Icebreaker Games for Kids

Icebreaker Games and Activities for Kids

Icebreaker Games for Kids: If you ever attended summer camp as a child, then you probably know how uncomfortable that first day can be. What about the first hour of that sleepover, or the birthday party where you felt like the outcast? Think back to how cold it felt in the room because nobody was talking, and you thought about calling your parents to pick you up and take you back home.

If you’re planning an event where the children are new to the group you might want to consider a way of making them feel comfortable so you will have fewer tears to deal with and more laughter in the air.

There are several ways you can warm up the chill and make the kids feel welcomed right from the beginning. Take a look at the following 21 fun icebreaker games for kids. With all these games and activity ideas, you should never have any child feeling like you did when you were away from home.

1. A Great Wind Blows

What You Will Need: A chair for each child

Set Up: Put the chairs in a circle so that they are facing the inside. Each child should sit down before the game begins. One child or adult should be selected as the caller and remain standing.

How to Play: The caller should call out “A great wind blows for everyone who ______.” The blank should be filled in with such things as has red hair, has a bow in their hair, who ate cereal for breakfast, who has a younger sibling, etc. For the people who this applies to, they should stand up and change seats at least two away from where they are currently standing. This game could be played similar to Musical Chairs where one chair is removed each time and those left standing are out. The final person who has a seat wins the game.   

2. Candy Ice Breaker

What You Will Need: A bowl filled with candy for each person to have at least 5 pieces.

Set Up: When all the candy is placed in the bowl, ask each person to take 1-5 pieces, but don’t tell them what they are going to do with them.

How to Play: Each person must tell something about themselves for each piece of candy they took. So, if someone takes 3 pieces, they must tell 3 things about themselves. Once everyone has had a turn, they can share the candy with their new friends.

3. Conversation Cubes

What You Will Need: This game can be purchased from Amazon and can be taken anyplace you go. It comes with 6 soft foam colorful dice with 36 conversation starters on each one that is suitable for children between the ages of 6 and 10-years old.

Set Up: You can either set the children around the table in one group or you can divide the group up into two teams. Place all 6 dice on the table in front of the group or split them up giving 3 to one team and 3 to the other.

How to Play: There is an activity guide that comes with the game, but it is so versatile that it can be played in several different ways. One idea is to go around the table allowing each person to roll the cube and answer the question, or they can take turns rolling and with each roll, everyone should answer the same question. With this game, you have the flexibility to structure it according to your needs and for the group who is participating.

4. Crocodile Race

What You Will Need: A beginning line and a finish line.

Set Up: Choose teams of 4 to 10 players and form the teams in straight lines.

How to Play: When the teams and lines are formed, the first person on each team will be the leader. Everyone behind the leader will place their hands on the shoulders of the person in front of them. Each team should crouch down to look like a crocodile. All the crocodiles will race to the finish line, or from the start to the finish and back to start again. The first team to finish wins.

5. Face to Face

What You Will Need: Chairs and topics for discussion

Set Up: Gather enough chairs for each person and set them up facing each other. Prepare the conversation topics ahead of time and place them in a box for the caller to hold.

How to Play: The kids will pair up and sit across from each other. When the caller calls out the topic, each team of two will have 30 seconds to discuss the answer. When the 30 seconds is up, the caller will tell the teams to switch partners and once everyone has a new partner the play will begin again with a new topic to discuss. Once everyone has paired up at least one time with each other the game is over. Ask questions appropriate for the age group. Some example topics could be: 1) “If you could create your own subject in school, what would it be?” 2) “If you could change your name what would it be and why?” 3) “What is your favorite sandwich creation?”

6. Getting to Know You

What You Will Need: A beach ball or a similar ball that will fit in the hands of smaller children.

Set Up: Form a circle of children and adults.

How to Play: While standing in a circle, an adult will start the game by tossing the ball to someone and at the same time, ask the person a question. Whoever catches the ball must answer the question and then toss the ball to someone else asking another question. Keep the game moving along at a fair pace. Adults or older children might need to assist the younger players to keep the game moving. Some example questions could be: 1) “How many siblings do you have?” 2) Do you have any pets?” 3) “Where is your favorite place to eat?”

Here are some more get-to-know you game ideas.

https://www.kidactivities.net/icebreaker-games-for-kids/?fbclid=IwAR3lDk-sJSFiR_PxwwKzldqE9yTjwviK9mDniltd7yzd77Z61JX-jbxJx7U

How to remember new English vocabulary

Every new word or fixed expression that is taught in a foreign language should be followed by lots of practice. Presentation new English vocabulary should be supported by additional techniques to practice and memorise new material. In another case ESL kids can know vocabulary but they will experience difficulty in bringing to mind the right expression or using it in context. Here are presented some useful techniques to remember and consolidate new English vocabulary that you teach.

