INTRODUCTION The main concept of this e-book is to impart teachers with fresh new ideas on how to approach teaching grammar in class. A handful of English Language educators found their students view the English grammar as confusing and hard to understand. It is because of these predicaments, most students appear ‘scared’ to venture into this particular field of study hence failing their speaking and writing tests. For these reasons, four dedicated student teachers has set out on an adventure to find various interesting ways for teachers to bestow their knowledge of English grammar to their students.
In an era where most students would prefer playing video games, this book sets to be relevant in a sense that it could make the students’ classroom experience more enjoyable on a face-to-face basis. Covering grammatical items from nouns to punctuations, this book is intended to not only be a treasure trove for a hefty ton of new ideas, but also to convey the message of innovation in teaching.
With each of the four student teachers covering specific topics, teachers could also expect inclusions of some informative sections such as Extension to make each lesson a bit more challenge for the more advanced students and Support to help cater the needs of some students that faces difficulty in learning at the same pace as their other peers. Teachers as well as parents will find this book to be one of their most indispensable template for future innovative lessons as it serves rationales behind every activity done. In a way, some of the activities in this book not only imply for those who are interested in learning English, but other languages and subjects as well. With that said, we hope this book will serve its purpose to its fullest potential in helping society break free of archaic teaching methods and stepping into a more fun and fresh pedagogy approach for grammar.
Best, The authors.
How To Use This Book Activate your students prior knowledge before moving to the activity
Begin with the introduction prior to the activity
Prepare the material needed for the activity
Step by step guidelines to execute the activity
Enrichment for the more able students
Expansion of the activity for variations and to fill up the remaining time left
Support for the struggling students The reason behind this activity or game
CONTENTS The Detective Singular and Plural Matching Cards Scavenger Hunt Simon Says Action Verbs Charade Adorable Adjectives! Act It Out Go Fish The Classroom Ghost Green Light, Red Light References
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The Detective (Armstrong, 2015)
Topic Background Knowledge Learning Objective Age Grade Materials Time
Common and Proper Nouns Students should be able to define nouns. Students should have a firm understanding of nouns. Students will be able to identify and use common and proper nouns. 6-7 1 Mini whiteboard and whiteboard markers 35-40 minutes
Preparation Tell your students that today we will be learning about different types of nouns. Explain that they will become detectives, and will search for nouns around the classroom and school. Tell your class that they will be looking for examples of common and proper nouns. Define common nouns as words for any person, place or thing. Provide some examples such as playground, swimming pool, book, and teacher.
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Define proper nouns as names of a particular person, place or thing such as Ms. Cherry, Disneyland, and Spiderman. Draw a t-chart on the whiteboard and label one side Common Nouns and the other side Proper Nouns. Remind students that the important words in proper nouns are always capitalized. In Class 1. Choose an example of a proper noun, such as Ontario. Ask your students to tell you which side of the chart it goes on. 2. Choose an example of a common noun, such as town. Ask your students to tell you which side of the chart it goes on. 3. Record your answers in the correct columns. 4. Divide students into small groups of 4. 5. Hand out a mini whiteboard and whiteboard marker to each group. Ask students to draw a t-chart with one side labeled common nouns and the other proper nouns. 6. Ask each group to come up with two common and two proper nouns that they see in the classroom. Instruct them to write their common and proper nouns on the mini whiteboard. 7. Circulate while groups are discussing to check for accuracy.
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8. Once all the groups are done, ask one volunteer from each group to share their list to the class. 9. Let students know they will now be going on a scavenger hunt around the school and they will need to be on the look-out for common and proper nouns. 10. Bring the students around the school and find two to three areas to stop in, such as the library, cafeteria or computer lab. 11. At each place, encourage students to walk around and find proper and common nouns to list on their charts. Extend Enrichment Have advanced students list the common noun for each proper noun they found, and vice versa. For example, if their chart has “teacher� listed as the common noun, they can list your name as the proper noun. Support Provide guidance to struggling students and discuss the differences between common and proper nouns with them. Give them some hints in guiding them to identify the common and proper nouns in each area.
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Rationale One major benefit of this activity is that, it allows the students to move around (Paulding, 2017). It is a great way to make their learning meaningful as they explore around the school finding common and proper nouns (Paulding, 2017). This is important as it will change their perspective that learning do happens outside the classroom too. When learning is meaningful, they will learn the concept faster.
