Games and rhymes Prof. Maryan P. Zuccotti maryanmadrid@hotmail.es

Let’s start!!!!

OBJECTIVE

To create a favorable environment providing useful resources, carefully

structured input and practice opportunities to show that a positive

learning atmosphere will ensure success in the process of learning a

second language.

METHODOLOGY

- Visual and cooperative.

- Active and participative.

- Effective ‘learning by doing’.

ASSESSMENT CRITERIA

Achievement of the main objective. Attendance. Interest and participation in all the activities.

Reading and summarizing content.

Successful task development.

TASKS DEVELOPMENT

Throughout the classes we will go over certain concepts, ideas and

examples related to the topic so as to cover a wide range of material that

will help students in their future classes.

There will be 5 classes and 5 sets given. Each of them with varied

bibliography included.

At the end of each set there is a brief activity to be done related to the

topic:

1) Useful definitions: define and write an example for each.

2) Rhyming couplets: match the rhyming words and create new

rhymes.

3) ‘Waiting for love’ song: Choose a specific topic/structure/word

from this song to be taught in a course selected by yourself, and

write a ‘mini’ lesson plan.

4) Invent an original game: write its objective, its length, who for and

its development in no more than a page.

PLUS

5) A summary of the theory given and a conclusion (one page max. for

both) on the effectiveness of using games/rhymes/songs in class.

Being a workshop all tasks must be:

a.- developed in groups (optimal number: 5 members)

b.- included in a dossier containing a cover with names, an index, the 4

tasks and a summary/conclusion. ‘Extras’ will, of course, be taken into

account.

INDIVIDUAL DOSSIERS WON’T BE ACCEPTED.

In the 5th class the different groups will voluntarily show/perform/share

their games in front of the rest of the class/group and then, dossiers will

be handed in.

GAMES AND RHYMES (1st LESSON)

1. INTRODUCTION

On the first day of class, the halls buzz with excitement.

Teachers get ready to greet their students, anxious to get started, and our

young, or not-so-young, learners are nervous, wondering what their teacher’s

like. Of course, first impressions count, and it’s essential to have a first day of

class that will set the tone for what the rest of the school year or course will be

like. And it will be fun!

Here are some ideas for the all-important first day of class:

Classroom set up

The physical arrangement of your classroom can influence your students’

behaviour and learning. The impact of the room arrangement is too

important to leave to chance. Plan the classroom learning environment before

the beginning of the school year. Your goals for the class must guide your

choices. Whether you wish to maximize group interaction with lots of small-

group activities or lecture most of the time, the physical arrangement can

help or hinder. Students get a pretty good picture of what their year is going to

be like from the décor and arrangement of the classroom as they enter for the

first time.

Getting to know your students

The first day of class is a great opportunity to get to know your new students

and find out a little more about them.

Whatever you do on the first day of class, take the time to get to know

your students and let them get to know you.

Example

A. This Is Me:

This is a very simple worksheet for very young learners who may not be able to write. They draw a picture

of themselves and several of their favorite things. After they’ve completed their worksheets ask them to

stand up and show their pictures to the class. If possible, you may ask them to describe or name some of

the things in English.

B. This Is Me (for older students):

This one is similar to the above worksheet but for students who are already able to read and write in

English. You may also ask them to share the information they’ve written down with the class. The last part

of the worksheet is particularly useful for teachers. It asks students basically how much they like certain

activities like singing, coloring, playing games, etc. and it will give you an idea as to what type of learner

each may be.

Icebreakers

Never underestimate the importance of activities to break the ice on the first day of class. No matter how

old or how young your students are, there is always a little anxiety about having to speak a language that

is not their own. To get the year off to a great start, try any icebreaker (songs, rhymes, short games,

posters, anecdotes) and you'll see your students will be more relaxed and less anxious about learning

English.

Rules/Routines

Set forth the classroom rules/routines and discuss your students’ goals for the

course. But the most important thing is to lay a solid foundation for what will

be a year/course of cooperation and learning.

Use the first day to inform students what's expected of them. Present students

with a creative visual aid that details class rules in a simple, straightforward

way. Keep rules posted in a prominent location, easily visible to everyone in

the room. Each day, go over the rules as a group. Put it into rhyme or sing-song

form to make them easy to memorize.

Students need structure and routine in order to thrive. They should know what

they're supposed to be doing at all times of the day, and should have individual

chores and responsibilities to understand the importance of pitching in, working

together and being accountable. If they all know what they're supposed to be

doing, it's easier to re-direct those who are off task.

Visual aids

Colorful and creative visual aids around the classroom help class time

flow efficiently. Post up ABCs, numbers, colors, shapes, types of food,

seasons, clocks and other information you want children to review daily.

Keeping these ideas visible helps students remember what they're supposed to

be thinking about and keep them on task.

Bring in interactive activities, videos, films, animated stories, cartoons, books or

any other material that could encourage them to participate and/or to learn by

doing.

