Slap Jack

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The purpose of the activity is to have each individual student demonstrate understanding while interpreting words or sentences presented as they hear and/or read the information. Students listen to the teacher’s sentences and attempt to be the first person to touch the correct image or word according to what the teacher says. This activity adds a competitive element to keep students on-task.

Instructions

  1. The teacher divides the students into pairs and gives each pair a handout with images or words that are part of a unit of study. 

  2. The pairs sit together and place the handout between them. 

  3. The teacher says a phrase or sentence in the target language to identify a particular image or word on the handout.

  4. The students listen carefully and try to be the first person in their pair to put their finger on the correct item on the handout.

  5. The teacher reveals the correct answer before giving another clue. 

Adaptation for Online/Distance Learning

  1. The teacher divides students into pairs.

  2. The teacher shares a Google Slide with each pair of students. This can be done by creating a Google Slides deck with multiple copies of the same template, with each slide labeled with a group number. A sample slide is provided below for reference. The slide contains words and concepts from the current or previous units of study. The shared link must be set to 'all with link can edit'. 

  3. The teacher calls out a word (or uses a word in a sentence, provides a description of a word, etc.).

  4. The student with the most words on their side of the board at the end of the game wins.

Helpful Tips

  1. The content of the handout could be images, but it could also be words, which would help students develop literacy by matching oral/aural language to written forms. See samples below.

  2. At all proficiency levels it is best to use phrases or complete sentences instead of isolated words. The sentences provide both repeated exposures to target structures and a meaningful context for the words being reviewed. For example, instead of saying “snake”, the teacher could say a simple sentence like “I am a snake” or might give a more challenging sentence like “I am a long green animal that slithers”.  

  3. The teacher may choose to have students keep score depending on the personalities and age of students. Keeping score could also be done using any relevant practices from the target culture, if desired. See the sample score sheet in the images below. 

  4. While they are saying each sentence, the teacher should walk around the room to monitor students’ behavior and provide assistance/feedback when necessary.

  5. The teacher may consider having students use one finger to touch the handout. Alternatively, pencils could be used to avoid students accidentally touching each other’s’ hands. It is advisable that the teacher clearly states at the beginning of the activity that students should not use their whole hand to smack down on the correct answer.

  6. The teacher should be careful to make sure that each clue they give has only one correct answer.

Differentiation

  1. The teacher may decide to include both written words and pictures on the handout or Google Slide as additional scaffolding for some or all learners.

  2. Higher proficiency students could be asked to give the clues for the game. 

  3. Students might work in pairs or small groups to generate clues for the images or words prior to playing the game. The teacher would collect the student generated clues and use them during the game. 

Materials

  1. Handout or Google Slide for each pair of students.

  2. After listening to the teacher's prompt, the students race to click and drag the correct word into their labeled space on the slide. The shared Google slides allow the teacher to immediately check for understanding and provide feedback to address misunderstandings.

Sample Materials

Click a thumbnail to see a larger version.