Modelling and Awareness-Raising, Teacher pronounces words or chunks from a sentence builder or another vocabulary visual aid and students highlight the word or chunk on their personal copy of the SB or vocab visual aid. , Teacher pronounces words or chunks from a sentence builder or another vocabulary visual aid and students copy down the target word or chunk onto their MWB. , Teacher pronounces a word or chunk from a labelled diagram presented on the board and students compete with a classmate to swat the target word or chunk with a fly-swatter., Teacher reads a sentence slowly and students separate the words in a "snake" version of the sentence (where all the words have been mashed together with no spaces.), Teacher-led Secret Sentence / Mind-Reader: Students select 1 sentence as a secret sentence from a list of sentences and the teacher reads through sentences in an attempt to discover the secret one. The teacher can have 5 lives drawn on the board and 1 student is nominated as an "assassin"., Students compare two similar chunks and notice the difference in meaning., Spot the difference: Teacher reads two sentences which are almost identical but changes one word. Students spot the difference., Receptive Processing, Teacher reads a sentence aloud and students unjumble a jumbled version of the sentence., Listening Slalom or listening maze., Sentence Bingo: Students select 9 sentences from a list of 12, writing the numbers of the sentences in a 3 x 3 grid. Teacher reads sentences aloud in random order. Students tick their sentences as they hear them. 3 in a row is Bingo. Full house is full house. , Teacher-led gap-fills at sentence level or at text level., Pyramid Dictation: Teacher reads a short sentence to be dictated by students. Teacher reads the next sentence which is a combination of the first sentence with an extra chunk, and so on., Students are presented with a selection of "narrow" texts based on material they have already encountered through SB or flashcards or other vocab / lexicogrammar support materials. The texts are identical in structure but certain small details have been changed. The students must then answer comprehension questions about these texts (T/F, Find someone who, Open-ended questions, MCQ, etc.), Structured Production, Reordering a sentence with an L1 translation prompt., Matching split sentences. , Student-led (1 student vs class) Secret Sentence / Mind-Reader: Students select 1 sentence as a secret sentence from a list of sentences and the nominated student reads through sentences in an attempt to discover the secret one. The 'mind-reading' student can have 5 lives drawn on the board and 1 student is nominated as an "assassin"., Secret Sentence(s) / Mind-Reader in pairs: Students choose and write 1 or more sentence(s) on their MWB. They compete to guess one another's secret sentence(s) first., PW or solo gap-fills at sentence level or text level. Ping-pong gap-fills., Tic Tac Toe - with chunks on X axis and on Y axis., Battleships / Treasure Hunt in pairs with chunks on X axis and on Y axis. Students hide ships or treasure in cells of the grid. Their opponent tries to find the hidden ships / treasure by creating sentences from the chunks., Sentence Stealer: Students have 5/6 cards each. They circulate reading sentences from the board and if they read a sentence from their classmate's selection, they "steal" the sentence in question. , Tangled Translation: Half the text is given in L1 and half in L2. , Pyramid Translation: Start with translating a short sentence, add chunks at each step, culminating in a long sentence. , Wall-climbing Translation: Students are given a target sentence in L1 and a "wall of chunks."Choose the correct chunk from the bottom layer of blocks, move up to the next layer of blocks to choose the next correct block, etc etc., Ping-Pong: Split sentences or L1: L2. .

MARS - Activities

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