Drawings

Students draw pictures illustrating new words in English or collect thematically connected items around one picture. It can be a seedbed to label the items on the picture, make sentences with new English vocabulary, describe what is going on the illustration or discuss more abstract issues with your ESL kids.

Mind maps

Mind maps help ESL kids to organize their vocabulary around a single topic. Creating a mind map is an ideal opportunity for your students to put all English words and phrases they know together. It is useful especially preparing for discussion on a specific subject.

Comics

Sequence of pictures is drawn and then some texts are added in the bubbles. This technique is a great way to put phrases that are taught in the meaningful context created by students themselves. These dialogues from the comics can be practiced in pairs or small groups.

Calligrams

Students create pictures by the words which illustrate their meaning. New English vocabulary or phrases are written in such a way that expresses what they say and helps to learn them by heart. This technique matches greatly learning of a foreign language and ESL kids’ art creativity.

 

 

Associations

A new word in English can be associated with another one thematically connected, with its function or with some places. Associations between words and expression can be different even absurd, but each one is good if it makes remembering new English vocabulary easier.

Games and play

The best way for ESL kids to learn new English vocabulary are games and play. These are the most natural and the funniest activities for children. They have learnt their mother tongue this way and that is why they should learn a foreign language in the same way.

 

Read more about play and games in the primary classroom.

ESL kids should experience as many as possible oportunities to listen and repeat a foreign language they have learnt. Repeating new English vocabulary and phrases after a teacher or a recording should be introduced gradually - at first in chorus and then the number of the repeating learners should be reduced to individual repetitions.

Songs, rhymes and stories

 

Songs, rhymes and stories which are attuned perfectly to ESL kids needs can be effective teaching strategy. They not only help children remember English vocabulary and structures, but also practice listening and speaking skills. Besides, these teaching techniques help with creating friendly and motivating atmosphere to learn, as children love singing and listening to stories.

ESL kids should be taught that see or hear a new English word once is not enough to remember and use it properly. The role of a teacher is to organize English lessons so that ESL kids could practise new English vocabulary in many different ways and situations.

https://www.teachers-zone.com/blog/?teach-esl-kids-how-to-remember-new-english-vocabulary&fbclid=IwAR1HjqT9ff8BU1Ooa_PU0wFxBbA3SNkOBiE3lmI5TmKcRvdspYCmPbkOO54

Games for kids

Навчати найменших студентів нелегко. Повторення основ знову і знову може виявитися нудним як для учнів, так і для викладачів. Ви ведете багато класів, й у вас немає часу на підготовку всіх цих флеш-карток і настільних ігор? Ось кілька ігор, для яких не потрібно жодної підготовки, і які можна використовувати для відпрацювання різноманітних навичок та залучення всього класу.

Vocabulary Rap

Ставайте в коло. Обираєте категорію. Наприклад, Fruits, Transport, City тощо. Задаємо ритм, двічі стукаючи ногою та один раз сплескуючи руками (як у ‘We will rock you’ групи Queen). Після кожного такого біту кожен студент має назвати ще неназване слово з категорії. Якщо хтось не вигадав таке, він чи вона сідають у коло. Виграє той, хто останній залишається стояти.

Yes/No

Поділіть учасників на групи по 4–6 осіб. Вони сідають у кола. Перший студент ставить питання своєму сусідові ліворуч, наприклад, Do you play soccer on Tuesdays? Якщо відповідь ‘Yes’, учні продовжують по черзі опитувати своїх сусідів ліворуч. Якщо хтось відповідає ‘No’, гра змінює свій напрямок – і тепер питають сусіда праворуч. У цій вправі можна практикувати різноманітні теми та вислови, наприклад, Can you…? Have you got…? тощо.

Chinese Whispers

Учні сідають колом. Вчитель шепче ключове слово учневі, який сидить ліворуч від нього. Потім цей учень передає слово по колу наліво, поки воно не проходить усе коло й не досягає учня праворуч від вчителя. Ця дитина голосно вимовляє те, що вона почула, після чого отримане слово порівнюється з ключовим, яке загадав вчитель. Якщо хтось змінив слово на неправильне, він пересідає праворуч від учителя, щоби бути тим самим учнем, який вимовлятиме підсумкове послання наступного разу.

