Application letter tak akan lengkap tanpa CV, kita harus menyertakan CV dalam surat lamaran kerja. Ada beberapa model CV yang sering dipakai
Read more »»
Tampilkan postingan dengan label English Game. Tampilkan semua postingan
Tampilkan postingan dengan label English Game. Tampilkan semua postingan
Kamis, 12 Juli 2012
Senin, 01 Agustus 2011
Who wants a......??
Purpose: Convincing
Tell students that you are going to give them a present. However, only one student will receive the present. In order to receive this present, the student must convince you through his / her fluency and imagination that he or she deserves the present. It's best to use a wide range of imaginary presents as some students will obviously be more attracted to certain types of presents than others. Examples:
A computer
A gift certificate for $200 at a fashionable store
A bottle of expensive wine
A new car
Read more »»
Tell students that you are going to give them a present. However, only one student will receive the present. In order to receive this present, the student must convince you through his / her fluency and imagination that he or she deserves the present. It's best to use a wide range of imaginary presents as some students will obviously be more attracted to certain types of presents than others. Examples:
A computer
A gift certificate for $200 at a fashionable store
A bottle of expensive wine
A new car
Rabu, 13 Juli 2011
Mengajar kelas besar/Teaching large class
Ada beberapa hal yang saat ini di hadapi oleh beberapa orang guru,apalgi guru baru,mereka terkadang kesulitan mengontrol kelas dengan jumlah murid yang sangat besar,misalnya sekitar 35-40 orang.sistem pendidikan indonesia yang menempatkan jumlah murid yang banyak dalam satu kelas itu terkadang tidak effektif dalam proses belajar Mengajar.Belum lagi suasana kelas yang panas dan fasilitas bangku dan meja yang tidak memadai.Nah di bawah ini ada beberapa hal yang perlu kita kethui tentang mengajar kelas besar.menegakkan disiplin, memanfaatkan kerja kelompok dan mengatasi masalah keterbatasan sumber.
*
Tantangan apa yang dihadapi dalam mengajar kelas besar?
*
Bagaimana anda memanfaatkan kerja kelompok untuk membantu proses pembelajaran di kelas besar?
*
Bagaimana kerja kelompok membantu dalam kelas besar ketika sumber daya kurang?
*
Bagaimana anda menegakkan disiplin di kelas besar?
*
Keuntungan kelas besar
*
Langkah selanjutnya
Tantangan apa yang dihadapi dalam mengajar kelas besar?
*
Sulit untuk menegakkan disiplin di kelas besar
*
Anda harus dapat memenuhi kebutuhan siswa dengan usia dan kemampuan yang berbeda, serta siswa yang ingin mempelajari hal yang berbeda, pada tingkat kecepatan yang berbeda dengan cara yang berbeda.
*
Anda tidak dapat dengan mudah memberikan perhatian secara individu pada setiap anak sesuai dengan kebutuhan mereka.
*
Anda mungkin tidak memiliki cukup buku atau alat bantu dalam proses pembelajaran.
Bagaimana anda bisa memanfaatkan kerja kelompok untuk membantu proses pembelajaran di dalam kelas besar?
Pada kelas yang besar, sepasang atau sekelompok siswa dapat saling membantu dan saling belajar satu sama lain. Agar siswa tidak mudah merasa bosan mendengarkan guru berceramah, cobalah strategi-strategi berikut:
Kelompokkan siswa sesuai dengan kemampuan mereka.
Guru-guru yang mengajar kelas besar telah mencoba berbagai strategi:
*
Kelompok dengan kemampuan beragam: semakin banyak jumlah siswa yang pintar di dalam kelompok dapat membantu siswa yang lain untuk memahami pelajaran, sehingga guru tidak perlu mengajarkan setiap bagian pelajaran.
