Eileen Eileen

W5-D2-Musical Grammar Chairs

Description

This session uses a movement-based "Musical Chairs" dynamic to review grammar structures students have already learned. When the music stops, students must produce a simple sentence using a given grammar prompt. The focus is on quick recall, confidence, and communication in a fun, low-pressure environment.

Materials

Abc Chairs
Abc Speaker
Abc Music

Main Aims

  • To reinforce previously learned grammar structures through spontaneous oral production in a dynamic game.

Subsidiary Aims

  • To encourage quick recall of familiar grammar forms.
  • To build confidence speaking under mild time pressure.
  • To promote attentive listening and peer support.
  • To maintain high engagement through movement and play.

Procedure

Lead-in (3-5 minutes) • Create interest and prepare students for a movement-based grammar game.

The teacher arranges chairs in a circle, one fewer than the number of students. Ask students if they know musical chairs. Explain that today they will play and speak English, not eliminate people permanently. Emphasize: This is practice, not a test.

Explanation (8-10 minutes) • Ensure students understand both the game rules and the language task.

Explain the rules step by step: Music plays - students walk around the chairs. Music stops - students sit quickly. One student stays standing. That student receives a grammar prompt from the teacher. They must say one correct sentence. If the sentence is not correct, the student sits out.

Practice round (8-10 minutes) • Reduce anxiety and clarify expectations before the main game.

Play one slow practice round using very easy prompts. Model answers if necessary. Give gentle feedback and praise effort.

Game! (28-30 minutes) • Reinforce grammar recall through repeated, meaningful oral production.

Start the main rounds of the game. Each time a student is left standing, give one clear prompt, choosing from: Present simple (routine, likes, facts) Present continuous (now / at the moment) Future with will or going to There is / There are There was / There were Quantifiers (much, many, a lot of, a few, a little) Rotate prompts to keep variety. Encourage classmates to listen and support.

Cool Down (3-5 minutes) • Lower energy and reinforce confidence at the end of the session.

Stop the game while energy is still positive. Ask quick reflection questions: Which one was easy? Which one was difficult? Praise participation and effort. Remind students they used grammar naturally and fast.

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