Songs, rhymes and games

The benefits of songs, rhymes and games as teaching tools go well beyond just

teaching the language.

Here are a few reasons to implement them in your lessons from start to finish.

They create a positive atmosphere.

They help to balance energy levels.

They are very effective in signalling transitions.

Students often get confused, and subsequently tune out, during

transitions from one activity to another. Using rhymes and songs to

signal changes helps students understand what is going on (and helps

save the teacher’s voice, too!).

They allow everyone to participate.

They allow for quick review.

They are ‘sticky’.

2. TEACHING YOUNG LEARNERS

The number of teachers of young learners is increasing as children start to learn

English at a younger age around the world.

The term young learners can be used to describe:

Pre-school learners

Primary school learners and

Secondary school or teenage learners.

Carol Read (2003) proposes some of the optimal conditions for helping young

learners to learn:

Learning is natural

Learning is contextualised and part of a real event

Learning is interesting and enjoyable

Learning is relevant

Learning is social

Learning belongs to the child

Learning has a purpose for the child

Learning builds on things the child knows

Learning makes sense to the child

The child is challenged appropriately

Learning is supported appropriately

Learning is part of a coherent whole

Learning is multi-sensory

The child wants to learn

Learning is active and experiential

Learning is memorable

Learning allows for personal, divergent responses

Learning takes account of multiple intelligences

The learning atmosphere is relaxed and warm

The child has a sense of achievement.

Teachers should also keep in mind that, in spite of these optimal conditions,

there are always certain problems to face in everyday classes and some

solutions available to help them too. (Shelley Vernon, 1995).

Learners in general and preschoolers in particular:

• Have very short attention spans

• Forget things quickly

• May not be fully confident in their first language

• May not be motivated to learn

• May be fearful

• Develop at very different rates which leads to mixed ability groups

• Can be easily overwhelmed

• Need to be taught with effective language learning techniques and not

just with timefillers to keep them busy.

Any of the ideas suggested below could become useful in case of need:

• Change your games and activities every 10 minutes.

• Vary the pace during the lesson, mixing up energetic games with quiet

ones.

• Repeat, review and revise. Use short games to review vocabulary and

phrases you have already taught.

• Make lessons playful and full of physical movement. Children will find

them more enjoyable, be more motivated and remember the language

better.

• Teach in a relaxed and friendly atmosphere with plenty of

encouragement.

• Avoid competition with preschool learners. It can be stressful and

overwhelm them. Play games where everyone wins, or where you do not

single out a winner.

• Encourage and support young learners.

• Use chants, rhymes and songs. These are great for movement and

frequent repetition of vocabulary and phrases.

Do not focus on reading and writing - leave those for when children are

older.

• Focus on listening and understanding, building vocabulary and the

acquisition of short phrases.

• Concentrate also on speaking practice, starting with single words and

short phrases, and gradually moving onto longer sentences and

questions.

• Avoid abstract concepts and focus on concrete items that children

understand and relate to. For example, start with familiar topics such as

colours, numbers, greetings, animals, fruit, food and drink, families, body

parts, shapes, clothing, the weather, days of the week and everyday

sentences and phrases.

• Use please and thank you and be positive. Focus on positive behaviour

rather than telling children what not to do.

• Be prepared - practise telling stories before you go into class and have

your picture flashcards and materials ready.

• Be flexible. If something is not working then change the game or activity.

• Involve shy children - help them to express themselves.

• Bring in real objects whenever possible, such as clothes to dress up in,

or props for acting out little plays or stories. When you cannot bring in

realia use whatever objects are available in your class, and use colourful

pictures of real items.

• Use stories. Stories are a great resource for preschool learners, who will

want to hear the same tales told repeatedly.

References

- Cameron, L (2003). Challenges for ELT from the expansion in teaching

children in ELT. Oxford University Press.

- Read, C (2003. Is younger better? Modern English Publishing.

- Read, C (2005) Managing Children Positively. Modern English Publishing.

TASK 1: USEFUL DEFINITIONS

Write the definitions of these words and a useful example for each:

Alliteration-assonance-imagery-rhyme-internal rhyme-metaphor-

onomatopoeia-personification-simile-syllable.

GAMES AND RHYMES (2nd lesson)

1. HOW TO USE SONGS AND RHYMES IN CLASS

1.1. GENERAL

There are many reasons for using songs and rhymes in teaching English

as a foreign language but one of the main ones is that, naturally, children

enjoy singing and doing rhythmic activities while reciting rhymes.

Experts also tell us that there are other deeper psychological, cultural and

linguistic aspects that support the idea of using them in class. Children grow

up with songs and rhymes while developing their first language. Songs and

rhymes allow them to communicate in their mother tongue, children listen and

react to nursery rhymes, they go to sleep with lullabies, they imitate sounds they

listen and gestures they see.