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Singular and Plural Matching Cards
Topic Background Knowledge
Learning Objective Age Grade Materials
Time
Singular and Plural Nouns Students should be able to define nouns. Students should know that nouns is a word for place, things and people. Students will be able to identify singular and plural nouns. 6-7 1 A plate of cookies, index cards with images of various types of nouns and tape 30-35minutes
Preparation Tell your students that today we will be learning about singular and plural nouns (Wakabi, 2015). Ask your students to tell you what is noun. Review the meaning of nouns to refresh their prior knowledge by saying, “Nouns is a word for people, places, things or animals.� Have students pair up with a partner and share a list of 5 nouns to each other.
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Say “I brought something with me today.” (Hold up the plate of cookies) (Burton, 2017). Ask “What is on the plate?” Students should answer: “cookies!” Hold up one cookie for students to see and ask, “what is this?” Students should answer: “a cookie!” Ask students what the difference was in their answers. Possible answer: The first answer included all the cookies, and the second answer was just one cookie. Then, explain to them “s” is a letter that tells us about more than one item is a plural word. When we said “cookie” without the “s” it was singular - just one.
Explain to your students that today we will be doing a little scavenger hunt in the classroom. They have to find the index cards with the images and words of a noun. Have students make a t-chart on a mini whiteboard and label one side singular nouns and the other side plural nouns.
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In Class (Wakabi, 2015) 1. Have the index cards with various nouns printed on it posted randomly around the classroom. 2. Have students find each noun and write it down in the correct column on their mini whiteboards. 3. Each student may work with a partner or individually. 4. Teacher circulate the class to provide feedback and guidance. 5. Once every student is done, have some volunteers to share their list of singular and plural nouns to the class.
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Variations Expand 1. Divide students into groups of 4. 2. Have students take turns in spinning the spinner. 3. Students will move their marker based on the amount of spaces shown in the spinner. For example, if the spinner shows 2, then your students have to move their marker 2 spaces. 4. Have your students read the word on the space they landed and change it to plural form. 5. Have your students record down both the singular and plural form on a sheet of paper. 6. Remind your students that each person gets a turn one at a time. 7. The first student who reach the finish line wins the game!
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Extend Enrichment Students who finish the activity early can use the extra time to construct sentences using two or three singular and plural nouns from their list (Wakabi, 2015). Support Provide guidance to struggling students and discuss the differences between singular and plural nouns with them. Provide them with smaller goals of finding 10 singular and plural nouns instead of 20 (Wakabi, 2015). Rationale One major benefit of this activity is that it encourages the learners to identify the singular and plural nouns in a kinesthetic way (Stathakis, 2017). The nature of this activity is similar to hide and seek which is a game that most children loves. This creates a fun atmosphere for them while learning. Moreover, having your students to share what they found in front of the class helps develop their confidence (Hayton, 2017). It is also a great way to have your students practice all language systems areas such as vocabulary, grammar, and phonology. Furthermore, it also helps them practice their speaking and listening skills.
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Scavenger Hunt
Topic Background Knowledge
Learning Objective Age Grade Materials Time
Pronoun Students should be able to identify various part of speech such as nouns, verbs, adverbs and adjectives (Beare, 2017). Students should be able to define what pronouns are. Students will be able to identify and recognize pronouns. 6-7 1 Index cards with pictures of nouns on them 15-25 minutes
Preparation Tell your students that today we will have a scavenger hunt in the classroom. Before that, ask your students what is a pronoun and ask for examples. Prepare this activity by hiding all the index cards around the classroom. Make a column for each pronoun on the whiteboard. Have students pair up and get ready for the scavenger hunt.
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In Class (Coronado, 2012) 1. For each round, ask your students to look for the matching cards that matches the pronoun you mentioned. 2. For example, if you mentioned “she�, then your students have to find all the pictures of females and nouns (females, waitresses, stewardess). 3. Have your students stick these pictures of nouns on the whiteboard under the corresponding pronoun.
Variations Expand Prepare a set of index cards with words of nouns written on them rather than pictures. Have your students look for the matching cards that matches the pronoun you mentioned. Extend Enrichment Have advanced students to construct sentences with a pronoun using the pictures and nouns they found.
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Rationale Scavenger hunt is a hands on activity that encourages collaboration and teamwork skills as they find all the matching cards (Paulding, 2017). It can motivate students in a way that they feel compelled to work together, learn, and complete a task (Paulding, 2017).
