15 DESCRIPTION 1. Draw a big box on the board. 2. Tell the class that this simple looking box is actually a Magical Math Machine. When you put a number in at the top it is magically transformed and comes out a different number at the bottom. 3. The students’ task is to figure out what magical computation is happening in the box. 4. Using the numbers above as an example, start by writing a “4” on top of the box. 5. Then tell the students a 9 has come out the bottom. 6. Write “4 ___=9” to the side of the box so the students can remember and continue on with the next set of numbers. 7. Write “12” at the top of the box. (Make a magical math machine noise while the number is transformed.) 8. Write the number “17” at the bottom. 9. Ask students to wr...

  AGES 9-18 FORMAT Individual MATERIALS NEEDED Per person: paper and pencil DURATION 5-10 minutes OBJECTIVE Brain Jump Start PREPARATION REQUIRED  Decide on a target number and the five random numbers the students can use. DESCRIPTION 1. Put the target number and the five random numbers on the board. 2. Explain to the students that they are to use the random numbers with any mathematical operation to get as close to the target number as possible. Example for Younger Students Target number 150 Random numbers: 2, 3, 10, 72,100 Possible answer: 2+3=5 5*10=50 50+100=150 Example for Older Students Target number 1224 Random numbers: 4, 26, 145, 321, 562 Possible answer [(26*145)-(4*562)] – 321=1201 Patterns AGES Any FORMAT Individual MATERIALS NEEDED Per person: paper and pencil DURATION 5 minutes OBJECTIVE Brain Jump Start PREPARATION REQUIRED  Choose an age appropriate pattern DESCRIPTION 1. Write the pattern on the board including three blank spots at the end. 2. Ask student...

  Getting students re-focused after a transition is often difficult and frustrating. When changing classrooms or returning from lunch or recess, the students frequently come in energized and need help settling down to be able to concentrate. It is important to include activities in one’s daily/weekly routine to provide the students with the chance to calm down and get focused. This chapter offers many options that could be easily slid into your schedule and allow for a smoother and more satisfying transition into learning. Having a short activity on the board that students can begin as soon as they walk in the room is another successful option. It gives the students a focus and a responsibility. Although it will take some students longer than others to get on task, all students will eventually fall into the routine once they know to look for the assignment and realize that they are being held accountable for its completion. Here are a few ideas that do not require much planning on ...

  AGES 5-13 FORMAT Whole Group MATERIALS NEEDED None DURATION 5-10 minutes PREPARATION REQUIRED  None DESCRIPTION 1. Choose 6 silent volunteers to go to the front of the room. 2. All other students need to close their eyes and put their heads down and are quiet. 3. While the heads are down the Silent Six quietly move around the class. Each volunteer softly touches the head of one of the students at the desks. 4. The student who is touched puts their hand up. 5. Once done, the Silent Six return to the front of the room and say “Silent Six Successful”. 6. At this, all the students lift their heads and open their eyes. 7. The six students whose hands are up take turns trying to guess who touched them. Each student gets two guesses. 8. If they are correct, they become part of the new Silent Six. If they are incorrect, new members are chosen. 9. The old Silent Six take their seats and the game is played again. Telephone AGES All ages FORMAT Whole Class MATERIALS NEEDED None DURATIO...

  AGES 5-11 FORMAT Individual MATERIALS NEEDED For each student: A photocopy of a shield p. 65, scissors and colored pencils DURATION  20-30 minutes PREPARATION REQUIRED  Make your own shield as an example DESCRIPTION 1. Tell the students that everyone is going to do an activity to get to know each other better. 2. Ask them to help you brainstorm what types of information they might want to share: a. Hobbies/sports they like b. Family members c. Favorite animal, book, subject etc. d. Future job 3. Write the ideas on the board. 4. Pass out the shields and explain that they will write their name in the center star. 5. In each of the other 3 sections they will make a drawing to represent one of the ideas brainstormed on the board. 6. Show them your example. 7. Let them work. 8. During the course of the next couple of days, ask different students to share their shield with the class. 9. Once the students are finished sharing, display them in your classroom. Class Time Capsule...