This is a warmer activity I often use with new student groups and one-to-one classes at just about any level.
This is a warmer activity I often use with new student groups and one-to-one classes at just about any level. I’ve adapted it over time and I think it works well for me.
How does it work?
Before the students come into the room I will draw a grid, usually with nine squares, on the whiteboard. Each square in the grid will contain information that can be interpreted generally, or relating to me specifically.
The student’s task is to think of questions to match the ‘answers’ they can see on the board. It is possible to ask a ‘general’ question to match any of the answers, or a ‘personal’ one (all of the answers, in different ways, relate to me and my own life). Questions must make sense, and should match the ‘answers’ on the board in a logical way.
What I mean is: let’s say I write “Teacher” in one of the squares.
– If a student, trying to ‘win’ the square that contains this word, asks me “Are you a teacher?”, that question would be incorrect (as the answer to that question is “Yes” or “No”). So that answer would get a red mark.
– If a student asks “which person works in a classroom and helps students to learn?” that question would be acceptable as a ‘general’ question – the answer is, of course, ‘Teacher’. So the student would get a blue mark for that one (and the square can be marked off – students don’t need to aim for that one any more).
– If a student asks “what is your job?”, then, because I am a teacher, the question and answer are relevant to me personally, so that would gain a green mark and the square can be marked off.
Students have ten minutes to get all the squares marked green or blue. If they get ten red marks, then it’s game over – but if they get a red, and later get a green, the green ‘eats’ the red and I will erase it.
Once the game is over, I will explain all the answers and then use them to direct my own questions to the students.
Why do I think it is useful?
I like to use this activity with new students, because:
– It allows the students to get to know me a little by asking questions, rather than by watching me make a presentation or just make a speech, while also providing some ‘scaffolding’ to direct them
– It allows the students to use different question forms (so, for an answer like ‘Singapore’, the questions Which country has the largest port in Asia, or Which country was ruled by Lee Kuan Yew for many years would work as general questions, while Where did you take your most recent overseas holiday would work as one that’s true to me)
– It requires the students to think carefully but allows them to make mistakes (a few reds gained early on can be wiped out later)
– It enables me to work out what level of English the students already have (and just as importantly, whether they’ve learned English in a classroom environment before – I meet a lot of student who’ve previously learned English through self-study and so need time to get used to the ‘norms’ of an ESL classroom environment).
– It allows me to get to know a little bit about the students
– It allows me to explain a few grammar rules without needing to make the lesson too formal or structured
The photo probably explains it all much better than everything I’ve just said!
Love it! That's excellent! Incidentally, it reminds me of the 'Six Things' activity I've often used with new classes to introduce myself - basically the same idea, but I just write 6 things (or answers) about myself on the board and students have to make guesses about what they are. Although it takes more time than me just saying 6 things about myself quickly, I always see the benefits of students getting curious, trying to figure things out with classmates, and then asking questions - I expect you relate!).
ReplyDeleteTaking things a step further (which I've only just thought of so not done yet) ... What do you think about, or what are your experiences with getting students to then make their own boards and play again in a student-centred activity?
For example:
- For younger learners and/or to adapt for time/class sizes, etc, I might also do this with a smaller grid, e.g. 2x2 or 2x3.
- Getting students to make 2x2 and repeating the activity a few times in pairs with either a different partner each time (like a mingling activity) would also be good for fluency development.
- For team-building, a smaller grid might also works well in groups of students who can get to know each other, building rapport.
Great! Usually teachers and materials writers are so busy getting students to answer their questions that they don't think of the alternative: giving answers and getting students to think of the questions! A quick oral activity based on the same idea is to give a single short answer (like one of those in Martin's grid) and challenge the class to think of as many questions as they can that might produce it. Write up a tick / check mark for every question, and note how many you got. Then later (maybe in a subsequent lesson) write up another answer and see if they can break their record...
ReplyDeleteMy daughter often introduces herself by giving the students 8 statements; they need to decide whether the statements are true or not by asking probing questions. Students usually say "untrue" to "My mother is my teaching assistant" and "I appeared in a Hollywood movie" - even though both are true (she appeared in Captain Corelli's Mandolin for about 3 seconds as an extra, and we do team-teach on occasion :-)...
ReplyDeleteGreat Idea and I can say you can even use it for older students. I gave them a 4 by four box and had them write their favorite... with different topic areas, like song, band, school subject, etc....and after they filled in the grid they had to go ask others and try to get a bingo. Just thinking off hand you could just have them work until they found two people who have the same answer.
ReplyDeleteIt really hammered home the pattern for most and allowed me to go help individually who needed more help. My place often has this as an ice warmer for 'pre-tokou' (before coming to school)classes for kids who will be coming to the high school in the next year.