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Simon Says
Topic Background Knowledge
Learning Objectives
Age Grade Materials
Time
Articles Students should be able to define an article. Students should be able to identify articles. Students will be able to respond accordingly to the commands. Students should be able to identify the article used in each command. 6-7 1 Index cards with actions verb written on them and equity sticks with student’s name on it 10-15 minutes
Preparation Ask the students what is an article to review their prior knowledge. Show them three different examples of articles (A, An, The). For example, show them a picture of an apple, a cat and the bag. Underline the article.
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Explain to your students that today we will be playing Simon Says. Demonstrate how the game works by calling a volunteer or your teacher assistant to do the action commanded by you. In Class (Tefl.net, 2017) Start off the game by commanding the first instructions they should copy. For example, “Look at the playground outside” , “Wink at a student” and “Find an eraser”. After each instructions has been copied by your students, have them identify the article in the instructions.
Extend Enrichment Have advanced students come up and command their own instructions using any of the articles to the class. Rationale This game helps improve your students listening skills, focus and concentration (Stathakis, 2017). It also helps develop their quick thinking skills as the nature of this game is pretty quick.
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Action Verbs Charades (McGrue, 2015)
Topic Background Knowledge Learning Objectives Age Grade Materials
Time
Action Verbs Students must be able to know the concept of doing things (actions) and being things (states of beings). Students will be able to identify and use action verbs efficiently. 6-7 1 Index cards with actions verb written on them and equity sticks with student’s name on it 45-50 minutes
Preparation Have students gather in a circle. Tell them they will learn about active verbs. Explain to them that active verbs are words that show action. When used in a sentence, they describe what someone or something does. Discuss this concept with the students to add their understanding. Tell them that today’s lesson involve a game of charades. They will need to act out words without talking.
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In Class 1. Choose an index card with the action verb. Tell the students you are going to act out the word, and they have to guess what the word is. 2. Demonstrate the verb and wait for a correct guess. 3. Repeat the activity again using another word card. 4. Choose one of the words you acted out and use it in a sentence. 5. Act it out again. Write the sentence on the board. Underline the active verb. 6. Find an area in the classroom that everyone can see. This is where the students will come to act out their word. 7. Each time a student comes up, the other students will remain in their seats. 8. The students will come up one at a time when their name is called and select an active verb card. 9. Have each student act out his word. Remind students that they cannot talk. They are only allowed to make motions to help their classmates guess their active verb. 10. Use the equity sticks so all students have a turn. 11. If a student is not familiar with the word he selects, whisper its meaning to him.
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Variations Expand 1. After everyone has had a turn, tell the students to take out a sheet of paper. 2. Pass out the rest of cards to the students (at least two cards each). 3. Instruct them to read the action verbs on the cards, then write down a sentence using each action verb. 4. Have them illustrate their sentences once they are done.
Extend Enrichment Advanced students can also use their active verbs to write a short story. Support Struggling students can work in pairs or small group when they use each action verbs to write a sentence. Rationale A major benefit of a charades game is that it helps develop students’ listening, reading, and speaking skills while they learn the action verbs (Stathakis, 2017).
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Adorable Adjectives! (McGrue, 2015) Topic Background Knowledge
Learning Objectives
Age Grade Materials
Time
Adjectives Students must know about the concept of description. Students should be able to describe things, people, ideas, and things. Students will be able to use adjectives to describe a variety of images. 6-7 1 Colour printed images of various objects , animals and people, magnets and paper 20-25 minutes
Preparation Tell the students that they will learn about adjectives. Explain that adjectives are words that describe a thing, people or an animal. Then, use a piece of magnet to display one of the printed images on the board. Below the image, write a word that describes it. For example, you could write “round� underneath a picture of a soccer ball.
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Put up another image. Now, let the students give you words that describe the image. Allow them to use adjective phrases as well such as round ball, long tail, big eyes. Write their suggestions below the image. Take one of the adjectives or adjective phrases and use it in a sentence. For example, Samuel has a round soccer ball. Underline the adjective and circle the noun it describes. Repeat this process with other images. In Class 1. Split the students into equal groups. 2. Place the rest of the printed images face-down on a table. 3. Have each group select a team captain. 4. Walk to each group and let its team captain choose a picture. 5. Once each group has a picture, ask students to think about words that describe their pictures and discuss their words with their group members. 6. Have them write the list of adjectives that describe the picture on a piece of paper. 7. After all the groups are done, let the captains share their pictures and all the adjectives each group member wrote to the class.
