Games and Incentives for World Language Classrooms PPT

Incentives, Rewards and
Games in the Foreign
Language Classroom.
Linda Lynch
Poquoson High School
Spanish Teacher
Punch Cards
 3 x 5 index cards in
different colors
 ink pad
 stamps
 different shaped holepunches (available at
Michael’s and A C
Moore for about $1
Punch Cards: Participation Grade
To make:
 Stamp each note card. I have different stamps and
colored cards for different weeks (rabbits, pumpkins, etc.)
 Make note in the grade/attendance list of the item, for
example: 2 Sept. Green/rabbit. That way if one gets lost,
it can be documented which week was missed.
Punch Cards
Punch Cards: Participation grade
To use:
 Pass one out to each student.
 Tell them to write their names in ink.
 Students, then, will receive a punch for speaking to
teacher in Spanish. Asking to leave the room for any
reason, will not receive a punch. The punches I use are
different shapes so that they are difficult to reproduce.
Punch Card
The student must be using Spanish to communicate or
answer a question to receive a punch.
Each student should talk to me at least twice per day.
At the end of a week (two weeks for a block schedule), he or
she should have 10 punches.
If a student is absent, he writes, “absent 2 oct” for example
so that I can grade it appropriately.
10 = 100%, 9 = 90%, etc.
Token Economy
 colored paper
 printer
 template OR money from a board game.
Token Economy:
Participation Grade
 scroll down on the site for “pesos”.
 Other options are: monopoly money or making your
5L green-100 copies = 3000 (600 bills)
10L blue-100 copies = 6000 (600 bills)
20L red-75 copies = 9000 (450 bills)
50L pink-50 copies = 15,000 (300 bills)
100L grey- 25 copies = 15,000 (150 bills)
200L purple- 20 copies = 24,000 (120 bills)
500L yellow- 20 copies = 60,000 (120 bills)
1000L orange- 5 copies = 30,000 (30 bills)
5000L salmon- 2 copies =60,000 (12 bills)
=222,000 (2382 bills)
Token Economy: Price List
Lista de precios
 -¿Puedo usar el baño? -- $20 (bathroom pass)
 -¿Puedo ir a la taquilla (oficina, etc)? -- $20
(locker pass)
 -No tengo mi libro, ¿Puede Ud. ayudarme? -$30 (lend a book)
 -¿Puede Ud. prestarme (lend me) un lápiz o
una pluma?--$10 (lend writing instrument)
 -El uso de una tarjeta indice (index) con una
prueba --$200 (index card on quiz- I offer
once per 9 weeks. Quiz is my choice)
Token Economy: Price List (cont.)
Lista de precios (continued)
 -¿Cómo se dice______ en inglés? -- $10 (one
word or phrase only) (I translate-a work that
they should know.)
 -¿Cómo se dice ______ en español?--$10 (one
word or phrase only) (I translate-- a word
they should know.)
 - Para quitar (take away) un aviso--$100
(works once per day)
 - Un paso de tarea--$150 (you may purchase
and use 2 per semester)
Token Economy: Price List (cont.)
Lista de precios (continued)
 -Tiempo extra para entregar la tarea- $20—
(by end of day—90%)--$50 (next day—75%)-$75 (next class period—50%) (This is used
only twice during a nine week
 -Una experiencia cultural--$25,000 (Students
may pool money for this, and , yes, it does
have to be educational. )
Speedy Speaking Test incentive
 speaking test questions,
 timer,
 copies of rubric
This works well with shy students.
Speedy Speaking Test incentive
 At least 2 days before, have a list of 8-10 possible speaking test
questions written for the warm-up. Students will copy questions and
answer them on the same paper. (This can be done a day or two
before if you want to assign for homework and check papers
 Ask for possible correct answers. Make sure you write the correct
verb forms on the board for them to make their own corrections.
 Line up students in 2 lines (move desks out of the way), facing each
 If there are an odd number of students, teacher stands in the line
that does not move (line A to begin with).
 Line A will ask the questions. Line B will answer. Line A has the
questions/answers. Line B does not. Students will ask/answer to the
person directly across from them.
 Set the timer to 30-60 seconds.
