Getting ready for a game | ‘Are you ready to start?’ |
Beginning a lesson | |
Instructions for using a book | |
Maintaining discipline | |
Ending a lesson | |
Organising students to move |
Students’ names | Uses words occasionally | Uses sentences occasionally | Uses words frequently | Uses sentences frequently | Feels too shy to speak |
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These are just some of the dozens of activities any teacher can organise in any ordinary classroom. Each time an activity is repeated with some little change, it will be received with even greater enthusiasm by the children than it got last time. So do each activity any number of times, adding something new each time. Keep a record of the variations so that you can introduce your innovations to a new colleague. Nearly each activity described here can become the starting point of a dozen variations.
Child 1: ‘Is it thin?’ Answer: ‘No.’ Child 2: ‘How big is it?’ Answer: ‘It’s quite big.’ Child 3: ‘Is it as big as a chair?’ Answer: ‘No, it’s smaller than a chair.’ Child 4: ‘Can it turn?’ …
‘Touch your head.’ ‘Close your right eye.’ ‘Clap on your head.’
‘Touch your head with both hands, then touch your right ear with your right hand.’ ‘Close both eyes, touch your neighbour, ask him to give you his left hand.’
‘I’m thinking of a leaf that is smooth and long, and it has even edges.’