*
Kelompok dengan kemampuan sama: guru dapat membiarkan kelompok siswa-siswa yang pintar untuk menyelesaikan tugas mereka sendiri. Guru dapat memberikan bantuan extra pada siswa yang berada di kelompok yang lebih lambat
*
Menggunakan ketua kelompok/pemantau: sejumlah guru menunjuk siswa yang pintar dan dapat belajar lebih cepat sebagai ketua kelompok atau pemantau yang dapat membantu siswa yang lambat.
Awasi setiap kelompok oleh anda sendiri
Guru perlu berkeliling kelas untuk melihat kemajuan apa yang telah dicapai oleh para siswa dan masalah apa yang muncul. Guru dapat memberikan masukan, semangat, dan bantuan extra pada siswa yang membutuhkan.
Bagaimana kerja kelompok dapat membantu pembelajaran di dalam kelas besar dengan sumber yang kurang memadai?
Kerja kelompok dapat membantu anda mengatasi masalah jumlah buku yang sangat sedikit, bahkan hanya satu buku. Jika anda tidak punya cukup buku untuk setiap siswa, bentuklah kelompok sehingga setiap kelompok memiliki satu buku. Jika anda hanya memiliki satu buku – berikan kesempatan kepada masing-masing kelompok untuk bekerja menggunakan buku tersebut secara bergantian. Kelompok yang lain dapat melakukan kegiatan yang sesuai dengan tema wacana yang terdapat pada buku. Misalnya, jika topik pelajaran adalah “family life” kelompok yang belum membaca wacana dapat mengerjakan kegiatan pre-reading yang berhubungan dengan topik ‘family life’. Mereka dapat menuliskan kata-kata yang mereka tahu yang berhubungan dengan topik atau membicarakan tentang keluarga mereka. Kelompok yang telah selesai membaca dapat membicarakan tentang apa yang telah mereka baca atau menuliskan ringkasan dari wacana tersebut. Setelah sekitar 10 menit, berikan buku tersebut pada kelompok yang lain, sehingga pada akhir pembelajaran, semua kelompok telah mengerjakan berbagai kegiatan dengan menggunakan buku tersebut.
Dengan atau tanpa adanya kerja kelompok, jika anda hanya memiliki satu buku, anda dapat:
*
Menuliskan bagian-bagian penting dari wacana di papan tulis sebelum memulai pembelajaran
*
Mendiktekan wacana tersebut sehingga setiap orang memiliki salinan wacana secara tertulis
Bagaimana anda dapat menegakkan disiplin di kelas yang besar?
*
Tetapkan peraturan disiplin yang dibuat oleh guru dan siswa bersama-sama. Di dalam peraturan tersebut harus dinyatakan dengan jelas aturan dasar yang dipahami oleh siswa, misalnya:
o
Mereka tidak boleh berisik
o
Mereka boleh berbicara, tetapi tidak dengan suara yang keras
o
Siswa yang telah selesai mengerjakan tugas boleh mengisi waktu sambil membaca buku
*
Gunakan lingkungan di luar kelas. Kegiatan ini menawarkan suasana yang baru dan berbeda ketika siswa mulai berisik dan merasa bosan, dan juga membantu mengurangi kepadatan di dalam kelas. Ingat bahwa:
o
Anda dapat bekerja dengan beberapa kelompok di dalam kelas, sementara beberapa kelompok yang lain bekerja di luar kelas (gunakan tugas yang berbeda atau tugas yang sama)
*
Anda perlu merancang kegiatan di luar kelas dengan jelas dan seksama, dan memantau jalannya kegiatan tersebut
o
Pilihlah ketua kelompok yang bertanggung jawab yang dapat membantu menjaga kedisiplinan. Mereka juga dapat membagikan dan mengumpulkan tugas kelompok, dan menjelaskan apa yang harus dikerjakan masing-masing kelompok.
Keuntungan dari kelas besar
*
Ketika ada banyak siswa di dalam kelas, mereka dapat membagi berbagai macam ide dan pengalaman hidup yang menarik. Hal ini dapat merangsang para siswa dan menghidupkan suasana pemebelajaran dimana siswa dapat berdiskusi dan saling belajar dari satu sama lain.