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8. Instruct students to choose two of their adjectives to construct sentences. 9. Remind students to underline the adjective and circle the noun used in their sentences. 10. Visit groups as they work, provide assistance or comments when necessary.
Extend Enrichment Advanced students can write sentences describing themselves using additional adjectives. For example, I am a beautiful girl. I have long hair. I have blue eyes. Support Guide struggling students through writing their sentences Rationale This activity encourages critical thinking as they brainstorm for adjectives that best describe the picture given. Critical thinking is an important skills as it is associated with quality thinking and, if sufficiently developed, provides learners with a more skillful way of communicating with other people, acquiring new knowledge, and dealing with ideas, beliefs, and attitudes (Vdovina, 2013).
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Act It Out Topic Background Knowledge
Learning Objectives
Age Grade Materials
Time
Adverb Students should be able to identify various parts of speech such as nouns, verbs, adjectives and adverbs (Beare, 2017). Students should be able to know what an adverb is. Students will be able to act out the adverbs. Students will be able to guess the appropriate adverbs that corresponds the verb acted out. 6-7 1 Index cards with verbs written on it and index cards with adverbs written on it 30-40 minutes
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Preparation Write the sentence, “Justin sat quietly” on the whiteboard (Perles, 2012). Activate their prior knowledge by asking your students to find the noun, verb and adverb from the sentence. Have your students describe what the word “quietly” is doing. Explain that “quietly” is a word that modifies a verb, adjective or another adverb. Explain to them that they will be acting out various types of actions and guessing the appropriate adverbs that corresponds to the verb acted out. Demonstrate how the game works by flipping the cards with a verb and adverb on them. Act out the verb and adverb. For example, walk quickly. Act out by walking quickly from one end to the other end of the classroom. Have your students guess the verb and adverb that were chosen.
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In Class (Bright Hub Inc, 2016) 1. Place the pile of index cards with adverbs on them and the pile of index cards with verbs on them on a table. 2. Have students take turns picking a index cards from each pile and acting out the action that the cards show. 3. Have students guess the verb and the adverb that were chosen, and reveal the cards as students guess correctly. Variations Expand Have a few volunteers come up with their own verbs and adverbs to act. Have the others guess the verbs and adverbs used. Extend Enrichment Challenge your advanced students by having them construct sentences using the verbs and adverbs acted out.
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Support Guide struggling students by comparing the differences between verb and adverb. Give them hint by whispering to their ears if they struggle to act out the verbs and adverbs. Rationale This activity encourages role play in which students have to act out in a particular situation given. It helps develop their creativity in expressing themselves in a given situation (Budden, 2017). This will benefit shy and quiet students as they will get the chance to express themselves.
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Go Fish Topic Background Knowledge
Learning Objectives
Age Grade Materials
Time
Present and Past Tense Students should have a strong grasp on verb tenses. Students should be familiar with common verbs in the present and past. Students will be able to identify the correct present and past tense. 6-7 1 Index cards with present tense written on them, index cards with past written on them, water table, magnets and magnetic fishing poles 25-35 minutes
Preparation Write down these two sentences, “Zach is sitting on the carpet” and “Jane sat on the carpet just now” on the whiteboard. Activate your students prior knowledge by asking them what is the difference in these two sentences. Does it have different meaning or similar?
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Explain to your students that we will be playing “Go Fish”. Have all the index cards laminated and color coordinated. For example, the word “run” is in pink written on one card, then the word “ran” should also be pink written in another card. Stick magnets on each cards. Have all the index cards with present and past tense all shuffled up. Place it in a water play table without the water in it. Demonstrate to them by fishing one card from the table and find the match for the card.
In Class (Matters, 2012) 1. Divide your students into groups of 4. 2. Provide each student with a magnetic fishing pole. 3. Have them fish a card from the table using the fishing pole and find the match to the card. For example, if they fish out a card that says, “write” then they have to find the match which is “wrote”.
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4. Circulate the class while your students are playing this game to provide feedback and support. 5. If students is struggling, paired up with a partner or teacher explain the differences between present and past tense. Variations Expand Have your students look around the classroom. Have them write a list of present and past tense on a piece of paper. For example, students can look around the classroom and decided to write “stand” and “stood”. Extend Enrichment Have advanced students to construct sentences from the list of present and past tense. Support Have students paired up with a partner to list a few present and past tense.