Speedy Speaking Test incentive
 Tell them to begin asking/answering. Once timer goes off, tell
students in line B to move. Person in front goes to the end and
everyone else moves forward one person. Everyone will have
a new partner.
 Each time students asking will ask with the next number (first
time = quetion 1, second time = question 2, etc.) that way
students will get through entire list.
 Teacher will use speaking test rubric and give students grades
as they answer at the head of the line.
 After all of the students in line B have answered. The lines
will switch roles. B will ask and A will answer.
 Teacher is always in the “ask” line. (If odd number of
Speedy Speaking Test incentive
-Can be used this as an exercise to practice for the speaking test. If things are moving well and students
have been participating well, can be used for the actual speaking test.
-At the beginning of the year, can be used it as practice for the actual test and if students score a 90 or
better, let them keep the grade. If they score below, have them retake it next class for a grade.
-When a class does not want to speak, Can be used as an incentive and let both lines look without giving
any grade, except maybe participation.
-My students have actually begged me to “play” this game..
Sample Speaking Test Rubric:
Correct Pronunciation
Correct Grammar
Use of current vocabulary
Understandability (not due to volume)
Total = 25 points
Scratch-off Tickets
 cardstock
 template
 craft paint
 dish soap
 clear contact paper OR clear packing tape
 craft paint brush
 measuring device
 optional: painter’s tape
To make:
Scratch-off Tickets
 print on cardstock, you can use paper, however, it is a less sturdy and
harder to work with.
Print out your template.
 Then, cover the “prize” section with contact paper or packing tape.
Mix 2 parts paint to 1 part dish soap. (EX: 2 T paint: 1 T dish soap)
 Put on painter’s tape to border the “prize” section, both top and
bottom and sides if you like (see photos).
 Paint inside the painter’s tape borders. This will either take several
coats and a lot of patience, or you can almost pour the paint onto the
cards and use the paint brush to even the paint out.
 After at least 5 hours, take off painter’s tape.
 Cut into individual cards. A paper cutter is recommended. You can
cut the cards, then, paint if you prefer.
Scratch off template:
Final Product
 Materials: a book of stickers.
 Really. Who knew high school students like stickers on
their papers as much as first graders do? I give them out
for A’s on tests and quizzes and for really well written
paragraphs. Many times books of stickers can be found
at a craft store, or a big retail store in the $1 section.
Different seasons will highlight different stickers.
Choice board
Choice Board
 Boards can be made for the day, week or even month.
 Students will choose the correct items that the teacher
specifies during that time period.
 Gives students more freedom and more control over
Choice boards
 Instead of doing the token economy, I sometimes will hold a
raffle for a $10 gift card. Movie theater, itunes, and, fast food
are gift card options. The raffle is held about every 5 weeks.
All my classes go into one box. I will have a student choose it
during a class. This is a bit faster, but, like the stickers, punch
cards and everything else, students see that school can be
 Students can be entered in several ways. For example, person
with the most punches on his or her punch card, winners of a
game, A on a test, excellent behavior, etc. could be entered
into the drawing.
 Materials: index cards, pen or pencil
 I usually make my own or sometimes have students make
them. The risk with students making them is the rate of errors
if they are not careful. Memory is good to use at least one
time before you are absent. It is a wonderful tool for
vocabulary memorization and verb conjugation. Once the
students have played it one time with you there, they can play
any set of memory cards and be successful.
To make memory cards:
1. Cut the index cards in half.
2. Write on only one side of the cards.
3. Write the English, or better paste a picture if possible on one
4. On the card that “matches” write the Spanish.
5. One set will work for groups of 2-5 students.
6. Lamination of cards is recommended.
To play:
 All cards are spread out face-down on desks or a table.
 Students then take turns turning over two cards at a time.
 If they match, the student keeps the pair.
 If not, the cards are replaced to the same spots. Student
with the most pairs wins.
 The object is to remember where and what the pairs are.
A pescar-Go fish
 Materials:
 index cards
 card stock or plain white paper
 pictures or clip art from vocabulary list,(or a deck of
cards for basic game).
A pescar-Go fish
 This is also good for vocabulary and conjugation.
 It is good for learning key phrases as well.
