TMTE Blockbusters Game in Detail.

Blockbusters Game

Game Instructions

1. Two teams.
2. Idea is to try and link 5 squares in a row across or upward/downward.
3. Pupils choose letter and are asked question to which the answer starts with the chosen letter.
4. If they get it right they own the square, click on square once for Yellow twice for Pink.
5. The other side now gets a go.
6. The opposition can attempt to spoil the chain by capturing a square by choosing an already won letter. The square will change as many times as required. One click after it is coloured will bring back the other colour. (If they get it wrong the original side gets two goes in a row.)
7. Will work on inter-active boards
8. I suggest you allow a square to be captured only once otherwise the game could go on for a long time.

Download Link: Blockbusters Game

TMTE Techniques for Teaching Grammar, Using Visuals.

Using Visuals

Teaching Techniques

1. The teacher uses pictures or photos and elicits the target language. For example, the teacher sticks pictures and photos showing activities that she did last weekend on the walls.
2. She/he asks learners: What did I do last weekend? Learners walk around the room in pairs, guessing what the teacher did by looking at the photos, e.g. I think the teacher went to the beach.
3. The teacher then uses the photos to elicit the target language from the learners, e.g. photo of a beach – I went to the beach.
4. The teacher elicits the question (What did you do at the weekend?) and writes it on the board.
5. She/he writes the model sentence (e.g. I went to the beach) on the board.

If you want to get it in the TMTE Participant Book: Open page-223

I'll share these techniques in this blog. Keep touch with me.

TMTE Techniques for Teaching Grammar-Using Personalising.

Using Personalising

Teaching Techniques

1. The teacher says some sentences about herself/himself or her/his family. She/he begins by showing a photo. She/he elicits who is the oldest, the youngest, the most intelligent and the funniest.
2. The teacher sticks the photos on the board and writes the sentences to show the grammatical structure.
3. In the next lesson, all learners bring in a photo of themselves and their family.
4. The teacher elicits the sentences to the board.
5. Learners use their own photos to prepare sentences and tell each other about their families.

If you want to get it in the TMTE Participant Book: Open page-223

I'll share these techniques in this blog. Keep touch with me.

TMTE Techniques for Teaching Grammar_Using a Song.

Using a song

Teaching Techniques

1. The teacher finds a song which has examples of the target language.
2. She/he does a lead-in activity and plays the song once for gist.
3. She/he teaches vocabulary first (e.g. animals) but also the grammatical structure (e.g. It likes …).
4. Learners match pictures and words.
5. Then they act like animals. They mime the actions and sing along.
6. Learners then listen to the song again with an activity that focuses on the target language, e.g. a gap-fill.
7. Learners then play games and do activities to practise using the structure from the song.

If you want to get it in the TMTE Participant Book: Open page-223

I'll share these techniques in this blog. Keep touch with me.

TMTE Techniques for Teaching Grammar-Using a Story.

Using a Story

Teaching Techniques

1. The teacher uses a story to teach vocabulary and grammar together, e.g. Little Red Riding Hood.
2. The teacher can revise or teach new vocabulary, such as little, red, big and bad. These words. are learnt in the context of the story and the grammatical structures, for example using adjectives (e.g. Little Red Riding Hood; the big, bad wolf; the sweet, old grandmother).
3. The order of adjectives is not analysed but will be automatically recognised as a natural way to describe people and animals.
4. Learners are exposed to the grammar without being made to use it.

If you want to get it in the TMTE Participant Book: Open page-224

I'll share these techniques in this blog. Keep touch with me.

Introducing vocabulary by using real objects(realia).

Technique: Using real objects (realia)

1. Show the object and say the name.
2. Show the object and drill pronunciation, first chorally, then individually.
3. Show the object and elicit name by asking: What’s this?
4. Show the object and elicit/give sentence: It’s a (pen).
5. Get two learners to the front to ask and answer the question: What’s this?
6. Get all the learners to practise asking and answering the question in pairs.
7. Get learners to ask classmates: What’s this? It’s a (notebook), across the class in open pairs.

If you want to get it in the TMTE Participant Book: Open at page-32

I'll share vocabulary techniques in this blog. Keep touch with me.

Introducing vocabulary by using mime.

Technique: Using mime

1. Mime the action and say the verb.
2. Mime the action, elicit the verb and drill.
3. Get a learner to mime the actions at the front. Say what she/he is doing: She/he is drinking.
4. Repeat with a different learner and ask the question: What is she/he doing? Elicit answer.
5. Get three learners to the front. A mimes, B asks, C answers the question: What is (name) doing?
6. Get learners to practise miming, asking and answering in groups of three or four.
7. Get five learners to the front. Get them all to mime actions. Ask rest of class: What is (name) doing?