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Rationale Some of the benefits of playing this game is that it improves their concentration, increase their attention to details, and help improve their ability to find similarities and differences in verb tenses (British Council, 2017). This game is also suitable for tactile and kinesthetic learners as they will be moving around the water table to fish out the matching tenses (British Council, 2017).
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The Classroom Ghost Topic Background Knowledge
Learning Objectives
Age Grade Materials Time
Prepositions Students should be able to describe the position of an object without realizing there is prepositions involved. Students will be able to identify and use prepositions of place. Students will be able to construct prepositional phrase. 6-7 1 Objects around the classroom 25-30 minutes
Preparation Tell your students that we will learn about prepositions of place. Explain to the class that a preposition is a word that specifies location. Write some examples on the whiteboard such as near, on, and in. Expand by demonstrating to your students. For example, put a teddy bear on a chair.
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Then, explain to them a prepositional phrase is the combination of a preposition and its object. Write examples on the whiteboard such as, “The teddy bear is on the chair” and underline the preposition used in the phrase. Explains to your students that we will be detectives today. Before your class starts, move some things around. For example, you could place some books under student’s chair, put a marker pen on the window, put the clock on the teacher’s chair and so on. In Class (McLoughlin, 2016) 1. Inform your students that you have some bad news. There seems to be a mischievous classroom ghost. 2. Tell them that things are not the same as they were when you left the room yesterday. Some items are now in different positions, but you can’t remember what was where, and you need their help.
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3. Put students into pairs to make a note of what the ‘ghost’ has moved around, and ask them to use ‘prepositions of place’ to make sentences. 4. For example, the bin is in the wrong corner. It should be behind the door. Remind them to underline the preposition used. Extend Enrichment Have advanced students write a different sentence using the preposition used. For example, they constructed a sentence, “The books is under Sam’s chair” then they have to construct a new sentence using the preposition ‘under’ such as “The swing is under the tree”.
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Support Give hints to struggling students to help them identify the prepositions used. For example, they might know that the books does not belong here. Ask them questions such as where does it usually placed. This will lead them to identify the prepositions used to construct sentences. Rationale The main advantage of using real objects into the classroom is that it makes the learning experience more memorable for the students (Budden, 2017). It can be much more affective for them if they can touch, smell and see the objects (Budden, 2017). This would appeal to a wider range of learning styles than a simple flashcard picture. Moreover, this activity requires your students to move around actively around the classrooms identifying what does not belong to the original place. It also helps develop their analytical skills as they have to analyze what does not seem right around the classroom and critical thinking skills as they construct sentences using the preposition of place (Vernon, 2017). It also encourages teamwork and collaboration skills too while they learn prepositions (Vernon, 2017).
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Green Light, Red Light Topic Background Knowledge Learning Objectives
Age Grade Materials Time
Punctuations Students should be able to follow instructions. Students will be able to recognize various punctuation marks such as period, comma, question mark and exclamation mark. 6-7 1 Poster cards and markers 15-20 minutes
Preparation Gather your students in a circle. Explain to them that today we will be learning punctuations. Tell them there are many types of punctuations.
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Show them the different types by drawing out the punctuations on the poster cards. For example, draw a period on the card and tell them it is a period. Explain to them that period is used to end a statement. After explaining the difference types of punctuations, explain to them that we will be playing a fun game. In Class (Icebreaker Ideas, 2017) 1. Have students form a straight line horizontally outside the playground. 2. Stand opposite your students with the poster cards you just made facing them. 3. Explain to them that their main goal of this game is to be the first one to reach to you. 4. Explain to them that while they try to reach to you, they have to do the necessary actions when you show them the punctuations.
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5. They will walk slowly when you show a poster card with comma on it, they will raise both their hands and jump excitedly for exclamation, they will stop for period and finally, they will tilt their head and place their hands on their hips for question mark. 6. The first student to reach the teacher is the winner of the game. 7. Have your students take your place and repeat the game.
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Variations Expand Have your students play the game using poster cards with the name of the punctuations such as ‘period’, ‘question’, ‘comma’ and ‘exclamation’ mark without any symbolic images. Extend Enrichment Have your advanced students construct their own sentences using the appropriate tone of the punctuation. For example, “I am happy!” or “Can I play?” Have the rest of the students to perform the actions that corresponds to the punctuation used in the sentence.
Support Guide your struggling students to differentiate the punctuation marks. If they are ESL learners, demonstrate an example for each punctuation mark. For example, pretend to shout to represent exclamation mark and face your palm of your hands upwards while heightened your shoulder to represent question mark.