*
Selama melaksanakan tugas, siswa dapat belajar untuk berbagi tanggung jawab dan saling membantu. Hal ini juga dapat menciptakan hasil yang beragam dan mempercepat pekerjaan.
Langkah selanjutnya
Ingatlah bahwa cara-cara ini bukanlah cara-cara terbaik atau cara satu-satunya untuk mengajar di kelas besar, tetapi jika anda belum menggunakan teknik-teknik ini sebelumnya, anda mungkin tertarik untuk mencobanya di kelas anda.
*
Diskusikan dengan kelas anda aturan dasar yang sesuai dengan situasi yang ada. Siswa dapat menulis poin-poinnya dalam bentuk poster. Kemudian memasangkannya di tempat yang mudah terlihat.
*
Rencanakan beragam kegiatan yang dapat digunakan apabila anda hanya memiliki satu buku
*
Rencanakan proyek untuk kelompok dimana setiap anggota kelompok memiliki tugas masing-masing yang saling berhubungan satu sama lain. Setiap kelompok harus menandatangani kontrak dimana mereka menyetujui untuk mengerjakan tugas mereka sendiri dan menyelesaikannya pada tanggal tertentu.
Artikel ini mengacu pada ide-ide dari program radio BBC World Service “Teachers in Action” dengan kontribusi dari para guru dan tutor di India, Ghana, Afrika Selatan dan Zambia
Kontributor untuk program ini adalah: Dr George Kankam (Ghana), Maria Asamwe Bothawe (Ghana), Joseph Garty Ampia (Ghana), Ponstance Jennifer (Ghana), Violet Debali (Zambia), Fathima Bismillah (SA), Jean Tylie (SA) , Sue Danau (SA) dan Rohini Michigan (India).
Source/sumber: http://www.teachingenglish.org.uk/think/articles/teaching-large-classes
Sabtu, 21 Mei 2011
past mime
Past Mime
Practises: past continuous wit past simple
Students work in pairs. Each pair is given or writes a past continuous + past simple sentence (Sbdy was doing when sbdy did).
Each pair mimes its sentence and the class tries to guess it. It may help, especially with more complex sentences, to write the sentence outline on the board (one underline for each word) and fill in words as the class guesses them.
Some suggested sentences * I was climbing a 200-year old oak tree in the middle of the forest when one of the branches broke and I fell 50 feet to the ground.
* Two lovers were watching a cheap television when it suddenly exploded and showered them with glass.
* I was driving my mother-in-law's car when a policeman stopped me because he thought that I was speeding.
* A blind man was withdrawing money from his bank's cash dispenser when three masked gunmen attacked him and stole his wallet.
* I was walking down the road when a mad dog bit me.
Read more »»
Practises: past continuous wit past simple
Students work in pairs. Each pair is given or writes a past continuous + past simple sentence (Sbdy was doing when sbdy did).
Each pair mimes its sentence and the class tries to guess it. It may help, especially with more complex sentences, to write the sentence outline on the board (one underline for each word) and fill in words as the class guesses them.
Some suggested sentences * I was climbing a 200-year old oak tree in the middle of the forest when one of the branches broke and I fell 50 feet to the ground.
* Two lovers were watching a cheap television when it suddenly exploded and showered them with glass.
* I was driving my mother-in-law's car when a policeman stopped me because he thought that I was speeding.
* A blind man was withdrawing money from his bank's cash dispenser when three masked gunmen attacked him and stole his wallet.
* I was walking down the road when a mad dog bit me.
what am i wearing
What am I wearing?