Vocabulary Race

Розділіть учнів на дві команди. Команди вишукуються паралельними колонами обличчям до дошки. Ви шепочете слово останньому учневі в колоні, а він передає його вперед, і перший учень пише слово на дошці, а потім проходить у кінець своєї лінії.

Finger Writing

Розділіть клас на пари. Перший учень відвертається, а другий пише пальцем на його спині слово. Першому учневі потрібно відгадати це слово або вислів. Після цього учні міняються ролями.

I spy…

Знайдіть предмет у класі, видимий і вам, і вашим учням (а для старших рівнів – просто відомий вашим студентам). Скажіть ‘I spy with my little eye something…(і називайте колір, першу літеру – підходить будь-який опис вашого задуманого слова)’. Учні піднімають руки та припускають, яку річ ви могли б задумати. Той, хто вгадає правильно, наступний задумує предмет.

Spelling  

Проговорюйте по літерах слова, наприклад, S-T-A-R. Учні намагаються як можна швидше вгадати, що ж це за слово. Той, хто вгадає правильно, вигадує та проговорює по літерах наступне слово, яке буде вгадувати клас.

Ну і, звісно ж, не треба списувати з рахунку таку класику, як Hangman, Simon Says і Charades.

Ще більше ESL ігор для найменших учнів можна знайти тут:

http://www.eslkidsworld.com/classroomgames.html

https://www.eslkidstuff.com/esl-kids-games/vocabulary-games.htm

http://www.eslinsider.com/blog/classroom-activities-that-require-no-prep

https://www.bingobongokids.com/top-5-awesome-esl-activities-with-less-than-1-minute-preparation/

https://www.gooverseas.com/blog/10-best-games-esl-teachers

https://grade.ua/uk/blog/10-activities-for-kids/?utm_source=facebook&utm_medium=organic&utm_campaign=tpage&fbclid=IwAR1rYF4y1hb-L5Vd8lkl-ABz-XsFh4W0AFz9bZDZXOSy-PCQ1_dfqd65E2A

Warm- up activities

13 examples of EFL warm-up activities to start your class right off.

1. Vocabulary Circle:

Teacher asks random students for a verb, a noun, an adjective or an adverb that begins with a, b, c, d, etc.

2. Catch Up:

Students interview other students in pairs or groups to discover about their lives: past, present and future.

3. Finish the Thought:

Teacher writes the beginning of a sentence on the board. Students are asked to complete it.

E.g. Today, I’m happy about ……………

Today will be awesome because ……………

Yesterday, I wish I had …………….

4. I Went to the Market:

This circle game begins with the simple statement:

(I went to the market and bought a ……….)

The first student adds a noun (a bag of flour).

The second student reads and adds (a packet of tea)

The third student reads and adds (a kilo of sugar), and so on.

By the end of the circle, the student will be required to have memorized a dozen of nouns and measure expressions.

5. What Does Your Name Mean?

Using a dictionary, google, a mobile or any other resource, students find and write down an appropriate adjective that begins with each letter of their first name. for example:

Hany: honest, active, neat, youthful.

6. Mixed-up Sentence:

Teacher writes a sentence on the board but mixes up the word order; then challenges students to reconstruct the original sentence.

7. The A to Z Game:

Teacher gives students a theme, for example: jobs, food, etc. teacher writes the letters a to z on the board. Teams of students must race to write an appropriate word next to each letter on the board.

8. Name Ten:

Teacher has students think of 10 items that fit particular criteria like:

Jobs where people have to wear a uniform, sports played with a ball, animals that lay eggs, three-letter parts of the body … etc.

9. Word Chain:

Students toss a ball to each other – and name the words that start with the last letter of the previous word, forming the chain. for example: ball, lamp, pen, and so on.

10. Error Correction Races:

Teacher puts students in some teams – and gives them lists of sentences containing mistakes. Students race to see which team can correct the entire page first. Teacher can include some correct sentences as well as sentences with multiple mistakes.

11. Synonyms & Antonyms:

Students work in pairs. Teacher gives students a word (good, for example). Students have to think of synonyms and antonyms. The pair of students that think of the most words win.

12. Can’t Say: “Yes or No”:

Here, students ask each other questions to try to get the other members of their group to say, “Yes or No”. The other members must answer the questions, but without saying “Yes or No”. It’s a fun activity that requires students to think on their feet.

13. Here’s the Answer; What’s the Question:

Teacher writes the answers to a few questions – about his life – on the board. Students have to guess what the corresponding questions are:

Examples:

Two.