If you want to get it in the TMTE Participant Book: Open at page-32

I'll share vocabulary techniques in this blog. Keep touch with me.

Introducing vocabulary by using picture flashcards.

Technique: Using picture flashcards

1. Show picture flashcards and say the names.
2. Show pictures again and drill pronunciation, first chorally, then individually.
3. Show picture flashcards and ask: What’s her/his job?
4. Get eight learners to the front, give each a flashcard. Get them to ask you What’s her/his job?
5. Get the eight learners to walk around the class, asking their classmates: What’s her/his job?
6. Give groups picture and word flashcards and get them to match them.
7. Get learners to copy and label pictures in their notebooks.

If you want to get it in the TMTE Participant Book: Open at page-33

I'll share vocabulary techniques in this blog. Keep touch with me.

Practising vocabulary by using Back to the board.

Back to the board

Procedure

1. Ask learners to form groups of three or five.
2. For each group, one learner should sit with their back towards the board, so that they cannot see the board and they are looking at their group. The other learners can sit or stand around him/her.
3. The teacher writes up a word on the board.
4. Tell the other learners in the groups to explain the word without using the actual word. The first learner with their back to the board who shouts out the word wins a point for his/her team.
5. Change the person with their back to the board and repeat several times so that most/all team members get a turn.
6. When all the learners in the group have had a turn, the teacher totals the points.

If you want to get it in the TMTE Participant Book: Open at page-52

Variation

The teacher puts up a picture or writes up a word on the board that learners can mime, explain in simple English or say in Bangla. The teacher needs to make the rule clear which option to choose.
Tell the other learners in the groups, who can see the words or picture, to explain the word without using the actual word, to mime or to say it in Bangla. The first learner who has their back to the board who shouts out the word wins a point for his/her team.

Practising vocabulary by using Touch the board (gently)

Touch the board (gently)

Procedure

1. Put the vocabulary items (choose either the words or pictures) on the board in any order.
2. Form two teams. Get them to stand in a line (from front to back of the room) facing you. Learners can name their team. Put the team names up on the board and record points.
3. Demonstrate the activity with a volunteer.
Option 1: To practise listening to a word: Say the English word. Take the learner to the board and ask him/her which picture shows the word.
(Optional: After a few turns, get other learners to call out the words to give them speaking and pronunciation practice.)
Option 2: To practise reading a word: Show a picture or mime an action. Take the learner to the board and ask him/her which word shows the picture or action. Touch that word or picture on the board and gesture for the learner to do that after you. Make sure they do not hit the board loudly (as this will disturb neighbouring classes).
4. Tell the first learners in each line to get ready to run to the board.
5. Show a picture or mime an action or say the English word.
6. The first learners run and touch the correct flashcard. Other team members can help but cannot run to the board.
7. The first team to touch the correct flashcard gets a point. Keep a record of points on the board.

If you want to get it in the TMTE Participant Book: Open at page-53

Variation

1. With very large classes
Divide the learners into teams of five to seven. Give out a set of word cards to each team. Ask teams to put them on the floor or a table the learners can sit around. When you show the picture or mime the action, one learner touches the word card.
2. Using L1
If you or a Bangla master trainer in the room speak Bangla, say the word in English and the learners can touch the word on the board/floor/desk written in Bangla. Or say the word in Bangla and the learners can touch the English word on the board/floor/desk.

Practising vocabulary by using Pelmanism: A memory-based card game.

Pelmanism

Procedure

1. Demonstration

a) Put a set of cards face down on a table and mix them up.
b) Turn over two cards.
c) Show learners and ask: Is there a picture and a word? Is it a match?
d) If there are two words or two pictures, or the picture and word do not match, turn the cards over and put them back on the table in the same place.
e) Tell the learners to remember where they are.
f) Turn over two more cards. Try to get a match between a picture and a word. When you do, ask: Ok? A match? Learner’s Answer: Yes.
g) Say: The learner keeps the pair. The winner is the learner with the most pairs at the end of the game.

2. Activity

a) Divide learners into groups of four or five.
b) Give out one set of cut-up cards to each group.
c) Ask learners to mix up cards and put them face down on the table.
d) Tell them when to start the game.
e) Monitor and check if learners need support.
f) At the end of the game, ask learners to pronounce the words they won. Listen as they pronounce words. Note any problems with difficult sounds or word stress.

3. Feedback

a) Praise the learners.
b) Help learners pronounce difficult sounds, using correct word stress if there are problems.

If you want to get it in the TMTE Participant Book: Open at page-54