The game reviews vocabulary most students will know, introduces some new vocabulary and helps the students remember to the letter S at the end of plurals. Spelling games also assist with letter recognition which is important with ESL and TEFL students who do not use the roman alphabet in their own language.
The game is played in two parts. The first part is the spelling. Teams take turns choosing a picture and then spelling it. If they cannot spell the picture, another team can try. When the word is spelled correctly, click on the picture and points will appears. A switch will also appear. This allows teams to change points. It serves the dual purpose of making the game more interesting and preventing one team from racing ahead in points. If the students don't know the vocabulary, the teacher can say the word and let the students try to spell it. If no one gets the correct spelling, show the answer and practice spelling with the class. When the spelling game is finished have students write and/or draw the pictures on a blank bingo card. Bingo is in fact a reinforcement activity. Students should take turns calling the vocabulary words. When bingo is over, play the games again. During this round, each team member must take turns spelling with no help from their team. Don't let the high level students choose an easy word. Don't worry that the students know the points associated with the word. This will motivate them to spell better. Play bingo again. I recommend playing this game 3 to 5 times. Repetition is important and knowing the answers will help students feel confident in English.
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I've been wanting to do this. That is add materials and lessons that teachers can download. On the surface that might seem simple enough but in reality it meens editing. A lot of editing. The best lessons are linear and focused. And interesting. That's no small task and no matter how well you build a lesson plan, there is always room to tweek the Powerpoint and lesson plan.
Also, I make mistakes with spelling and grammar from time to time. Okay, more often than I care to admit, because in the rush to create a dynamic teaching resource before the next class, I don't always have time to proofread the work. In the classroom I turn this into a teachable moment. That is, I praise students for finding my mistakes, no matter how small. But and this is a personal perspective, I never pretened that the mistake was intentional. Winning the students trust to speak and make mistakes, means letting them see me make mistakes and that it "ain't no big deal." Especially in South Korea, where mistakes are often treated as failures to perform. For example, during my time at the hogwan (a hogwan is a private afterschool program) I worked for, the students were often required to memorize (see my personal note below) large amounts of English for their tests. The students start memorization early, so most get quite good at it. However, what bothered me was not so much the memorization, but if the children subsituted a synonym for a word, they were marked as wrong. The students had to memorize the text verbatim, no substituion allowed. When teaching new vacabulary, this appraoch is perhaps nessisary, but I stand by my ascertaion, that substituting one word with one of it's synonyms shows comprehension and a deeper understanding. One of the issues a native teacher faces is overcomming the students fear of getting that one word wrong and encourange creativity in speaking, because communication is by it's nature impert and not rote. Once that hurddle is overcome, the best communicators are often the students who do the worst on tests. Personal Note: When if I first started teaching English, I hated the idea of rote memorization. However, I've come to understand that it has it's place in language aquisition. |
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