Hamburger.

In the club.

https://elttguide.com/13-efl-quickie-warmers-to-start-your-class/?fbclid=IwAR14EkSWwe3EtwV5rZoRf_VWpOBHqfGp514mrN0fOBBWlYilbjq9aeovic8

Five things that...

Five Things That… is a fun warmer which works great with teens and adults but can also be used with young learners. In this activity students have to write five things that the teacher tells them. For example, the teacher might say “write five things that are yellow.” Then, the students write their list of ideas. This is a great game to get students thinking about vocabulary quickly and working in pairs. This game can be used at the beginning of class or as a cooler at the end of class.

Method

1. Put students into pairs.
2. Then tell the students that they must write five things that… (see the download for a list of ideas you can use)
3. The students must write their answers as quickly as possible. The first team that writes five things that meet the criteria, wins!

Other ideas 

• Have students match the ideas of the teacher. The team with the most answers similar to the teacher wins.
• Before starting the game get students to remember a short tongue twister. Practice saying the tongue twister a few times and then see if students can remember it. After, when playing the game above, students must say the tongue twister when they have written five things in order to win the point. This is a great way to make this activity a little bit more difficult and adds to the fun a great deal.
• Name five things that…
  • Are made of plastic.
  • Are small enough to fit in your pocket.
  • Are bigger than a plane.
  • Are round.
  • Are listened to.
  • Are read.
  • Are watched.
  • Are worn in summer.
  • Are popular in (student’s country).
  • You use everyday.
  • Are kept in your car.
  • People eat for breakfast.
  • Are in this classroom.
  • Are useful.
  • Are yellow.
  • Are good for your health.
  • Are small enough to fit in a match box.
  • Smell sweet.
  • Are used when you go shopping.
  • Are needed to study at school.
  • You can write with.
  • Can break.
  • Are sharp.
  • Use batteries.
  • Tropical fruits.
  • You could find at a front door.
  • Are red foods.
  • Are vegetables.
  • Are used by policemen.
  • Are used to play sports.
  • You would see at an airport.
  • Are hot and you drink.
  • Are related to Harry Potter.
  • You can turn.
  • Are silver.
  • You can sit on.
  • Are sports brands.
  • Can fly.
  • Are found in a zoo.
  • https://eslkidsgames.com/2018/03/five-things-that.html?utm_source=facebook.com&utm_medium=social&utm_campaign=five-things-that...-is-a-great-warmer-co&fbclid=IwAR1o1D_TC9LAv6pWR9tZwyAFXPKjiw6PhNKlT52-eHqOBvuoREHbdJOMwy4

Language Games

Onion Rings:

• This is a good game for practicing vocabulary, spellings and also a good speaking activity when you have a short dialogue you want to practice.
• You do need room for this or could do it outside.
• First, divide the class into two.
• One half stands in a circle facing outwards, the other half stands in a larger circle around them facing inwards.
• Each pupil should be opposite another pupil.
• They have 2-3 minutes to ask and answer as many questions as possible, then the outer circle has to move onto the next pupil, stop when they've come full circle. (you can say "run" and "stop" also)
• This can be used for practicing any language or topic in a more interesting way.

Slap the Board:

It is also a good game to practice and identify new words quickly in an interesting way.

• Write the words you want the pupils to practise, randomly on the board. 
• Divide your class into two teams.
• You should tell your students to discuss the meanings and read the words in their teams before they start to play.
• Tell pupils that you will read a definition for one words/phrases or read a word on the board and that the person at the front of the line should run and slap the word.
• The first slapper to cover the word gets a point for their team.
• The two pupils who slapped the board go to the back of the line.
• Make sure you keep a score of which team has won each point.
• Continue until all the words have been slapped.

Ladder race:

• Draw two ladders on the board. Make sure that the number of rungs in the ladder is the same as the number of pupils in a team.
• For example: a team of 10 pupils =  a ladder with 10 rungs.
• To demonstrate, write school on the bottom rung of the ladder. Pupils have to think of a word beginning with the last letter of the word which is 'l'  "Lemon", for example.
• Write 'lemon' on the next rung of the ladder. 
• Pupils now have to think of the word beginning with the last letter of lemon and so on.

rabbit

neighbour

lemon

school

• Put the pupils into teams and the teams line up facing the board.
• You can decide on a topic for the ladder race words, e.g. new words in a lesson, things in the school, animals, birds, places, and parts of the body...etc( then all the words on the ladder must be the related to the topic.)
• Decide together what the starting word will be and write this in the middle of the board ( not on the ladder).
• Give each team a piece of chalk and play the ladder race.
• The first pupil in the line runs to the board and writes the first word on the bottom rung of the ladder.
• This pupil then runs back to their team, gives the pen to the next person who completes the second word and so on.
• Check that all the words are spelled correctly and are related to the topic.
• The team that gets to the top of the ladder first wins.

