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Objective : Board Race is a fun game that is used for revising vocabulary. It can also be used at the start of the class to get students active.

HOW TO PLAY:

Split the class into two teams and give each team a colored marker.

to carry out this activity, the course must be divided into groups of four.

Draw a line down the middle of the board and write a topic at the top.

The students must then write as many words as you require related to the topic in the form of a relay race.

Each team wins one point for each correct word. Any words that are unreadable or misspelled are not counted.

Relate with Intermediate Fluency ( 7 grade)

Resources : markers of different colors , board .

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Objetive: improve the listening comprehension, follow correctly the given orders.

HOW TO PLAY:

The teacher stand in front of the class.

The teacher do an action and say Simon Says [action].

The students must copy the teacher do.

Repeat this process choosing different actions -

Then the teacher do an action but this time say only the action and omit ‘Simon Says’. Whoever does the action this time is out and must sit down.

The winner is the last student standing.

Related with pre-production stage.

Resources: A large space.

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Objetive: improve the speaking skills

HOW TO PLAY:

Different situations will be assigned and students will have to represent them, examples:

Resolving a Conflict: Divide students into pairs and provide them with a conflict scenario. Each pair takes turns role-playing the scenario and finding a resolution through effective communication and compromise.

Expressing Empathy: Assign students different roles and emotions. They take turns expressing their emotions while the rest of the class practices active listening and responds with empathy.

The students choose the scenary that they want.

Resources: depending on the situation to be represented, costumes, paper, pen.

Relate with advance fluency.

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Objetive: measure the listening skill

HOW TO PLAY:

Students form a circle and one student starts by whispering a word into the ear of the student next to them. The second student then whispers the same word in the next student’s ear, and so on. At the end of the circle, have the last student say the word aloud and see how close (or hilariously far) it is from the original word.

Related with early production.

Resources: Large Space, organizated Space, list of word of the topic

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Objetive: Improve the listening and speaking skills.

HOW TO PLAY:

Choose a short passage or dialogue and make several copies. Put the copies up around the walls of the classroom .

Put the students in pairs or small groups. The aim is for one of the students in each pair to walk to read the passage on the wall. They remember some of the passage and walk back to their partner. They quietly dictate what they remembered to their partner, who writes it down. They then swap roles. Over several turns they will build the whole passage. This means they really do have to run back and forth because students will only remember three or four words at a time.

The winning pair is the team that finishes first – although you need to check for mistakes. If there are mistakes, they must keep walking to check!

Resources: Dialogue, organized space, scotch.

Relate with beggining Fluency.

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Objetive: Improve the vocabulary related a specific topic.

HOW TO PLAY:

In this memory game, the teacher puts about 10-15 target vocabulary words on the board. This can be done by taping flashcards on the board or simply by writing the words or drawing pictures.

The students line up in front of the board and are given about a minute to try to memorize all the vocabulary words they see. Then, the students must turn around so they can’t see the board and the teacher removes one of the words.

Students turn back around and must guess what’s missing.

Relate with a speech emergent.

Resources: flashcards, board, organizated space, scotch.