{"id":501,"date":"2018-03-06T17:30:07","date_gmt":"2018-03-06T17:30:07","guid":{"rendered":"https:\/\/kinneybrothers.com\/blog\/?p=501"},"modified":"2024-04-21T15:44:19","modified_gmt":"2024-04-21T15:44:19","slug":"reading-speaking-and-listening","status":"publish","type":"post","link":"https:\/\/kinneybrothers.com\/blog\/blog\/2018\/03\/06\/reading-speaking-and-listening\/","title":{"rendered":"A Game with Legs – I have Who Has Activities"},"content":{"rendered":"

\"I<\/a><\/p>\n

I have… Who has…<\/h2>\n

‘Reading, speaking, and listening’ is the triadic core of this all-in-one activity – and I wish I’d known about it sooner.<\/p>\n

I Have – Who Has<\/em> activities are very simple, easy to set up, can be played with just about any age or grade level, and importantly, can be played again and again as students progress<\/em>.\u00a0 They’re perfect for centers or a whole class exercise, as a warm-up and a cool-down activity.\u00a0 The topic is interchangeable and, what I’d like to show you in this post, can be extended to get even more out of the game.<\/p>\n

I use this activity not only for lessons learned from my textbooks (see my last post<\/a>), but also extra vocabulary that can only be practiced through games and activities – like flags, sports, or clothing.\u00a0 If you use another textbook series or want to create games with your own vocabulary ideas, I’ve provided a blank game template at the end of this post to get you started.<\/p>\n

Basics<\/h2>\n

Here are two very simple I Have – Who Has<\/em> sets I created to get my youngest students started playing.\u00a0 They’re both free to download from my ESL store<\/a>.\u00a0 I have 20+ sets available with a variety of vocabulary banks.\u00a0 I hope I can convince you to check them out and start playing with your own students!<\/p>\n

\"Free<\/a><\/p>\n

Again, I Have – Who Has<\/em> activities are very easy to set up and play. Once students understand the concept, you’ll never have to explain it again.\u00a0 Simply deal the cards out to however many are playing and have them arrange the cards face up on the table in front of them. Players must be able to see all of their cards.\u00a0 \u00a0Then step back.\u00a0 It’s their game.<\/p>\n

All of my game sets have designated \u201cBegin\u201d and \u201cEnd\u201d cards. The player with the \u201cBegin\u201d card reads their card first by asking the question, “Who has…?”\u00a0 \u00a0Whoever has the next card reads their card by stating, “I have…” and asking in turn, “Who has…?” After reading a card aloud, the card is finished and turned over.\u00a0 When the player with the “End” card reads their card, the game is finished.<\/p>\n

Many of the game sets in my collection also have differentiated versions depending on the vocabulary bank.\u00a0 For example,\u00a0\u00a0Clock I Have Who Has<\/em><\/a> has separate games for the time elements students have learned: hours, half-hours, quarter-hours, etc.\u00a0\u00a0Verb I Have Who Has<\/em><\/a> has three sets; one with phrasal verbs.\u00a0 The ABC and Phonics<\/em><\/a> cards have letters and phonetic associations so you can play different games each time and challenge kids with prompts.<\/p>\n

\"I<\/a><\/p>\n

Language Variations<\/h2>\n

You can see how the game can be adapted for a lot of Q&A practice.\u00a0 With the goal of getting students to use language they normally wouldn’t use in a classroom setting, you can set the sentence patterns and change them each time the game is played<\/em>.<\/p>\n

\"Community<\/a><\/p>\n

For example, with the Community Places<\/em><\/a> set, determine the language used with these kinds of sentences:<\/p>\n