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This lesson has been designed for students to work in learning centers. Four centers where kids are going to improve writing skills through different activities and work independent with the teacher monitoring.
Center A:
Grammar Practice Book.
Center B:
Fun Baamboozle.
Center C:
Timeline Creation.
Center D:
Perinola Game.
Center A: Grammar Practice Book.
Students will be able to complete book pages of the Grammar Practice Book.
topics: action verbs and Subject-Verb Agreement. With multiple choice activities.
Center B: Fun Baamboozle.
Students will be able to identify regular and irregular verbs. The group witll be divided in two and with an iPad they will practice while playing a Fun Baamboozle.
Center C: Timeline Creation
Students will be able to identify Past, Present and Future tenses by creating their own timeline.
Center D: Perinola Game
Students will be able to practice and apply different tenses by playing perinola.
As teachers, we can identify several common errors that our students tend to make in both spoken and written language, such as:
Inconsistent shifting: students may start a story in the past tense and then accidentally “drift” into the present, especially during an exciting part of the narrative.
Incorrect irregular verbs: English has many irregular past tense verbs (e.g., go, becomes went, not goed), and students commonly overgeneralize the “ed” ending.
Missing helping verbs: in continuous tenses, students may omit the auxiliary verb, such as “He playing soccer” instead of “He is playing soccer”.
Present tense instead of past: in storytelling, a student might say, “Yesterday, I go to the park” instead of the correct past tense, went.
For students who do not have English as their mother tongue, it may take them a bit longer to correctly use verbs, either due to limited practice or because they tend to forget grammatical rules. Therefore, this lesson aims to motivate them to practice verb tenses through dynamic activities and healthy competition, incorporating elements of gamification into the learning process.
Divide the class into four evenly sized groups. Teachers may assign specific names to each group. Groups will rotate in a clockwise direction every 15 minutes. Instructions for each learning station can be displayed on the board or provided on a printed sheet at each station.
Station A:
Open your book to Unit 3, Week 1, and complete the workbook pages 121–125, following the instructions for each activity. If you have any questions about the instructions, you can ask your teaching assistant.
Station B:
Open the QR code and play Fun Baanboozle in pairs or trios. You can use your notes if you have any questions about the verbs.
Station C:
Use the colored paper to create your own timeline, writing three original examples as shown in the teacher’s example. If you have any questions, you can ask your team or the teaching assistant.
Station D:
Play the card game individually. Take a card from the box, identify the verb to work on, spin the spinner, and write a sentence on your board using the tense indicated by the spinner. If your sentence is correct, keep the card. The player with the most cards at the end wins. If your answer is incorrect, place your card on the table outside the box.
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