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    Kids games for school

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    8 views33 pages

    Kids Games For School

    Uploaded by

    Veraaraujo

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 33
    1.1 Gym sequence Level A1.1,A1.2 Age 4-10 Organization whole class Aims To listen and respond to instructions; to focus attention and harness children’s physical energy in a positive way. Language focus imperatives, action words, parts of the body Materials Essential: none / Optional: aerobic music Procedure 1 Ask the children to stand up. 2. Give instructions fora short gym sequence in a rhythmic way and do the actions with the children in time with the music, if you use this, eg Hands in the air. One, two! Touch your toes. One, two! Bend to the left. One, two! Bend to the right. One, two! Run on the spot. One, two! Turn ‘around. One, two! And sit down. One, two! (Let’s begin!) Comments and suggestions + This activity works well as a routine for starting lessons. Change or add to the instructions regularly but always remember to demonstrate new actions first. ‘+ Ask the children to put their chairs under their desks and move away from these before starting. This is important for safety reasons. * Avoid actions like stretching arms out sideways in order to prevent physical contact between the children and possible disruption. ‘* Increase the level of challenge either by giving more complex instructions, eg Put your left elbow to your right knee! or by going faster, or by not modelling the actions yourself. ‘* With older children, you can ask pairs to prepare their own instructions for a gym sequence and take turns in different lessons to do these with the rest of the class. ‘* With younger children, keep the sequence short, introduce variations less frequently and avoid using ‘right’ and ‘left’. Alternatively, you can simply say, eg Do this! One, two! Do this! (One, two! in a rhythmic way and children copy your actions. * This activity can also be used in conjunction with 10.3 in order to create a state of readiness forlearning 1.2b Show me Say, eg Show me your book / your pencil /your shoes and hold up or point to the items with the children as they respond at first. 1.2c Bring me 1 Lay out classroom objects, toys or flashcards on a table away from you and the children. 2. Ask pairs of children to bring you the objects or flashcards in turn, eg Bring me the red crayon, please! /Thank you. 1.2d Putit here 1 Ask the children to hold up a crayon (or other small classroom object). 2 Say, eg Put the crayon on your book /in your bag / under your desk and children respond with you at first. 3. Speed up the instructions as children become more confident. 1.2e Take a photo 1 Ask the children to imagine they have a camera and demonstrate this. 2. Either stick flashcards on the walls around the classroom or use real objects or furniture. 3. Give instructions to pairs of children in turn, eg Take a photo ofthe elephant, please! 4. Children walk over to the flashcard of the elephant and pretend to take a picture. They can allso say Click! each time they do this. 5. Encourage the rest of the class to clap and say, eg Fantastic! if they take a ‘photo’ of the object yousay. 1.2f Jump to the elephant 1 Stick flashcards on different walls around the classroom. 2. Give instructions to pairs or groups of children in turn, eg Jump to the elephant! / Hop to the tiger! 3. Encourage the rest of the class to clap and say, eg Hurray! if children do the correct action and go to the correct flashcard. Comments and suggestions * Short activities such as the above give children lots of opportunities to listen to the teacher and respond non-verbally. This is non-threatening and builds up children’s familiarity with listening to English in a natural way. * You can vary the instructions to fit in with whatever you are teaching, eg Touch your nose / eyes /mouth for parts of the body; Touch something blue /red / green for colours; Point to your trousers / shoes / shirt for clothes; Eat a(n) banana / apple /ice cream for food. The instructions can also form part of simple action games (eg 5.9 Musical instructions). * You can also increase the challenge by varying the type of instructions, eg Jump three times! / Touch your nose! / Point to the window! or by saying, eg If you're wearing something blue, wave your arms! /If you're wearing something red, touch your toes! 1.3 True or false? Level All Age 4-12 Organization whole class Aims To listen and respond non-verbally or verbally to sentences which are true or false; to develop concentration and pay attention. Language focus any, depending on the topic, story or unit of work, eg present simple, past simple, can (for ability), there is/are Materials Essential: none / Optional: flashcards, poster or course book picture Procedure 1 Decide on the non-verbal or verbal response you want the children to give in the activity and explain and demonstrate this. For example, non-verbal responses for true sentences could be for children to put their hands on their heads and for false sentences to fold their arms. Verbal responses could be to say Yes! or repeat the sentence for true sentences and to say No! or turn the sentence into a true one, for false sentences. 