1. STARTER IDEAS...

2. Odd one out Provide topic/lesson vocabulary on separate numbered cards. Call out groups of numbers and ask students to suggest which card is the odd one out and why. Provide topic/lesson vocabulary on separate numbered cards. Call out groups of numbers and ask students to suggest which card is the odd one out and why. The reason they provide is the important part of this activity. The reason they provide is the important part of this activity. For example: 3. 7up 6. Coke 10. Pepsi 14. Ribeena For example: 3. 7up 6. Coke 10. Pepsi 14. Ribeena Can also be played with pictures, e.g. photographs of tourist destinations. Can also be played with pictures, e.g. photographs of tourist destinations.

3. Concept Loop This activity can be used whenever pupils have to understand key words or concepts. This activity can be used whenever pupils have to understand key words or concepts. Compile a list of words that the pupils must understand for any given topic. Compile a list of words that the pupils must understand for any given topic. Put alongside a definition or explanation. Put alongside a definition or explanation. The words are then printed on large cards, with an incorrect definition on the reverse side. See below for clarification. The words are then printed on large cards, with an incorrect definition on the reverse side. See below for clarification. This activity is sometimes done with 30 cards, involving the whole class. A reservation about this is that once a pupil has had their turn, they could switch off. This activity is sometimes done with 30 cards, involving the whole class. A reservation about this is that once a pupil has had their turn, they could switch off. Perhaps splitting the class into 3 groups of 10 and having a shorter loop would overcome this problem. Perhaps splitting the class into 3 groups of 10 and having a shorter loop would overcome this problem. The first pupil (chosen by the teacher or a volunteer) calls out the words on his/her card. Whoever has the matching definition reads it out. The first pupil (chosen by the teacher or a volunteer) calls out the words on his/her card. Whoever has the matching definition reads it out. If everyone agrees s/he is correct, that pupil reads out the word on the back of the definition and everyone looks for the matching card. If everyone agrees s/he is correct, that pupil reads out the word on the back of the definition and everyone looks for the matching card. Eventually, the loop will arrive back as the first person, if everyone has done it correctly. Eventually, the loop will arrive back as the first person, if everyone has done it correctly. Discuss with pupils how they were doing the activity. Discuss with pupils how they were doing the activity.

4. Who am I? Write words on stickers and stick them to a pupil’s forehead or back. Write words on stickers and stick them to a pupil’s forehead or back. He or she then has to ask a series of questions to work out what their word is. He or she then has to ask a series of questions to work out what their word is.

5. Snowball Begins with pairs, which are given a task to do. Begins with pairs, which are given a task to do. This pair then joins with another to form a four, where they share their results of the task and combine their work. This pair then joins with another to form a four, where they share their results of the task and combine their work. The four then joins another to become eight, where they then synthesise their work into one piece. The four then joins another to become eight, where they then synthesise their work into one piece.