If the class is very large, you can form more than two teams. Divide the class into two equal teams and have students of each team line up in a row.Close the activity by reviewing the answers to all of the questions with students.If students were unable to answer some questions, read the text or play the audio again and give teams another chance to buzz in. Continue to read the text aloud or play the audio until all questions have been answered.Teams earn a point for each correct response. This works best if you say вЂњIncorrect!вЂќ to signal that other teams may buzz in. If their response is incorrect, other teams have a chance to buzz in and answer the question. If their response is correct, all teams must send the student at the front of the line to the back of the line. Once they have attempted, they pass the buzzer to the next person in line and go to the end. Explain that you will call on the first person that buzzes in to provide a response. Tell students that only the person in the front of the line may buzz in.Once the teams are in place, distribute the buzzers (or noisy objects) and/or explain to students how you expect them to signal that they have heard an answer to one of the questions about the text.Teams should have a name for scorekeeping purposes. Be sure there is some space between the teams so that you can tell who is buzzing in during the activity. Teams can line up in designated areas of the classroom. The game works best if the number of questions is close to the number of members on each team. Divide the class into equal teams using any method you prefer.For beginner students, the questions can be presented one at a time before reading the section of the text that contains the answer (perhaps one paragraph at a time). To challenge advanced students, present the questions in a random order, not as they will be heard when the text is read. These can be presented orally or written on the board. Give students the questions you have created so that they know what information you want them to find.Note that they will be divided into teams. Tell them that they will hear you read a passage (or hear a radio broadcast/podcast) and need to listen for specific information. Why was this person important in history?.What are two major accomplishments of this person?.If students will listen to a biographical passage, use questions such as: Here are some suggested questions for different types of texts. The questions should be about the main information or facts you want students to learn from the text. As you examine the text, make a list of key information you want students to listen for during the exercise and use it to write questions. Prepare for the activity by reading or listening to the text you plan to use. Each week, we will present activities to make learning fun in one of the domains of language learning: listening, speaking, reading, and writing.ДЎ. In this monthвЂ™s TeacherвЂ™s Corner, we will examine ways to make learning fun, accessible, and meaningful in the English language classroom. Having fun while learning also helps students retain information better because the process is enjoyable and memorable. Practicing a new language can also be intimidating, especially for students with a high affective filter or negative emotional factors that may interfere with language learning.ДЄ great way to give students meaningful opportunities to apply their learning and lower their affective filter is to make learning fun! When teachers use activities that make learning engaging and fun, students are more willing to participate and take risks. The English language classroom often poses challenges in this area due to rote teaching methods, dull curricula, or limited opportunities to use the language outside of the classroom. To acquire a language, students need many opportunities to practice and apply what they have learned in class.

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