Rub out and write:

It is also a good game to help pupils memorise new vocabulary.

• Divide the class into two groups.
• Write 'L1' words (translation or meaning) on the board inside a circle.
• You might want the pupil to discuss the meanings and spellings of the words in their teams before they are going to play.
• Make sure that the number of words should be even to get equal chances to both teams. (10, 12, 14...etc.)
• Tell your pupils they have to rub a word and write it's English meaning in the circle when they get the chance.
• When you call a pupil from a team he runs to the board, rubs and writes.
• Now chance to the other team. Like they continue the game until all the words are translated into English.
• When all the words are written, now rub out one word. Do not rub out the circle.
• Ask pupils to repeat the words (including the erased word) by pointing at the empty circle.
• Rub out another word.
• Point to the words and empty circles.
• Pupils read all the words, including the erased words.
• Continue until the circles are empty.
• Finally, ask the pupil to draw the circles and fill in with correct words again in their notebook.

http://www.rajclassroom.com/2019/03/language-games-for-teaching-and.html?fbclid=IwAR2JvqgQQKQ12eLdkz28z-GzXWlenJ7hPaaDk-NPJ4J2sqx7PgYt1ewh1pU

Language Games for Kids

Language Games for Kids

Clap Clap Clap:

• To help pupil memorise and practice the words related to a topic.
• Make sure you have taught them vocabulary related to the topic. ( Topics: Animal names, fruits names, flower names, and vehicles..etc)
• Pupils are asked to stand in a circle.
• You stand in the middle of the circle.
• You need to choose a topic before going to play.
• Make sure the pupils know how to play. If they don't then give a quick demonstration giving a simple topic like 'animals'. The pupils have to say animals names only. ( dog, tiger, cat, lion...etc.)
• You start the game by saying a word related to the topic after clapping three times (clap..clap..clap..)
• For example, if you choose 'animals' you say tiger after clapping 3 times. (clap..clap..clap..'tiger'.)
• Then a pupil in the circle continues by clapping and saying another animal (clap..clap..clap..'lion'), the next pupil says (clap..clap..clap..'fox'). Continue until all the pupil gets a chance.
• Make sure the pupil should say the word after clapping 3 times. (It gives a rhythming sound.)
• If a pupil does not say he moves out.
• You can change the topic while they are playing or after completion of one round. Like you continue the game by changing the topics to practice the vocabulary related to the topics. 

I'm Sanjay and I'm Smart...

• It's a good game to practice adjectives.
• And also you can use this game to practice professions also.
• Pupils introduce themselves to the class using an adjectic=ve which begins with the same letter as their name.
•  Case (1): The first pupil says "I am Sherin and I am Smart."; the next pupil says "I am Harsha and I am Handsome:. Like they continue.
• Case (2): The first pupil says "I am Sherin and I am a shop keeper."; the next pupil says "I am Harsha and I am a horse rider:. Like they continue.

Domino Cards:

• It's a good game to match the pictures with spellings.
• You can extend the game for synonyms, antonyms, singular- plurals, collocations, and prepositions ...etc.
• First, you need a set of cards (Domino cards). Suppose if you introduce new words with pictures, one set of pictures and another set of words.
• Before playing the game revise or pre-teach of all the items on the domino cards.
• Mix up the cards and place them all pictures face down on one side of the table and place them all words face down on the other side of the table.
• Divide the class into teams.
• Now a pupil from a team comes and picks up a card or picture from one side and show it to the class.
• Then he has to pick up the matching card for the other side.
• If he picks up both cards correctly he wins and the team gets a point and you should remove the cards from the game.
•  If not, he should keep the cards in the same place. Don't change the place of the cards until the game ends.
• Next, another pupil comes from another team and picks up a card. Like you continue the game.

