This works best if you say “Incorrect!” to signal that other teams may buzz in. If their response is incorrect, other teams have a chance to buzz in and answer the question. If their response is correct, all teams must send the student at the front of the line to the back of the line. Once they have attempted, they pass the buzzer to the next person in line and go to the end. Explain that you will call on the first person that buzzes in to provide a response.
Give students the questions you have created so that they know what information you want them to find.Note that they will be divided into teams. Tell them that they will hear you read a passage (or hear a radio broadcast/podcast) and need to listen for specific information. Why was this person important in history?.What are two major accomplishments of this person?.If students will listen to a biographical passage, use questions such as: Here are some suggested questions for different types of texts. The questions should be about the main information or facts you want students to learn from the text. As you examine the text, make a list of key information you want students to listen for during the exercise and use it to write questions. Prepare for the activity by reading or listening to the text you plan to use. Each week, we will present activities to make learning fun in one of the domains of language learning: listening, speaking, reading, and writing.ġ. In this month’s Teacher’s Corner, we will examine ways to make learning fun, accessible, and meaningful in the English language classroom. Having fun while learning also helps students retain information better because the process is enjoyable and memorable. Practicing a new language can also be intimidating, especially for students with a high affective filter or negative emotional factors that may interfere with language learning.Ī great way to give students meaningful opportunities to apply their learning and lower their affective filter is to make learning fun! When teachers use activities that make learning engaging and fun, students are more willing to participate and take risks. The English language classroom often poses challenges in this area due to rote teaching methods, dull curricula, or limited opportunities to use the language outside of the classroom.
To acquire a language, students need many opportunities to practice and apply what they have learned in class.