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Photo of third grade lesson materials at Colegio Público Antonio Machado, Collado Villalba.
Physical Descriptions
Physical Descriptions
Students learn the verbs “to be” and “to have” best when they understand how to use them to talk about themselves. Raquel created the flashcards pictured behind for students to use to talk about themselves in small groups with me. As these two verbs are used to describe someone or something, they are most easily understood when students are taught to use them with physical descriptions. These flashcards contain vocabulary about appearance and clothing and helped students correctly learn to use these two verbs in English. This is a great way to teach the use of "to have" in English. Students often get confused using this verb with physical descriptions in English because the verb "to be" is instead used in Spanish to describe the same things. By having students recite the appearance of each person on the flashcards, they learn how to use the verb to describe their own physical appearance. We used this as a studying method in small groups to emphasise this concept before the exam. Students used the flashcards to create sentences about their own appearance with the verbs “to be” and “to have”.
Students learn the verbs “to be” and “to have” best when they understand how to use them to talk about themselves. Raquel created the flashcards pictured behind for students to use to talk about themselves in small groups with me. As these two verbs are used to describe someone or something, they are most easily understood when students are taught to use them with physical descriptions. These flashcards contain vocabulary about appearance and clothing and helped students correctly learn to use these two verbs in English. This is a great way to teach the use of "to have" in English. Students often get confused using this verb with physical descriptions in English because the verb "to be" is instead used in Spanish to describe the same things. By having students recite the appearance of each person on the flashcards, they learn how to use the verb to describe their own physical appearance. We used this as a studying method in small groups to emphasise this concept before the exam. Students used the flashcards to create sentences about their own appearance with the verbs “to be” and “to have”.
Photo of a small group activity at Colegio Público Antonio Machado, Collado Villalba.
I Have, Who Has?
I Have, Who Has?
One game that we played together as a class is “I have, Who has?”. This game is great for emphasizing the possessive rules of the verb “to have”. Each student randomly receives a flashcard with two different photos on it. A seen in the example pictured behind, these photos are of different methods of travel from the transportation unit. To play, the teacher begins with her flashcard and says aloud to the class, for example, “I have horse, who has skateboard?” One student will have a photo of the vocabulary word that the previous person asked about on the top half of their flashcard, and another photo on the bottom half of a new word to ask to the class. This game gives every student an opportunity to practice both the verb “to have” and the vocabulary from the new unit. If done correctly, the last student’s “Who has” question will lead back to the teacher’s initial flashcard. The best part about this game is that it can be used with every English unit! Since this is a simple vocabulary game, Raquel created, laminated, and cut “I have, who has?” flaschards for every upcoming English unit. This game helps students continue to use the verb in their every day life while learning new vocabulary.
One game that we played together as a class is “I have, Who has?”. This game is great for emphasizing the possessive rules of the verb “to have”. Each student randomly receives a flashcard with two different photos on it. A seen in the example pictured behind, these photos are of different methods of travel from the transportation unit. To play, the teacher begins with her flashcard and says aloud to the class, for example, “I have horse, who has skateboard?” One student will have a photo of the vocabulary word that the previous person asked about on the top half of their flashcard, and another photo on the bottom half of a new word to ask to the class. This game gives every student an opportunity to practice both the verb “to have” and the vocabulary from the new unit. If done correctly, the last student’s “Who has” question will lead back to the teacher’s initial flashcard. The best part about this game is that it can be used with every English unit! Since this is a simple vocabulary game, Raquel created, laminated, and cut “I have, who has?” flaschards for every upcoming English unit. This game helps students continue to use the verb in their every day life while learning new vocabulary.
Photo of a classroom game at Colegio Público Antonio Machado, Collado Villalba.
Kaboom
Kaboom
Another game we played together as a class was “Kaboom”. To play, Raquel and I first split the class into groups of three students. We placed students with a variety of comprehension levels in each group so each team had an equal opportunity at winning. We then wrote a variety of English sentences with the verbs “to be” and “to have” on the whiteboard, leaving the verb portion blank for a student to fill in when their turn was up. We took turns allowing every student in each team to pull a stick. If a student chose a stick with a number, he/she had to fill in the verb portion of the next sentence on the whiteboard. If he/she got it correct, their team received a point. If not, their team didn't receive any points. The numbers on the stick were irrelevant, but if a student chose the Kaboom stick, their team automatically forfeited all of their points. This game is fun and effective because it creates competition and forces students to pay attention in class. Kaboom is another great classroom games because it can also be used with every English unit!
Another game we played together as a class was “Kaboom”. To play, Raquel and I first split the class into groups of three students. We placed students with a variety of comprehension levels in each group so each team had an equal opportunity at winning. We then wrote a variety of English sentences with the verbs “to be” and “to have” on the whiteboard, leaving the verb portion blank for a student to fill in when their turn was up. We took turns allowing every student in each team to pull a stick. If a student chose a stick with a number, he/she had to fill in the verb portion of the next sentence on the whiteboard. If he/she got it correct, their team received a point. If not, their team didn't receive any points. The numbers on the stick were irrelevant, but if a student chose the Kaboom stick, their team automatically forfeited all of their points. This game is fun and effective because it creates competition and forces students to pay attention in class. Kaboom is another great classroom games because it can also be used with every English unit!
Photo of a classroom game at Colegio Público Antonio Machado, Collado Villalba.
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