Contributions
Here are some activity ideas from teachers using the PLS system. We hope you find them beneficial.
If you have ideas, please let us know!
Kanji English Spelling Practice
This is a game for students to practice spelling the words found in the Kanji English homework set.
Developed by Jonathan Hamelin, Greenwood English School
Uploaded February 2021
Comparative Logic Squares
These are an alternative to the paddles used in Comparative Logic.
Preparation:
Print the Comparative Logic Squares on A4 paper. Cut out the square, fold and laminate.
Uploaded February 2017
Addition/Subtraction Bingo
This bingo game is a fun way to teach addition and subtraction.
Preparation:
Print the Addition/Subtraction Bingo Call Sheet.
Procedure:
The game rules are the same as standard Bingo. Use the following steps to steadily increase the challenge of activity.
Stage 1: Show the Call Sheet and read the sentence (e.g. '5+1=6.') On a bingo the team reads back the numbers. This stage is only challenging enough to be worth doing for a week or two.
Stage 2: Don't show the Call Sheet and read each problem as either, for example, '6+2' or 'how much is 6+2?' Students reply with the correct answer (e.g. '8') and place their chips. Bingoing students say three addition or subtraction sentences. Here's an example dialogue.
Teacher: 13 + 2.
Students: 15.
Team 1: Bingo. (They have a row of 8, 11, 3, and 15.)
Teacher: Good job. Now add the numbers together.
Team 1: 8 plus 11 equals 19.
Other students: Yes.
Team 1: 11 plus 3 equals 14.
Other students: Yes.
Team 1: 3 plus 15 equals 18.
Other students: Yes.
Teacher: Congratulations. That's a bingo.
Subtraction is similar, but smaller numbers are always subtracted from larger numbers unless you're keen for your students to tackle negative numbers.
Stage 3: As above, but show the Call Sheet and the students read the whole problem, e.g. '11 minus 2 equals 9.' For an extra challenge, cover the answers.
To keep the calling random, feel free to start at different numbered positions in each game. For example, one week you might start Game 1 at number 1 (3 + 1 = 4), but the next week you could start at number 8 (5 - 2 = 3).
Enjoy! (Your students certainly will.)
Idea from Rory Cameron, Nagaoka Kindergarten.
Uploaded 16 March 2015
SHORT VOWEL CONTRAST GAME BOARD ID GAME TIP
The multiple combinations of vowels makes the ID Game played in the standard way impractical with this pronunciation board. Cameron Doran of PLS Tokyo recommends focusing on one row at a time.
Procedure:
1. Point to the left and right edges of the row to focus students' attention on the row which contains the combination you will pronounce.
2. Model the sounds. Students race to say the color of the correct combination.
3. The first correct student lays a chip on the space. Address any errors made by contrasting incorrect attempts to the correct combination.
4. Move onto the next row.
Idea from Cameron Doran, PLS Tokyo.
Uploaded 19 January 2015
Simon Says Variation
This simple variation of the Simon Says activity keeps more students involved in the activity longer than the standard version, allows teachers to end the activity at anytime they choose (helping with class timing) and promotes a fun 'students versus the teacher' team dynamic.
Procedure:
1. Write five dashes on the whiteboard.
2. Tell the students to stand up.
3. Play Simon Says in the standard manner but if there is a mistake rather than getting the erring student to sit down we erase a dash from the board.
4. If all five dashes are erased the teacher 'wins' and the students all sit down.
5. The students compete as a team to stay alive long enough for the teacher to 'give up' and begrudginly tell them, 'alright, you win' before moving onto the next activity.
Students lose dashes for any of the following reasons:
1. Doing an action (or starting to do an action) when the teacher hasn't prepended 'Simon says' to a command.
2. Doing an incorrect action. For example, the teacher says, 'Simon says touch your right knee' but a student touches their left knee.
3. When a student is too slow to do an action, or just copies other students. (Use your discretion with this rule, and allow some weaker students to get away with it initially.)
4. Speaking Japanese, tomfoolery, or breaking any other class rules.
Presented by Cody Baldwin at an Osaka seminar. He credits his trainers and their predecessors with the idea.
(Uploaded 7 November 2014)