2 Say a series of true or false sentences based on the unit of work, topic or story that you are currently doing and children respond verbally or non-verbally in the way you have set up. Comments and suggestions * With very young children, this activity needs to be done with reference to real things, pictures or actions in the children’s immediate environment, eg using flashcards The duck is yellow / The horse is red, With older children, sentences can be longer and need not necessarily refer to the immediate environment. For example, sentences may relate to topic or content-based work, eg Mammals lay eggs / Bears can swim, or to a story or other listening or reading text the children have done. * You can vary the non-verbal responses in the activity depending on the age of the children, the space in your classroom, as well as the stage in the lesson and whether or not physical movement is appropriate. For example, in a more kinaesthetic version of the activity, you can ask children to jump three times for true sentences and turn round on the spot for false sentences. * This activity gives you an opportunity to observe and evaluate informally which children respond confidently and appropriately each time, and which children wait and copy what their friends do, and who may need more individualized attention and help. + The activity is also suitable to use for visual observation of a poster or picture in the course book, eg There’s.a man driving a blue car. 1.7 Sentence round Level All Age 4-12 Organization whole class Aims To complete sentences following a given starter; to take turns; to develop confidence and self-esteem. Language focus any, eg present simple, adjectives to describe feelings: I like .../1 feel happy when .../When I grow up, Twant 0. Materials Essential: a small object, eg coloured handkerchief, soft ball, toy, stone or puppet to pass round the circle Procedure 1 Ask the children to sit in a circle. 2. Choose a sentence starter for them to complete which relates to the topic or language of the lesson and either say this or write it on the board. 3. Give one child the object to pass round the circle and invite them to complete the sentence with something which is true for them. 4. They then pass the object to the child next to them, who completes the sentence in a similar way, and so on round the circle. Comments and suggestions © This activity provides a framework for practising a particular language pattern in a personalized way. © Through passing the object, a clear protocol is established for turn-taking and when to listen and when to speak. ‘The repetition of the sentence starter provides repeated modelling for children who may be more hesitant about speaking. If you like, you can also build in a convention whereby children can say ‘pass’ the first time the object goes round the circle if they are not ready to contribute. ‘© With very young children, you may like to pass round a familiar puppet and ask the children. to tell their sentences to the puppet rather than to the whole group. This is more intimate and may feel less threatening for some children. Alternatively, if you use a soft ball, you may find it works better to roll the ball to different children in the circle, who say a sentence and then roll the ball back to you each time, rather than passing it round the circle. This also keeps children alert as they do not know who you will roll the ball to each time. © With older children, you may like to precede the sentence round with a pair work task in which children find out about their partner and use the sentence round to report, eg When Elena grows up, she wants to be a famous ballerina. + See also, eg 7.8, 10.1 and 10.2 for other activities to develop children’s confidence and self- esteem. 4.19 Freeze! Level A1.1 Age 4-6 Organization whole class Aims To move round the classroom pretending to be a story character; to freeze in position at a given signal; to practise self-discipline and self-control. Language focus In the example: be, animals, adjectives (from Dear Zoo, see 4.4) Altematives: any, depending on the story ‘Materials Essential: none / Optional: maracas or a tambourine Procedure Use this activity once children are familiar with the story (see 4.4). 1 Ask the children to stand up. Say, eg You're lions! You're fierce! Get the children to walk round the classroom pretending to be fierce lions. If you have maracas or a tambourine, make a soft noise with this as children do their mimes. 2. Stop the noise suddenly and/or say Freeze! Demonstrate that the children should freeze in positions showing that they are fierce lions. Walk round commenting positively on the children's mimes, eg What a fierce lion! You look very scary. I hope you're not hungry. 3. Repeat the procedure with different animals and adjectives from Dear Zoo (see 4.4). Comments and suggestions + Young children love pretending to be animals and the physical movement and mime helps tomake the names of the animals and the adjectives associated with each one in the story memorable. * The use of the ‘freeze’ technique helps you to manage the activity in a positive way. As soon 4s you feel the children becoming over-excited in their mimes, you can say Freeze! and immediately bring the situation under control again. * Aspart of the activity, you may like to tell the children that they must not touch or bump into anyone as they walk around in character during the activity. This helps to prevent any lion fights (!) and also encourages the youngest children, who will tend to cluster together, to share and negotiate the space. Procedure Use this activity either to introduce a story or as a transition between telling a story and acting it out. For example, if you are using a story which takes place in the rainforest, eg Monkey Puzzle (see 4.3), you can get the children to create a sound collage of the rainforest in the following way. 1 Ask the children to close their eyes and imagine the noises in the rainforest. Talk them through this softly, making sure that the language you use is comprehensible, eg It’s very hot and you can hear the rain - pitter, patter, pitter, patter. The wind is gently blowing through the trees —rustle, rustle, rustle, rustle. There is water in a stream splashing over the rocks — trickle, trickle, splash, splash. Insects are buzzing in the undergrowth - buzz, buzz, buzz and birds are hooting in the trees. 