 For example: “Do you have a….?” “Yes, I have a….”
“No, I don’t have…” etc.
 The first time playing the phrases you want them to use
should be written on the board and all students should
copy into notes.
A pescar-Go fish
 Go fish, the basic game, is really good for students to
learn numbers.
 It is also good to use vocabulary words in the decks.
Games will work for 2-5 students at a time.
 Several decks will be required for entire classes.
 They can be made by students, as well as, by teachers. As
with Memory, attention to detail is necessary for
accuracy in the cards.
A pescar-Go fish
To make: For standard (learning numbers) “Go Fish” a regular
deck of cards will work. For other vocabulary words:
1. Make 4 cards of each word.
2. Only put the pictures on one side of each card.
3. Cards can be cut in half to conserve resources.
4. Or a template can be used to create and print cards.
5. Lamination of cards is recommended.
A pescar-Go fish
 To play:
 Go Fish is best for 3-6 players, but it is possible for 2 to
play. A standard 52-card deck, or a deck of custom cards
is used. The dealer deals 5 cards to each player (7 each
for 2 players). The remaining cards are placed face down
to form a stock.
Sometimes, we have time and less
Cards from Teachers Pay Teachers-Free
download, printed on cardstock and
Other times, we spend the money to
save time…
Cards from Heritage Makers– Go to for more information.
Para-Hot Potato
 a ball or other object to pass around
 vocabulary list.
Para-Hot Potato
Set up and play:
Desks are pushed aside.
Choose one student to call out “para” (stop).
That student will either stand or sit facing a wall, preferably in a
Every so often he or she will call out “para” without looking at who
has the ball.
When “para” is called the person who has the ball must give either
the Spanish or the English (depending on how hard you want to
make it) for a word from the vocabulary list.
If the student is correct, he or she stays in the game. If the person is
wrong, he or she gets to go study the vocabulary list.
Last person left wins (the right to be “para” caller next time).
Balón de preguntas- Question ball
 beach ball
 permanent marker
 list of questions
Balón de preguntas- Question ball
To make:
1. Blow up the ball.
2. Choose about 20 questions that are either review or will
help students to practice new vocabulary and verb tenses.
Write the questions on the board a few at a time a few
days in advance, unless the questions are review.
3. With the marker, write questions all over the ball.
Balón de preguntas- Question ball
To play:
1. Everyone stands up next to their desks.
2. Teacher explains that students should try to catch the ball—
even if they are not coordinated. “If the ball is thrown to you
and you do not catch, you need to pick it up.”
The player reads aloud and answers the question closest to
his or her right thumb—in a complete sentence, in Spanish.
After the question is answered (by the student who read it),
player throws the ball and sits down.
The ball is thrown to standing players. Students who have sat
down are either given a writing assignment to complete or
asked to practice the questions.
Matamoscas-Fly Swatter
Matamoscas-Fly Swatter
 Written in word documents.
 Teacher can either project or print out matamoscas. If
projected, two teams and fly swatters are used. If
printed, students point and each person to win the round
gets the number of points in the box.
 Score is kept on a piece of paper.
 Teacher calls out English, students point to word in
target language.
 At the end all points are tallied. Student with most points
 Free!
 Known world wide.
 As familiar as facebook.
 Secure
 Can text assignments!
 Quizzes, polls and much more.
 Free!
 Students can play games or take quizzes.
 Gradebook is free and included.
 You can either search or create content.
 Students can create content.
 Free! You can become a “teacher” for a fee.
 Students can join class free of charge.
 You can create or search content.
 “Scatter” and “space race” are challenging.
Señor Wooly
 Not free. 
 Created and maintained by a Spanish teacher in the midwest.
 Worth the investment. 
 1-2 new videos per year. Videos are grammatically correct,
educational and funny. Good ideas for games, activities and
using the videos in class.
 New content and ideas weekly.
 Students can create account and play games, memorize
vocabulary and some grammar.
Class Dojo
 Free!
 Take attendance
 Give awards to students (affirmative and negative)
 Students and parents can login and check behavior.
 Complete list @:
 [email protected]
QR Code
Time left?
 Play games!
 Speaking test incentive
 Para
 ¡A pescar!

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