Ball throwing game:

• The teacher throws the ball to a pupil who has to say something or act something.
• For example: An introduction to themselves, favorite things, what did he do yesterday, etc.
• The pupil then throws the ball to someone else who has to speak or do mime.
• This continues until everyone has had a chance to say or do something. 
• I extended this game to practice the above sentences by my pupil.
• The pupil who catches the ball acts out a situation or does a mime and other pupils guess the action and say the sentence. (He/She is reading a book.)
• This helps to practice the language in a fun way.

http://www.rajclassroom.com/2019/03/language-games-for-kids-part-ii.html?fbclid=IwAR0rfMtY1OMDWoEojzTByxXDc49DBlzBmkehftWM-NNnNfMTmgmtPB9LK6I

Grammar presenting

There is a variety of techniques for presenting new grammar items. Below is an overview of nine of those most commonly-used. Note that no one technique will necessarily prove better than another, so the general rule when it comes to presenting grammatical rules is to combine a variety of techniques.

1. Direct Explaining (Explicit Approach).

You can explain a grammar rule directly using the students’ mother tongue. This has the advantage of allowing students to contrast an item of grammar in English with an item of grammar in the students’ own language. For example, the two languages might use past tenses in different ways. On the other hand, some teachers believe that it’s more effective to present and explain the grammar directly by using English at all times. Certainly, in classes where the students already have learnt some English, it’s usually possible to build on what they already know to introduce a new grammar point.

2. Discovering the Grammar (Implicit Approach).

Often, it’s helpful to have students discover the grammar rather than telling them what it is. Do this by choosing a text which contains lots of examples of the target grammar. For example, if the text includes regular verbs in the past simple form (e.g. lived, travelled, moved, etc), ask the students to underline all the verbs in the text. Then ask them to say what they notice about the verbs – which will be that they all end in -ed.

3. Using Pictures or Drawings (Illustrating Grammar Points).

A quick sketch on the board can illustrate a grammar point very quickly. For example, a picture of a person dreaming of a future ambition can be used to introduce “be going to” to talk about future intentions.

4. Drawing Timelines (Teaching Tenses).

Timelines are useful for teaching grammar structures that refer to aspects of time. Timelines are a simple and visual way to clarify the actions and events described in a sentence. They are often used by teachers for presenting the meaning of verb tenses in English.

The basic form of a timeline shows a horizontal line with a point in the middle indicating NOW or the moment of speaking. Before that point is the past and after it is the future. Some teachers also write the words PAST and FUTURE along the line. You can indicate single actions with an X and periods of time with an arrow. Continuous actions are often indicated with a wavy line.

5. Asking Concept Questions (Checking Understanding).

Write a sentence on the board containing the grammar structure. For example, this sentence uses the past simple: He left university in 2008. Next, ask the students concept questions which check their understanding of when the action happened. So, the teacher/student conversation would sound like this:

• T: Is he at university now?
• SS: No.
• T: Was the action in the past?
• SS: Yes.

Note that concept questions should usually be designed to elicit the answer Yes or No from the students because the aim is only to check their understanding.

6. Using Tables (Showing the Form).

Tables are very useful for showing the form of the grammar on the board. For example, these tables show the affirmative and negative forms of a verb in the present simple tense. You can refer to the different features of the tense when introducing it, and the students can copy the table for future reference.

• I/You/We/They live in England
• He/She/It lives
• I/You/We/They don’t live in England.
• He/She/It doesn’t live in England.

7. Using Objects (Presenting the Meaning).

Sometimes using objects can work as quickly as anything to present the meaning. For example, if you want to present the comparative form (… is bigger than …), the simplest way is to find two objects and contrast them. Alternatively, ask two students to stand up and compare their height to produce a sentence like: Hany is taller than Tom. Write the sentence on the board and underline the comparative form so the students notice the construction. Similarly, if you teach prepositions (in, on, next to, etc), using a selection of objects in different positions from each other is a very effective starting point.

8. Contrasting Structures (Showing the Difference in Meaning).

With higher-level grammar, it’s useful to ask students to contrast two grammar structures which are similar in certain ways, but which have an important difference in meaning. For example, these two sentences contrast two different meanings of the present perfect tense.

1. He has been to London.
2. He has gone to London.

A teacher could ask the students to compare these sentences and say what the difference in meaning is.

(Answer: A means: He went to London and returned back whereas B means: He went to London and he is still there).

9. Choosing the Correct Sentence (Correcting Common Grammatical Mistakes).

This is similar to the previous technique because you give students two sentences, but one sentence has a mistake related to grammar. You write them on the board and get students to say which they think has the mistake and why. For example:

1. I’ve lived here since three years.
2. I’ve lived here for three years.

Students discuss the sentences in pairs. Sentence A. is wrong because we use “since” to refer to a fixed point in time (e.g. March, 1989, etc.) whereas we use “for” to describe duration of time.

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