2 Explain to the children that in just a moment, you are going to ask them to make noises from the rainforest; the noise they choose should be loud enough for children around them to hear but not so loud that they can’t hear other people’s noises. 3. Give a cue to start the activity by saying, eg Let’s go to the rainforest now! and softly shaking maracas, if you have these. Children start making their rainforest noises. 4 After a minute or so, stop shaking the maracas and say, eg Let's leave the rainforest now! Children stop making their noises and open their eyes. Give positive feedback (if deserved) on the atmosphere created. ‘Comments and suggestions * Sound collage is a very powerful drama activity and you may be surprised at how convincingly the atmosphere of a rainforest is created. In order to work successfully, however, itis vital that children respect the convention of not making any noises apart from the ones in the drama. If you model taking the activity seriously, then the chances are that they will too. ‘* Analternative version of the activity is that instead of making sounds, children repeat words associated with the context in a whisper. For example, in a sound collage of the countryside different children could whisper the words trees / birds / bees / flowers / sky / butterfly etc. If children keep their eyes open during the sound collage, you or a child can pretend to bea character in the story and walk round the class. Children make their noises louder as you walk near them and softer as you move away. * Simple, short drama activities like sound collages help children practise the kind of self- discipline and self-control needed for successful classroom drama and prepare them for doing longer, more complex activities as they become accustomed to using drama techniques. 4.21 Follow my leader Level All © Age 4-12. Organization whole class Aims To listen and create a dramatic atmosphere related to a story through movement; to collaborate as a group; to practise self-discipline and self-control. Language focus any, depending on the context Materials Essential: none / Optional: a hat or scarf, music Procedure Use this activity in a similar way to 4.19. 1 If, for example, you are using the story Monkey Puzzle, show the children the front cover (see 4.3) and say, eg Let’s go to the rainforest and find the little monkey! 2. Ask the children to stand up. Explain that they should follow you to the rainforest and copy your movements as closely as possible. Ask the children to either stand by their desks and do the actions on the spot or make a line behind you and move round the class. 3. Mime going through the rainforest to look for the little monkey and give a commentary to.accompany your actions, eg Let’s walk along slowly and carefully, round the rock, under the branch of the tree and jump over the stream. Stop! Ssh! Oh, no! Listen! Ssssssss. I think it's a snake = look up in the tree. Quick! Let's go this way! Now look ~1 can see a tiger. Let's crouch down low. Make yourself very small -as small as you can. End the mime by saying, eg And look, here’s the little monkey, sad and alone in the branch of the tree. Comments and suggestions ‘* Aswell as creating the atmosphere of a rainforest, this activity gives children an opportunity to listen to rich language input which is made comprehensible through mime. As with 4.19, it also practises the self-discipline and self-control needed for classroom drama. ‘+ Itis easier to manage the activity if children mime on the spot rather than move round the classroom, when they are likely to move at a different pace and may bump into each other. With very young children, it may be best to do the activity in a circle so that children can easily copy your movements (which will need to be simpler than those above) and you can monitor their response. * A variation of this activity is to invite a child to be the leader and ask them to wear the leader's hat or scarf, if you have one. You may also like to play music to evoke the context or theme. Ask the rest of the class to stand in a line behind the leader. Set the context or theme, eg You're walking along by the sea collecting shells! Children follow the leader round the class, following his or her movements exactly. When you say Change leader the child at the front gives the hat or scarf to the next child in the line, making them the leader, and then goes to the back of the line. The mime continues, or you can change the context, with everyone following the movements of the new leader. 4.25 Number story Level AL1,AL2 Age 4.6 Organization whole class ‘Aims To listen to and act out a story with numbers; to practise counting; to develop physical coordination, Language focus in the example: numbers, language from the story Alternatives: language from any counting song or rhyme as a basis for the story see 6.21 for examples) Materials Essential: none / Optional: pictures ofa Mummy duck and five baby ducks (see also 7.4 for a craft dea to practise counting) ~

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