DEL ESTADO DE SINALOA
SUBSECRETARÍA DE EDUCACIÓN BÁSICA
COORDINACIÓN ESTATAL DEL PROGRAMA DE INGLÉS EN EDUCACIÓN BÁSICA
ACTIVITY 1 “BALL GAME”: You will need a regular soft ball for this activity. T tosses the ball acting a greeting to different Ss in order to Ss respond with the appropriate vocabulary word. You can use as manyvariations as you can (e.g. you can use it for practice any vocabulary showing or without showing vocabulary or without acting).
ACTIVITY 2 “NAME CHAIN”: You don’t need any material for this activity. Have some Ss stand up. T asks the first S for his/her name (e.g. What’s your name?) and the S has to answer the question, then the T just point or indicates with gestures to the other S he/she has tosay the first S’s name and add his/her own name (E.g. T asks What’s your name? S1 says: My name is ____, S2 says first S’s name and his/her name and so on with the other Ss).
ACTIVITY 3 “PUPPET CONVERSATION”: Hand puppets really work with young learners especially for those that are very shy, sometimes you will notice that Ss prefer talking to a puppet than to you! You can use any puppet youwant (made by you with a sock or using any teddy bear you have or with a character from a T.V show) you can use it for introduce yourself in the first class, you can introduce the puppet or ask to the Ss for the puppet’s name and then ask each S for his/her name, and it’s better if they can use it too. You can also use puppets in any conversation you need.
ACTIVITY 4 “TIC TAC TOE”: This activityhas a lot of variations; you can use it with vocabulary or grammar, with or without visuals, using simple marks (“X” or “O”), writing just vocabulary or vocabulary with missing letters (according Ss level). Draw a basic tic tac toe on the board (#) divides the class into two teams and ask vocabulary or grammar (depending on Ss level) if the Ss responds correctly, he/she places a mark on the tictac toe. You also can do it placing 9 flashcards (representing words, phrases, questions, etc, depending on the Ss level) face down on the board and writing a number over it (cover the FC with plastic), divides the class into two teams and asks Ss to call out a number to see that FC. The S from the team that gives the correct answer claims a space with an “X” or “O”. When you play this game usingjust vocabulary with higher levels you can use different markers to differentiate the winner team (for practice spelling) if you want to make the game funnier, you can use a ball to select Ss from each team.
ACTIVITY 5 “BAG GAME”: You will need a dark bag and paper pieces for this activity. T shows a bag and the papers that will be inside the bag (according to the vocabulary or the grammar youare teaching or reviewing); T needs to explain each paper corresponds to a word from the vocabulary or a part of the grammar. For this activity you can divide the class in teams or do it with the whole class (T picks and shows the papers and the S who knows answers) or asks volunteers (S passes and picks a paper from the bag and answers) T gives points or stickers depending on the way T presentsthe activity.
ACTIVITY 6 “SIMON SAYS”: This activity is used to practice TPR (Total Physical Response) and you can check if the Ss understand what you are teaching about different topics (e.g. commands using verbs, body parts, etc.) T says an instruction and Ss have to follow, to avoid confusion you can use the phrase “T says” instead “Simon says” you need to explain to the Ss that if T doesn’tsay the phrase “T says” they can’t move. If a S makes a mistake he/she has to sit down until the next round.
ACTIVITY 7 “UNCOVER”: After the vocabulary has been taught you can play this game with your Ss using different FCs and another FC (object) to cover the FC you will slowly reveal until someone guess what it is. You can give stickers or candies to reward your Ss and motivate them....