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Rationale This game helps develop the student's concentration as the game progress to be faster which requires them to perform the necessary actions more quickly (Stathakis, 2017). It also helps develop their short term memory as they need to remember the actions that corresponds to the punctuation mark (Stathakis, 2017).
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References
Armstrong, J. (2015, September 26). Lesson Plan: Common and Proper Noun Scavenger Hunt. Education.com. Retrieved from https://www.education.com/lesson-plan /common-and-proper-noun-scavenger-hunt/ Beare, K. (2017, June 12). How To Teach Pronouns. ThoughtCo. Retrieved from https://www.thoughtco.com/how-toteach-pronouns-1212115 Bright Hub Inc. (2016). Grammar Activities: Adverbs. Bright Hub Education. Retrieved from http://www.brighthubeducation.com /lesson-plans-grades-1-2/50403-fungrammar-activities-for-teaching-adverbs/
References
British Council. (2017). Using Flashcards with Young Learners. British Council. Retrieved from https://www.teachingenglish.org.uk /article/using-flash-cards-young-learners Budden, J. (2017). Realia. British Council. Retrieved from https://www.teachingenglish.org.uk/ article/realia-0 Budden, J. (2017). Role-play. British Council. Retrieved from https://www.teachingenglish.org.uk /article/role-play Burton, L. (2017). Making Singular Nouns Plural. HotChalk Inc. Retrieved from http://lessonplanspage.com/lasingul arnounsplural1.htm/
References Coronado, O. E. (2012, February 3). Activities To Teach Pronouns To First Grade Students. Bright Hub Education. Retrieved from http://www.brighthubeducation.com/lesson -plans-grades-1-2/103184-first-gradeactivities-that-teach-pronouns/
Hayton, T. (2017). Student Presentations. British Council. Retrieved from https://www.teachingenglish. org.uk/article/student-presentations Icebreaker Ideas. (2017). Red Light/Green Light - Game Rules & Variations. Icebreaker Ideas. Retrieved from https://icebreakerideas.com /red-light-green-light-game/ Matters, M. (2012, August 2). Throw, Throwing, Threw: Verb Tense Practice with Past, Present and Future Activities. Bright Hub Education. Retrieved from http://www.brighthub education.com/lesson-plans-grades-35/122764-engaging-activities-for-practicing -verb-tenses-to-initiate-active-learning/
References McGrue, L. F. (2015, July 28). Lesson Plan: Action Verb Charades. Education.com. Retrieved from https://www.education.com/lessonplan/action-verb-charades/ McGrue, L. (2015, July 22). Lesson Plan: Adorable Adjectives! Education.com. Retrieved from https://www.education.com/lesson-plan/ adorable-ajectives/ McLoughlin, A. (2016, November 21). Five Fun Activities To Teach Prepositions. British Council. Retrieved from https://www.britishcouncil.org/voices -magazine/five-fun-activities-prepositions Paulding, J. (2017). Students ‘Find’ Learning Fun on Scavenger Hunts. ProLiteracy. Retrieved from https://proliteracy.org/Resources/Blog/ Article/216/Students-Find-Learning-Fun-onScavenger-Hunts
References
Perles, K. (2012, January 17). Grammar Lesson Plans: Teaching Adverbs. Bright Hub Education. Retrieved from http://www.brighthub education.com/lesson-plans-grades-3-5/ 50125-teaching-adverbs/ Stathakis, R. (2017). Five Reason To Use Games in the Classroom. Education World. Retrieved from http://www.educationworld.com/a_curr/ reasons-to-play-games-in-the-classroom.shtml Tefl.net. (2017). Fun Activities for Practising A, An and The. Tefl.net. Retrieved from https://www.tefl.net/elt/ideas/grammar/ fun-activities-for-practising-a-an-the/
References Vdovina, E. (2013, December). Developing Critical Thinking in the English Language Classroom: A Lesson Plan. English Language Teachers’ Association, 1(1), p. 54-68. Retrieved from http://eltajournal.org.rs/wp-content/uploads/ 2013/12/VII-Developing-Critical-Thinking-inthe-English-Language-classroom.pdf Vernon, S. A. (2017). How To Teach English For Different Learning Styles. Teaching English Games. Retrieved from https://www.teachingenglish games.com/Articles/Learning_Styles.htm
Wakabi, E. (2015, August 25). Lesson Plan: Plural Noun Practice. Education.com. Retrieved from https://www.education.com/lesson-plan/ plural-nouns/