You will need either potatoes or boiled eggs and spoons for each team/person.
Play the classic egg and spoon party game where children race from point A to point B balancing a boiled egg on a spoon. I suggest using potatoes instead of eggs and possibly serving spoons to make it easier. Show the children how to hold the whole handle of the spoon in the middle rather than holding it at the end, as it is a lot easier to balance the potato that way. There is no need to race; completion is the aim. The 5 year old children might enjoy it as a race. If you have too many children to send them all at once, send them in batches.
Step One: Listening
For listening and learning new vocabulary lay out pictures and tell each batch of children or each child if they are going individually, to go to a certain picture, or two or three pictures, before returning back over the start line. The aim is for the child to complete the course without dropping the potato, and also to go to the correct pictures.
Step Two: Speaking
For speaking, the children must go to the picture at the end, jump on it three times without dropping the potato, while naming it (once on each jump) and return. Swap the pictures around or put out new ones between goes to make it more demanding.
“Your resources are already saving me heaps of time and lessening the anxiety from having such a hectic and mixed teaching schedule. I’m teaching kindy (4 students) , elementary (15 students) and middle school (50 students).” Anthony Bennett, S. Korea (3 to 5 and 4 to 12 English teaching games)
Are you trying to convince your students parents? Here are some of the advantages of teaching one on one:
- The student has the undivided attention of the teacher, meaning he has more opportunity to engage in real communication, have more feedback and you will have a better understanding of the learner’s needs.
- The student has more control over the aims of the class, the pace and the materials.
- The student has more opportunities to use the teacher as a resource – to ask questions, to see models of language, and to practise their newly developed language skills.
- The student can develop a real and productive relationship with the teacher.
For a student to learn to use tenses correctly he or she needs to understand them, learn them by heart and practise them in context, but this can be boring! So why not try doing all this practice by disguising the boring bits. Here’s how!
INTRODUCING THE TENSE
The teacher can explain a tense using translation and comparison with the native language, time-lines, pictures, actions and examples. Students can then do a treasure hunt, searching for examples of the tense by reading pre-prepared passages. Ask students to make up a sentence that uses the tense and one other word, such as “red” or “angrily”. This is more of a challenge, and more fun than simply making up a sentence that uses the tense.
DRILLING THE TENSE
The student then has to learn the tense by heart, including irregular forms, and be able to fill in the blanks correctly. Here are two games that are perfect for learning a new tense.
USING THE TENSE
Since the aim is for students to incorporate this tense into their daily use of English it needs practising endlessly, both in class and out of the classroom. To encourage this, ask the students to create quiz questions for each other using the tense and play board and quiz games to practise. To continue with tenses, use fluency activities such as debates, role-plays and creative writing tasks to give students the chance to use the tense in context. If you see many errors revert back to drill games to get back to basics.
You’ll find a host of those in my classroom activities book for teens and adults. The free sample games that I also send out may all be used to drill tenses too, so try these and let me know how you get on. Order your copy here today.
Here is a good explanation of a suffix from the BBC. I suggest that you print this explanation out and give it to your student(s). Read it through with her and then ask her to think of a noun, any noun, and see whether she can add a suffix to it that turns the word into a verb. Then try with the same nouns and see if you can make adjectives out of them, or adverbs. HINT: Use the chart on the above link to help you.
Next take a pile of words (write these on paper) and place them face down on the desk. You turn up the first card and try to make a word with a suffix. “Dog” – a word that has a suffix with “dog” is “dogged”, which is an adjective meaning persistent – well done, you keep the card!
Now it’s your student’s turn. Use a mixture of verbs, nouns and adjectives such as these: carpet, clever, tie, basket, ski, intelligent, weather, computer, sock, play, picture, will, picnic, potato, good, bad, dream, cinema, film, light, duck, hour. Each one of you has a turn at making a new word using the root word plus adding a suffix. USE THE LIST of suffixes and the dictionary for help! You might not succeed with every word, but that’s not a problem!
Then play battleships. You have blank grids ready to use in the appendix to the teen book. Fill in your battleship grid using words that have suffixes. I wouldn’t do prefixes as well since that would make rather a dense lesson for an intermediate- don’t forget you can let your student use the dictionary if she likes. Stick to suffixes for the whole lesson and do prefixes next time.
This should take you quite a while and it’s a challenging lesson. For homework ask your student to learn all the words you covered by heart with all the possible suffixes. Give her a test when she comes back to the next lesson.
Try that and let me know how it goes. It’s a practical lesson – some theory introducing the suffix and what it is, and then diving right into working with the suffixes.
In the next lesson you can do prefixes, which are the same thing just that the extra bit goes at the front. Here is a list of the most common ones to use in your lessons.
Take the list of prefixes from the previous link, and ask your students to pick out a random word, such as “door”. As the teacher, you try to make a word with a prefix plus the chosen word ‘door’ e.g. misdoor, subdoor, predoor and undoor etc. There are no real words here, so there are no points for you! Now you pick a word for the class to use, e.g. “dress”. Your student will then try the prefixes and will come up with words such as ‘undress’, so they score a point.
Next play a game of luck using a pack of cards with words or pictures on them. Round one: you take the prefix “un” and your student takes a different prefix. Turn over a word or picture card and both groups will see if either of you has a new word using the prefix. The person able to make a word takes that word or picture and keeps it as a point.
It’s a game of luck so it doesn’t matter that your English is better. As soon as someone earns a point, swap prefixes and go through the cards again. You need lots of words or picture cards for this since you’ll go through them fast. Most of the time you won’t be able to make a word, and that’s OK. It’s just a different way of working with the words and prefixes so your lesson on prefixes isn’t exactly the same as the one on suffixes!