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Activitate 1.1 Exemplu Interesant
Activitate 1.1 Exemplu Interesant
Sub-tema: înmulțirea numerelor din 2 cifre, obținerea de rezultate din 3 sau 4 cifre - prin
metoda ludică
Timp de lucru: 45 minute ( în cadrul cursului opțional ”F@cus on the English Wor(l)d” )
Procedura de lucru:
Notă: se urmărește pronunția corectă a numerelor ce fac parte din Teen Family ( 13 – 19) și a
celor din Ty Family ( 20 / 30/ 40...90)
Nota 4: elevii urmăresc explicațiile de la început până la sfârșit, apoi vor nota metoda în
caiete. Se reiau explicațiile cu implicarea elevilor în formularea noțiunilor.
Pasul 3: când elevii stăpânesc metoda prezentată se propun exerciții de înmulțire ( la
alegere sau impuse ) care se vor efectua pe tăblițele lor individuale. La finalizarea
exercițiilor elevii expun oral exercițiul de înmulțire și rezultatul obținut.
Nota 1: profesorul ajută elevii la citirea rezultatelor ce trec peste 100 sau 1000, dacă e
nevoie.
Pasul 4: elevii primesc fișa de lucru ce conține 6 tabele pentru înmulțire. Profesorul
stabilește 2 operații de înmulțire, 2 operații de tip Adevărat / Fals, iar elevii propun
individual celelalte 2, la alegere. Elevii vor efectua înmulțirile folosind metoda asimilată și vor
exprima în scris operațiile de înmulțire. Exemplu: fifty-two times ninety-one is 4732.
Pasul 5: tema pentru acasă ( opțional) : elevii vor face un video ( folosind telefonul mobil
sau alte tipuri de device-uri) prin care vor explica metoda înmulțirii cu tabel și vor prezenta
la clasă filmulețul și / sau îl vor posta pe Google Classroom.
COMPETENȚE VIZATE
Competența digitală: (... ) utilizarea calculatorului pentru a accesa, evalua, stoca, produce,
prezenta, schimba informație, precum și comunicarea și participarea în rețele prin
intermediul internetului.
Procedure
First, split your class into different teams (two is best, but if you have a large
class, any number could be used).
Sit the students facing the board.
Then take an empty chair - one for each team - and put it at the front of the
class, facing the team members. These chairs are the 'hot seats'.
Then get one member from each team to come up and sit in that chair, so they
are facing their team-mates and have their back to the board.
As the teacher, have a list of vocabulary items that you want to use in this
game.
Take the first word from that list and write it clearly on the board.
The aim of the game is for the students in the teams to describe that word,
using synonyms, antonyms, definitions etc. to their team mate who is in the hot seat -
that person can't see the word!
The student in the hot seat listens to their team mates and tries to guess the
word.
The first hot seat student to say the word wins a point for their team.
Then change the students over, with a new member of each team taking their
place in their team's hot seat.
Then write the next word…
This is a very lively activity and can be adapted to different class sizes. If you have too
many teams, perhaps some teams will have to wait to play. Or if the team sizes are
large, you can restrict how many team members do the describing. Have fun!
Hot Seat
Subjects
PreK
K-2
3-5
6-8
Brief Description
A student in the "hot seat" asks questions to figure out a secret word.
Objectives
Students will
use critical thinking skills as they ask thoughtful questions to narrow down a large list of
words to one "secret word."
Keywords
word wall, vocabulary, game, spelling
Lesson Plan
This activity can be used as a whole-class activity. If you teach students who can work
independently, you might use it as a small group or pair activity once students are familiar with the
activity's rules.
In this activity, one student is selected to come to the front of the class and take the "hot seat." The
hot seat is located a few feet in front of a chalkboard, whiteboard, or chart. The student sits in a chair
facing his or her classmates and with his or her back to the board or chart. The student also should
have a clear view of the class word wall.
The teacher or a classmate selects a word from the word wall (or from students' spelling or
vocabulary lists) and writes that word on the board or chart. The student in the hot seat is unable to
see the word, but it is his/her job to guess the word by asking questions that help to narrow down the
possibilities. For example, the student in the hot seat might ask
Is it a noun?
Does it have fewer than 10 letters?
Does it have more than two syllables?
Is the vowel a found in the word?
Would this word be found in the first half of the dictionary?
As the student narrows down the word, the questions might get more specific. For example, if the
students gets a positive response to the question Is it an animal?, then the follow-up questions might
include Is it bigger than a fox? or Does this animal live in the rain forest? If the clues help the student
narrow down the word to a handful of possibilities, the student might ask questions to narrow down
those possibilities, such as Does the word mean the same thing as [a definition of the
word]? or Does the word rhyme with [another word]?
Keep a tally of the number of questions/clues it takes for the student to guess the word.
Assessment
Which students guess the word in the fewest number of clues?
Submitted By
Shari Medley; Shari also contributed to the Education World article, Teachers Say Word Walls Work!
National Standards
LANGUAGE ARTS: English
GRADES K - 12
NL-ENG.K-12.6 Applying Knowledge
NL-ENG.K-12.12 Applying Language Skills
Hot Seat
Level
Beginner to advanced.
Skills Practised
Time
Flexible.
Preparation
1. Prepare a list of five to nine words your class has recently learned.
2. Draw a scoring table on the board, like this:
Team A Team B
How it Works
1. Ask your students to form two teams and have them move their chairs forward to
form two groups facing the board. After explaining the game and modelling the roles
if necessary, ask for one player from each team to move his or her chair forward again
and turn it to face his or her group. These players then sit in their chairs (now 'hot
seats') with their backs to the board.
2. Write the first word on the board, making sure the players in the 'hot seats' can't see
it. After you say 'Go!', the members of each team try to elicit this word from their
team-member in the 'hot seat' without saying the word or giving any clues as to its
spelling (such as the first letter). For example, if the word is 'vitamins', players could
make statements such as 'We need lots of these in our food' or ask leading questions
such as 'What does fruit have a lot of?'. The team whose 'hot seat' player first says the
target word wins a point.
3. The two players in the 'hot seats' then swap seats with another member of their
respective teams. After writing the second word on the board, say 'Go!' again, and so
on. The game continues until all the words have been used, with the team having the
most points at the end of the game winning.
Notes:
- If neither of the players in the 'hot seats' has stated the word within a reasonable
length of time, move on to the next word without having the players swap seats.
- It's a good idea to tell the players the total number of words you intend to write on
the board before play begins. This allows players to gauge their team's chances of
winning as the game progresses.
Variations: There are many possible variations on this game. You could write the
names of famous people instead of recently-learned words, or movie titles, song titles,
countries, famous places, etc.
For a small class (3 - 6 students): Set up just one 'hot seat' and have a player write
any word on the board. The other players try to elicit this word from the player in the
'hot seat'. After this player has had a chance to guess 2 or 3 different words, players
alternate roles as they wish. This variation need not involve scoring.