Class warm-up



Activity Bank for KS1

Class warm-up

1. ‘Flash Card recall’ – prompting vocabulary and recalling structures

• Ask pupils to stand up.

• Show each pupil a Flash Card (picture only) in turn and they either call the correct word or have to make a sentence using the Flash Card as a prompt.

• If they are successful, they may sit down.

2. ‘Looking back’ – recalling vocabulary and structures

• Ask pupils to stand up.

• Ask pupils to recall any vocabulary or sentence structures from the previous lesson(s).

• If pupils can produce appropriate vocabulary or structures, they can sit down.

• You many use Flash Cards from previous lessons as prompts if necessary.

3. ‘Word associations’ – brainstorming vocabulary

• Ask a row of pupils to stand up and suggests a theme, e.g. zoo animals.

• The first pupil has to say a word related to that theme, e.g. elephant.

• They next pupil says another word from the same theme, e.g. giraffe.

• Play continues in sequence. If a pupil pauses for too long, repeats a word or hesitates, then he / she sits down and is out of the game.

• Continue with more rows of pupils.

• For more able pupils suggest a word and pupils can suggest any other related words, including synonyms and antonyms,

e.g. elephant – big – small – mouse – grey.

Allow pupils plenty of opportunities to play at first. You can gradually make the game stricter as they improve.

Phonics

1. ‘Robotic phonics’ – blending and segmenting sounds

• In a robotic voice (you can also move your arms robotically) say the individual sounds of a word to pupils, e.g. c-a-t.

• Pupils piece together the individual sounds and call back the completed word, e.g. cat.

• Alternatively, play the game in reverse by calling a word and pupils reply by saying the individual sounds in robotic voice.

2. ‘I Spy’ – making vocabulary / sound connections

• Play the I Spy game using sounds instead of letters. Consider things you can see in the classroom.

• Use the sounds from the Phonics section of the current chapter, or previous chapters for revision.

3. ‘Change that sound’ – forming new words

• Write a word on the board and read it aloud with the class

• Erase a letter or group of letters and add a new sound.

• Pupils pronounce the new word.

• This can be played by changing the initial, middle or final sounds.

4. ‘Noisy sounds’ – listening and saying sounds

• Give pupils Phonics cards, ensuring there are at least two of each type of card.

• Pupils move around the class saying the sound on their card but keeping their card secret.

• When pupils think they match they can join together.

• Ask pupils to simultaneously reveal their cards at the end of the activity to check their answers.

Vocabulary

1. ‘Draw it’ – drawing and guessing vocabulary

• Ask a pupil to come to the front of the class and show him / her a Flash Card or whisper a word / target language.

• The pupil draws a picture of the word / target language on the board.

• Classmates can guess the answer by first putting their hands up.

• The pupil who guesses correctly takes over the role of artist.

Incorrect guesses can be penalized to encourage more careful guessing.

2. ‘Odd-one-out’ – analyzing word groups

• Write three or four words on the board, one of which does not fir with the others, e.g. mushroom, tomato, juice, egg.

• Pupils must think and decide which is the odd-one-out

• Finally pupils can vote to choose the odd-one-out. Ask individual pupils to explain their choice.

3. ‘Bump’ – vocabulary race

• Arrange the Flash Cards in a line on the board or on the floor.

• Divide pupils into two groups.

• The first players from each group start at the opposite ends of the line of Flash Cards.

• They say the vocabulary loudly and move on to the next card.

• When the players meet they play rock-scissors-paper to decide who is eliminated.

• The winner continues along the line and the next player in the loser’s group begins again from the first Flash Card on his / her side.

• The game ends when a player reaches the opposite end and is the first to say his / her final vocabulary item.

4. ‘Memorise’ – remembering vocabulary

• After presenting the Flash Cards or vocabulary on the board, ask pupils to look closely and memorise as much as they can.

• After pupils close their eyes, remove one item from the board.

• Pupils open their eyes and try to guess which is the missing item.

Vocabulary building

1. ‘Roll, say, keep’ – practicing sight words

• Place the mini sight word cards in the spaces of the playing mat. Leave the remaining word cards in a pile at the side.

• Players roll the dice and try to say the word that corresponds with the number they rolled. If they can say the word correctly, they keep the card and replace it with another card from the pile.

• Play continues until all the cards have been used and the winner is the player with the most cards at the end.

2. ‘Memory game’ – expanding verbal lists

• Give pupils a theme, e.g. housework and a sample sentence, e.g. When I go home, I sweep the floor.

• The first pupil repeats the sentence and adds to it, e.g. When I go home, I sweep the floor and set the table.

• The next pupil continues by repeating this sentence and adding to it again.

• Pupils continue in turn until they make a mistake or cannot think of any more ideas.

3. ‘Pelmanism’ – guessing the synonyms / antonyms

• Think of words with the same or opposite meaning(s) which pupils have encountered and prepare word cards for those words.

• Pupils play in pairs and lay all the cards (face down) on a table.

• Pupils take turns to turn over two cards. They can keep the cards if the words are synonyms / antonyms.

• The pupil with the most cards wins.

Examples of antonyms: big / small, fat / thin, tidy / untidy, hard-working / lazy, polite / rude, hot / cold, warm / cool, wet / dry, good / naughty, weak / strong

Refer to the vocabulary list (p.T15) for words pupils have encountered.

Question words

1. ‘Hunt the ring’ – questioning to find an object

• Choose one pupil to leave the room.

• Give a ring or a small object to one of the other pupils who then puts it in his / her pocket or out of sight.

• The pupil returns to the room and ask ten yes / no questions with which to decide who has the ring or object, e.g. Does a girl have the ring? Does he / she wear glasses?

• The pupils who remained in the class can take turns to answer the questions.

2. ‘Reverse questions’ – answering before questioning

• Divide the class into two groups. Choose a pupil from each group to stand up.

• One of the pupils starts by giving an answer, e.g. Yes, there is. They can consider using the 5W1H questions when thinking of an answer or consider question and answer forms from the Pupil’s Book.

• The opposite pupil has to provide a suitable question, e.g. Is there any ham? Award points for good responses.

Writing

1. ‘Pair-questions’ – practicing questions with partners

• Divide pupils into pairs. Each pupil writes a question for his / her partner (this can involve a drawing), e.g. a drawing of a cat next to the question What is this?

• Pupils swap questions and try to write the answer.

• Pupils swap their papers back and check the answer.

2. ‘Flash writing’ – recalling and writing

• Prepare cards containing your target word(s), e.g. Ken has short hair.

• Show the card to the class for ten seconds allowing them to memorise.

• Pupils then have to write the word(s).

• The target language can range from single words to longer sentences.

Round-up

1. ‘Final word’ – comprehension checking

• Pupils line up at the door at the end of the lesson.

• The front pupil must correctly respond to a question or prompt before being allowed to leave, e.g. How old are you? I am six years old.

• Pupils answering incorrectly must go to the back of the line to await another chance.

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Example of a playing mat with mini sight word cards.

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Materials

← Flash Cards

Materials

← Flash Cards

Materials

← Phonics cards

Materials

← A playing mat

← A dice

← Mini sight word cards

Materials

← Flash Cards

Materials

← Flash Cards

Materials

← Flash Cards

Materials

← Pictures for themes such as ‘zoo animals’, ‘sports’ …

Materials

← Word cards with words of the same / opposite meaning(s).

Materials

← A ring or small object

Materials

← Slips of blank paper

Materials

← Slips of blank paper

Materials

← Flash Cards, word cards or Sentence Building Cards

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[pic] Primary Longman Elect © Pearson Education Asia Limited 2009

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