Objective: identify clothes, styles, colours, shapes
Before class I draw a circle on the board with four air bubbles coming from it and in each write summer, winter, spring and autumn. When I enter the classroom I wear a hat, scarf, gloves, coat etc and we talk about the various garments. Explain garments, clothes, dress etc. In groups brainstorm different clothes for the seasons. Change groups around and new groups complete questionaire about clothes, a pair of shoes, gloves, pyjamas etc. Have a discussion about students' favourite clothes, fashions, can they wear what they like or what their parents choose, etc.Team game. One student from each team goes to the board and the teacher describes a garment. The winner is the first student to write the correct word with correct spelling. Other students can call or in most cases yell out the word! A real fun game.
I then play another game. I collect about 12 garments or pieces of clothing (eg vest, pants, boxers, skirt, jersey, bra, scarf, gloves, beads, socks) and put them in a pillow case or similar. I play a music tape and students pass around the bag. When the music stops whoever is holding the bag has to pull out a garment (without looking inside) and put on whatever they pull out. This is hiliarious, shrieks of laughter. When all garments are on the students, we repeat the garment as they put it back in the bag.
Read more »»
Objective: identify clothes, styles, colours, shapes
Before class I draw a circle on the board with four air bubbles coming from it and in each write summer, winter, spring and autumn. When I enter the classroom I wear a hat, scarf, gloves, coat etc and we talk about the various garments. Explain garments, clothes, dress etc. In groups brainstorm different clothes for the seasons. Change groups around and new groups complete questionaire about clothes, a pair of shoes, gloves, pyjamas etc. Have a discussion about students' favourite clothes, fashions, can they wear what they like or what their parents choose, etc.Team game. One student from each team goes to the board and the teacher describes a garment. The winner is the first student to write the correct word with correct spelling. Other students can call or in most cases yell out the word! A real fun game.
I then play another game. I collect about 12 garments or pieces of clothing (eg vest, pants, boxers, skirt, jersey, bra, scarf, gloves, beads, socks) and put them in a pillow case or similar. I play a music tape and students pass around the bag. When the music stops whoever is holding the bag has to pull out a garment (without looking inside) and put on whatever they pull out. This is hiliarious, shrieks of laughter. When all garments are on the students, we repeat the garment as they put it back in the bag.
verbs and tense
erbs & Tenses
1. Illustrate known tenses with tense clue words, for example:
- Habit/truth = present simple
- Now = present continuous
- Experience = present perfect
- Plan = going to
- Yesterday = past simple
2. Select a range of verbs.
3. Divide the class into teams.
4. Give the same verb and tense clue word to each team.
5. The idea is for each team to make the longest and hopefully perfectly contructed sentence. Count up the words from each team's sentence and score on the board. Students of all ages like healthy competition, and the cleverer ones will realise that by adding lists to their sentences they will score more points! eg. Yesterday I swam quickly across the deep blue river with my brother, my sister, my sister's boyfriend, my fat black dog etc.
Read more »»
1. Illustrate known tenses with tense clue words, for example:
- Habit/truth = present simple
- Now = present continuous
- Experience = present perfect
- Plan = going to
- Yesterday = past simple
2. Select a range of verbs.
3. Divide the class into teams.
4. Give the same verb and tense clue word to each team.
5. The idea is for each team to make the longest and hopefully perfectly contructed sentence. Count up the words from each team's sentence and score on the board. Students of all ages like healthy competition, and the cleverer ones will realise that by adding lists to their sentences they will score more points! eg. Yesterday I swam quickly across the deep blue river with my brother, my sister, my sister's boyfriend, my fat black dog etc.
secret code
Secret Code
This activity is useful at the beginning of the year after a long term holiday, such as those in Argentina (3 months in all). This will break the ice in new groups as they will introduce each other and talk about themselves.
Stage I: Welcome your students to the class and invite them to pick a lollipop or sweet. They will find a rolled piece of paper wrapped around their sweet or lollipop. It will contained a hidden message that they will have to solve individually first.
