Avoid any game where the student gets “out.” This sets them apart, which can make them feel like an outcast, but worst of all, they feel like they do not need to participate in the English activity.
Hide cards around the room. Have students see how many they can find in a certain amount of time. The students must read back the cards while they count their total. Another option is to tell the students which card to find. They must leave any other card behind in its place (but they should try to remember where it was). The student who finds the card gets to keep it, and the student with the most cards at the end of the game “wins.”
Students pass the ball to each other to practice. When 30 s is up, the opposite team of the holder gets a point.
New Material: add How much/How many
Introduce topic with having students choose between the two choices to make the right sentence. Ask the students why; then explain why/rule. Use the baskets to demo.
How many baskets of apples? Two baskets of apples.
How many apples? 100 apples/etc.
Activity: have students write names of foods on paper (few pieces each). Lie out the papers and ask the questions to practice. Have students ask each other. Mix it up too, with only a certain amount of papers, etc. Use a die for numbers.
piece of ham
thing (stick) of butter
piece: part of something bigger
thing: a general container word
The question MUST be answered with a number.
Activity: Give either how much or how many and students must make the question with their choice of word.
Guess Who: Split the class into two teams. Give each team one of each occupation card. Show each team the card that the other team will try to guess. The teams then take turns asking, “Is he/she a ____?” The other team answers, and if wrong, turns over that card on their side.
Telephone Game: Students whisper, “He’s a _______,” to each other in a chain.
Activity: students look at pictures in a magazine and describe them, giving their name, what they have/are wearing, and an adjective describing them.
Ex.: Her name is Jenny. That is her bag. Those are her shoes. She is tall.
Activity: Students should write a description of their best friend.
Ex. This is my friend. Her name is ____. She likes _____. We are friends because, ____.
Activity: What’s different?
The teacher puts up three cards for the students to memorize. The students then close their eyes/turn around and must say what changed. Change it up by adding more than three cards or switching a card with another card instead of just changing the placement.
Activity: Students describe their room at home.
Start by asking a student what they have in their living room. Then ask them where it is or to draw the layout. Then all students can describe the room.
Extra activity: describe placement of items in the room
Activity: Board Race
Students should work as teams to spell, “Who is he?/He is ______.” Each student should spell one word.