- Fizz-buzz. Go round the class counting up in French. When you get to a number with 5 in or a multiple of 5, say FIZZ. For numbers with a 7 in or a multiple of 7, say BUZZ. Pupils must say FIZZ-BUZZ for numbers such as 35 or 57. This can also be played in groups.
- Play the Countdown numbers game. This is also good for practising arithmetical terms such as "multipliÄ— par". By the way, the teacher does not have to get the answers! Good for intermediate and advanced level.
- Play mental arithmetic bingo. Instead of just giving a number, read out a simple sum which leads to the number
- Play "Irish Bingo". In this game all pupils stand up. When they hear a number on their card they must sit down. Last person standing wins.
- Do complex mental arithmetic problems. Read out a series of simple operations. Pupils write them down and winners are ones who get them right. They need to be lengthy!
- Play original bingo. Still the best?
- Aural anagrams of spelt out numbers. Teacher reads out an anagram. Pupils write down letters. First one to get the right number wins. You can make it harder by getting pupils to do them in their heads.
The natural order hypothesis states that all learners acquire the grammatical structures of a language in roughly the same order. This applies to both first and second language acquisition. This order is not dependent on the ease with which a particular language feature can be taught; in English, some features, such as third-person "-s" ("he runs") are easy to teach in a classroom setting, but are not typically fully acquired until the later stages of language acquisition. The hypothesis was based on morpheme studies by Heidi Dulay and Marina Burt, which found that certain morphemes were predictably learned before others during the course of second language acquisition. The hypothesis was picked up by Stephen Krashen who incorporated it in his very well known input model of second language learning. Furthermore, according to the natural order hypothesis, the order of acquisition remains the same regardless of the teacher's explicit instruction; in other words,
Comments
Post a Comment