Stage II: Tell them the aim of the game, but make it clear that they will need to remember the letters of the alphabet to work out their hidden message. So make a quick revision by brainstorming the letters and writing them on the board. Next, tell students that each letter contained in their coded message uses the next letter in the alphabet. That is to say that if they have for example: 'TBZ ZPVS OBNF' this will mean ' Say your name'. Pick up one sweet for you and demonstrate the activity by writing the solution of your code on the board. Solve one or two clues as a demonstration, and once they know what they have to do, give them five minutes to solve the rest of the message.Stage III: In turns then they carry out the instructions found in their hidden messages.
Duration: The whole activity takes up to 15 minutes. Not only can it be used as a socializing activity but a warmer activity as well whenever you need to revise structures or vocabulary previously taught.
Optional: If you have advanced levels you may adapt this activity in order to make them talk for about a minute on any topic they are familiar with, such as, 'favourite pop music, videogames pros and cons etc'. So this activity may be adapted to be used throughout the year.
Contributed by: Ana Maria
Read more »»
This activity is useful at the beginning of the year after a long term holiday, such as those in Argentina (3 months in all). This will break the ice in new groups as they will introduce each other and talk about themselves.
Stage I: Welcome your students to the class and invite them to pick a lollipop or sweet. They will find a rolled piece of paper wrapped around their sweet or lollipop. It will contained a hidden message that they will have to solve individually first.
Stage II: Tell them the aim of the game, but make it clear that they will need to remember the letters of the alphabet to work out their hidden message. So make a quick revision by brainstorming the letters and writing them on the board. Next, tell students that each letter contained in their coded message uses the next letter in the alphabet. That is to say that if they have for example: 'TBZ ZPVS OBNF' this will mean ' Say your name'. Pick up one sweet for you and demonstrate the activity by writing the solution of your code on the board. Solve one or two clues as a demonstration, and once they know what they have to do, give them five minutes to solve the rest of the message.Stage III: In turns then they carry out the instructions found in their hidden messages.
Duration: The whole activity takes up to 15 minutes. Not only can it be used as a socializing activity but a warmer activity as well whenever you need to revise structures or vocabulary previously taught.
Optional: If you have advanced levels you may adapt this activity in order to make them talk for about a minute on any topic they are familiar with, such as, 'favourite pop music, videogames pros and cons etc'. So this activity may be adapted to be used throughout the year.
Contributed by: Ana Maria
gameboard
The game board: Get Four 12 x12 Get Four 10 x 10 This is a single sheet game board designed to be printed on A4 sized paper (slightly thinner, but longer than letter.) You'll need one sheet per student pair. The files are .doc so you can edit the values to practice just about any target language. It's a lot faster than BattleShip or Bombs Away and you'll see everyone in the room talking.
This is a great game for low numbered classes and of course for those dreaded 80+ classes. It also works well for one on one classes.
Instructions:
• Students choose a mark of their own. (star, smiley face, heart, diamond, but nothing to elaborate. It's not art class, Kenny!)
• Decide who goes first, and the first person can enter her mark anywhere on the board. She would then combine the two sentence portions to make a sentence or question.
• The second person would then enter his mark anywhere on the board and also make a sentence or question.
The point of the game is to get four in a row. Once a player gets four in a row, she should draw a line through the four and score a point in the score section (if you try to count at the end, you'll go nuts.) The person with the most point at the end of the game is the winner.
Rules:
The Rules are really up to the teacher, but I allow students to use marks twice as long as they are in a different direction. If the same spot is used both diagonally and vertically, that's Ok. But using the same location in the same direction is not. If that's confusing please ignore it and make up your own rules.
Variations:
- You can have the students build off of one of the walls. They may start in any column or row, but can't freely place their mark anywhere.
- You can have the students build bottom up. They may place their mark in any column but they must put it in the bottom most spot available.
- Tell the students they must always place their mark attached to another mark. They will grow like a great gelatinous blob. Basically they must build off of the original placement.
- the Get Four Challenge: There are 4 small boards and it makes it more difficult and strategy becomes a bigger issue. Students play until one person gets four in a row. That person wins the single game and they break off to play another person.
