Better luck next year guys!
1.Reorganise jumbled up letters in a word. (To practise spelling, alphabet and revise vocabulary)
·Tell pupils the topic all words belong to
·Bonus point for gender of nouns
·Pupils spell correct words aloud
2.Reorganise words within a sentence
(To practise word order, agreements and revise vocabulary, practise learning skills i.e. using grammatical and punctuation clues)
·Tell Pupils the context /topic
3.Determine the words in a sentence (To practise word order, agreements and revise vocabulary)
4.Match up words and topics
(To practise using similar expressions in a variety of topics and making transfers, recycling vocabulary, learning skills: learning to proceed by elimination, look for key words)
5.Find the odd one out
(To practise vocabulary and recycle language out of usual context, can be grammatical as well as vocabulary based)
·More able pupils could explain the differences in the target language.
·There may be more than one correct answer: correct as long as pupils can justify their answer.
6.Fill in letters missing
(To practise spelling and revise vocabulary)
7.Find the mistakes
(to practise accuracy of spelling and grammar, to check retention)
·1 bonus point to justify why it’s worng and correcting it
·Should be related to a point of language previously studied ·Could offer alterative options to less able groups
·Give pupils a letter; they must find words beginning by that letter in a variety of categories.
·They are allowed to leave one blank each time as some letters are more difficult than others.
9.Match beginning and ends of sentences
(To practise vocabulary, grammar and encourage the use of connectives)
10.Wordsearch (To recycle vocabulary and practise spelling)
·Give pupils the context – grammatical or topic based.
·For a bonus point put those into a sentence with the correct personnel pronoun.
11.Find similar sounds (To practise pronunciation and matching sound and spelling) ·Identify words with the same sounds and underline it
·Use a mixture of familiar and unfamiliar words.
·Bonus point to find other words with a similar sound.
12.Crack the code (To practise spelling)
·Context must be given to pupils so that the task remains doable.
·You could do this activity in pairs against the clock to be more stimulating.
13.Reorganise sentences within a text
(To practise use of connectives, complex structures, looking for clues in a text)
·This exercise can only be done with a story line with a clear and obvious time progression.
·Discuss what clues pupils used.
14.Punctuate the text (To practise use of accents, ability to use punctuation as clues in a text for comprehension)
· This activity is best done on an OHT as a class activity or individually on computers or worksheets.
15.Build a sentence up (To practise use of connectives, move to longer sentences and more complex structures)
·Pupils could complete the task in groups and against the clock to introduce a competitive element.
·Reward accuracy of adjectival agreements, verb endings, correct word order, spelling etc.
16.List 3 things you found out/learnt today
17.List 3 things your neighbour has learnt today
18.Summarise this character/scene/chapter in 5 bullet points
19.Summarise topic in 5 sentences – reduce to 5 words – reduce to one word
20.60 second challenge – sum up knowledge of text, or write down all the words you can think of to describe…
21.Identify the key points of the lesson from anagrams
22.Break the code to identify the 3 main points from today’s lesson (a=b, b=c…)
23.Write 5 top tips/golden rules for…
24.Design your own writing mat to give advice to other students about…
25.Create a poster to illustrate the spelling strategy you have learnt
26.Create a mnemonic which reflects the meaning of a new word or term you have learnt today
27.Write dictionary definitions for new terms learnt today
28.The answer is XYZ – now write the question. N.B. the question must begin with the words ‘What is…’ 29.Spot missing words in cloze summary of learning
30.Wordsearch containing key words or information learnt during lesson – use clues/definitions to help you 31.Poetry bingo – teacher reads/shows quotations. Pupils must spot technique and mark card
32.If the aim of the lesson was set as a question… Pupils answer questions on whiteboards – with word limit for sentence to provide extra challenge
33.Take one minute to compose two statements in your head to explain what we have learnt and how we have learnt it
34.In pairs, answer the question set at the start on a ‘post it’ note. Stick on board and review – did class agree?
35.Where can you apply this skill in your HW/other subjects? Give 3 examples
36.Choose from 5 statements on the board. Which 3 best reflect…
37.In pairs, sequence the 5 factors/influences/events – justify your choices
38.Prediction – what will happen next? Why do you think this?
39.Brainstorm the conventions of the text type studied. Aim for 5 or more
40.Use the style – in pairs or fours, tell a story in the style/genre being taught
41.Self-assessment/target-setting - choose from a list of suggestions on OHT
42.Show work to peer – work in pairs to set targets
43.Teacher shows extract from previous pupil’s work – students identify 3 strengths and 3 pieces of advice for redrafting
44.Answer teacher’s questions without saying yes or no
45.Fist of five – pupils assess effectiveness of an image or technique by holding up the appropriate number of fingers
46.True or false – hold up card/whiteboard to show whether statement on OHT is true or false
47.Write the epitaph for a character you have been studying
48.Write a short blurb for a new book jacket
49.Jigsaw feedback – groups work on different parts of task, then reform to share findings
50.Envoying – representatives travel to other groups to share findings, then report back to ‘base’
51.Group ‘show and comment’ on what was learnt – on OHT
52.Feedback to whole class by one or two groups only – according to rota or roll of dice
53.Change role – student as teacher. What questions would you ask the class and why?
54.Groups of 3, numbered 1-3. Put up 3 statements on OHT which individuals must explain to group
55.Set ‘who wants to be a millionaire’ questions for your neighbour or other groups
56.Quick-fire oral quiz to review/revisit learning
57.Label a diagram or illustration – one word in each box
58.Brainstorm or mind map of what has been learnt during lesson
59.Graphic summary of lesson – steps, flowchart
60.Pictures/cartoons – which would you put with the day’s learning and why
61.Pictionary – draw the word without speaking or writing
62.Tension chart – give score out of 5 for tension at various points in text. Plot on graph and review findings 63.Simple timeline of events in chapter/scene
64.Drama activity – freeze frame summary
65.In role answering – hot seating activity
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