Read more »»
This is a great game for low numbered classes and of course for those dreaded 80+ classes. It also works well for one on one classes.
Instructions:
• Students choose a mark of their own. (star, smiley face, heart, diamond, but nothing to elaborate. It's not art class, Kenny!)
• Decide who goes first, and the first person can enter her mark anywhere on the board. She would then combine the two sentence portions to make a sentence or question.
• The second person would then enter his mark anywhere on the board and also make a sentence or question.
The point of the game is to get four in a row. Once a player gets four in a row, she should draw a line through the four and score a point in the score section (if you try to count at the end, you'll go nuts.) The person with the most point at the end of the game is the winner.
Rules:
The Rules are really up to the teacher, but I allow students to use marks twice as long as they are in a different direction. If the same spot is used both diagonally and vertically, that's Ok. But using the same location in the same direction is not. If that's confusing please ignore it and make up your own rules.
Variations:
- You can have the students build off of one of the walls. They may start in any column or row, but can't freely place their mark anywhere.
- You can have the students build bottom up. They may place their mark in any column but they must put it in the bottom most spot available.
- Tell the students they must always place their mark attached to another mark. They will grow like a great gelatinous blob. Basically they must build off of the original placement.
- the Get Four Challenge: There are 4 small boards and it makes it more difficult and strategy becomes a bigger issue. Students play until one person gets four in a row. That person wins the single game and they break off to play another person.
homophone game
The homophone game (intermediate/advanced) (Lewis & Bedson, 1999)
This activity is for pairs or groups. Before starting, explain what homophones are, namely words that sound the same but have different meanings and spellings, e.g., I, eye.
1. Before starting, tell each pair/group to write the numbers 1-20 in a column on a separate piece of paper.
2. Read out the words one at a time. After you have read out each word, allow the pairs/groups 20-30 seconds to try to write down two possible words.
3. Continue in this manner until all 20 words have been read out.
4. Check orally. If you wish, get one person from each pair/group to write their answer on the board. Try to get them to explain the different meanings.
Read more »»
This activity is for pairs or groups. Before starting, explain what homophones are, namely words that sound the same but have different meanings and spellings, e.g., I, eye.
1. Before starting, tell each pair/group to write the numbers 1-20 in a column on a separate piece of paper.
2. Read out the words one at a time. After you have read out each word, allow the pairs/groups 20-30 seconds to try to write down two possible words.
3. Continue in this manner until all 20 words have been read out.
4. Check orally. If you wish, get one person from each pair/group to write their answer on the board. Try to get them to explain the different meanings.
broken sentence
Vocabulary game: Broken sentences (Lewis & Bedson, 1999)
In this activity, students have to put together sentences which have been broken up into two halves.
Method:
1. Copy and cut up some sentences as below, so there is one sentence for each pair of students in the class. (If there is an odd number, the teacher can take part.)
2. Students walk around the room trying to find their "pair." Once they have, they sit down.
3. Check by getting each pair to read out their sentence.
o I am going to the zoo..... .....to see the wild animals.
o Let's go to the travel agent..... .....to book our summer holiday.
o I need some soap..... .....to wash my hands.
o You'll need a saucepan..... .....to boil those potatoes.
o You'd better take a torch..... .....to see in the dark.
o I need a ruler..... ......to draw straight lines.
Variation: In this activity, we can also break up the sentences into three parts.
o I won't get..... .....married until I'm..... .....at least 25.
o I'd change my..... .....name if I weren't..... .....happy with it.
o I won't be able to..... .....arrive before..... .....Friday, I'm afraid.
o I'd get a..... .....dog, only my son..... .....is afraid of them.
Read more »»
In this activity, students have to put together sentences which have been broken up into two halves.
Method:
1. Copy and cut up some sentences as below, so there is one sentence for each pair of students in the class. (If there is an odd number, the teacher can take part.)
2. Students walk around the room trying to find their "pair." Once they have, they sit down.
3. Check by getting each pair to read out their sentence.
o I am going to the zoo..... .....to see the wild animals.
o Let's go to the travel agent..... .....to book our summer holiday.
o I need some soap..... .....to wash my hands.
o You'll need a saucepan..... .....to boil those potatoes.
o You'd better take a torch..... .....to see in the dark.
o I need a ruler..... ......to draw straight lines.
Variation: In this activity, we can also break up the sentences into three parts.
o I won't get..... .....married until I'm..... .....at least 25.
o I'd change my..... .....name if I weren't..... .....happy with it.
o I won't be able to..... .....arrive before..... .....Friday, I'm afraid.
o I'd get a..... .....dog, only my son..... .....is afraid of them.
Sabtu, 23 April 2011
get four
The game board: Get Four 12 x12 Get Four 10 x 10 This is a single sheet game board designed to be printed on A4 sized paper (slightly thinner, but longer than letter.) You'll need one sheet per student pair. The files are .doc so you can edit the values to practice just about any target language. It's a lot faster than BattleShip or Bombs Away and you'll see everyone in the room talking.This is a great game for low numbered classes and of course for those dreaded 80+ classes. It also works well for one on one classes.
Instructions:
* Students choose a mark of their own. (star, smiley face, heart, diamond, but nothing to elaborate. It's not art class, Kenny!)
* Decide who goes first, and the first person can enter her mark anywhere on the board. She would then combine the two sentence portions to make a sentence or question.
* The second person would then enter his mark anywhere on the board and also make a sentence or question.
The point of the game is to get four in a row. Once a player gets four in a row, she should draw a line through the four and score a point in the score section (if you try to count at the end, you'll go nuts.) The person with the most point at the end of the game is the winner.
Rules:
The Rules are really up to the teacher, but I allow students to use marks twice as long as they are in a different direction. If the same spot is used both diagonally and vertically, that's Ok. But using the same location in the same direction is not. If that's confusing please ignore it and make up your own rules.
Variations:
- You can have the students build off of one of the walls. They may start in any column or row, but can't freely place their mark anywhere.
- You can have the students build bottom up. They may place their mark in any column but they must put it in the bottom most spot available.
- Tell the students they must always place their mark attached to another mark. They will grow like a great gelatinous blob. Basically they must build off of the original placement.
- the Get Four Challenge: There are 4 small boards and it makes it more difficult and strategy becomes a bigger issue. Students play until one person gets four in a row. That person wins the single game and they break off to play another person.
Read more »»
Instructions:
* Students choose a mark of their own. (star, smiley face, heart, diamond, but nothing to elaborate. It's not art class, Kenny!)
* Decide who goes first, and the first person can enter her mark anywhere on the board. She would then combine the two sentence portions to make a sentence or question.
* The second person would then enter his mark anywhere on the board and also make a sentence or question.
The point of the game is to get four in a row. Once a player gets four in a row, she should draw a line through the four and score a point in the score section (if you try to count at the end, you'll go nuts.) The person with the most point at the end of the game is the winner.
Rules:
The Rules are really up to the teacher, but I allow students to use marks twice as long as they are in a different direction. If the same spot is used both diagonally and vertically, that's Ok. But using the same location in the same direction is not. If that's confusing please ignore it and make up your own rules.
Variations:
- You can have the students build off of one of the walls. They may start in any column or row, but can't freely place their mark anywhere.
- You can have the students build bottom up. They may place their mark in any column but they must put it in the bottom most spot available.
- Tell the students they must always place their mark attached to another mark. They will grow like a great gelatinous blob. Basically they must build off of the original placement.
- the Get Four Challenge: There are 4 small boards and it makes it more difficult and strategy becomes a bigger issue. Students play until one person gets four in a row. That person wins the single game and they break off to play another person.
Langganan:
Postingan (Atom)