Songs and rhymes influence the acquisition of their first language and

support foreign language acquisition at the same time. Music, rhythm and

rhymes motivate children to participate without feeling inhibited, have a relaxing

effect and encourage harmony within a group (Murphey, 1992).

Words and phrases in songs and rhymes are meaningful to the learner, they

stick to their minds, they are easily memorized, they provide different options for

constant repetition, revision and recycling and allow students to practise

sounds, rhythms and stress patterns (Phillips, 1993).

Songs, rhymes and poems are, as well, powerful elements when referring

to different cultures. Authentic material makes students feel closer to the

foreign culture and its language so when students hear the same melodies or

similar rhymes in their own language, they feel satisfied and identified. They

become a useful weapon to develop tolerance and open-mindedness.

1.2. CLASS WORK

Songs and rhymes may be worked on white-boards, played from a CD or

spoken by the teacher while showing ’actions’ at the same time. Teachers

need to check understanding of main contents. It is not necessary to translate

word by word but students should know what the rhyme or chant means (this

step can be supported by visual aids). Once this checked, students learn the

text step by step. Both the ‘snowball principle’ and the ‘echo principle’ may

help.

The first one allows the teacher to increase the sequence little by little:

Example

‘Here we go round the mulberry bush’

T: This is the way…

Sts: Repeat in chorus

T: This is the way we wash our hands…

Sts: Repeat…

The second principle helps students to echo from end to beginning:

Example

‘The wheels on the bus’

T: …all day long

Sts: …all day long

T:…round and round…

Sts: …round and round…

T: …round and round all day long.

Sts:…round and round all day long.

All methods can be supported by visual aids and actions that should be done at

the same time because it is easier for them to learn both things together.

There are a lot of different types of songs and rhymes with specific

characteristics, that’s why teachers must check their suitability according to

the length of the text, the vocabulary, the structures and his or her own

didactic purposes. The following types of rhymes are linked to one example

for better understanding and use:

Finger play rhymes: Incy Wincy Spider

Counting rhymes: One two - I see you

Choosing rhymes: Apples, peaches

Action rhymes: Jumping Jack

Jump rope rhymes: Bread and butter

Rhymes for special occasions: Hey-ho for Halloween

Clapping rhymes: A sailor went to sea, sea, sea

Ball bouncing rhymes: Number one, touch your tongue

Topic rhymes: Take a snowball

References

- Saukville-West, Victoria (1947). Nursery rhymes. London: Dropmore Press.

- Green, Percy B (1968). A history of nursery rhymes. USA: Singing Tree Press.

- Eckenstein, Lina (1906). Comparative Studies in Nursery Rhymes. London:

Duckworth &Co.

- Dakin, J. (1992). Songs and Rhymes for the teaching of English. Harlow:

Longman Group Ltd.

- Harmer, J. (1998). How to Teach English. Addison Wesley Longman Limited.

- Murphey, T. (1992). Music & Songs. Oxford University Press.

TASK 2: RHYMING COUPLETS

Find the words that rhyme with each other and write five rhyming

couplets:

Cat-sun-mat-log-pin-car-sat-hip-pet-lip-far-fun-wet-dog-tin

e.g. The boy wearing an awful hat

played with a dog sitting on a mat.

1.

2.

3.

4.

5.

GAMES AND RHYMES (3rd class)

1. LET’S SING NOW!

1.1. EFFECTIVE LISTENING

Listening involves a great deal of concentration, and once the brain

switches off, the effectiveness of the activity is lost. Songs provide a great

alternative to listening tasks, as they are dressed as something that’s

entertaining and fun. When using authentic listening material we have to keep in

mind certain essential points to ensure the listening activity is effective:

Warm-up

Always introduce the song with some sort of background information: images,

posters, topic, context, the artist or band, etc.

Introduce key vocabulary or expressions

It is highly recommended that we go over lyrics before listening to the song

so as to choose the right one according to target task. Words and expressions

should be at least familiar to students beforehand to enhance comprehension

and enjoyment.

First listening

The first time students listen to the song they should be required to get the

general idea or the gist of what the artist or band is trying to say.

Second listening

For the second listening you may require your students to complete a gap-

filling or matching exercise, but it must be the type of exercise that provides

some information, which your learners must then complete or organize.

Third listening

As from the third time, singing and movements should accompany the listening

so it will be unconsciously memorized and thus, repeated once and again.

Follow up

Profiting the enthusiasm, choose any of the creative uses proposed below

(or any other better you can think of) to exploit, drill and/or reinforce topics,

expressions, structures, vocabulary, pronunciation, etc.

1.2. CREATIVE USES

Songs can be a useful tool when teaching English because they give

students the opportunity to listen to someone other than their teacher.

Often students become familiar with how one person sounds and may have

difficulties understanding others. Songs can be a challenge for students and

though they are often in general faster than the instructor’s speech, they can

also be enjoyable and serve to reinforce certain aspects of English.

Many students like variety and change of pace as well, so the repetitive nature

of songs makes music a valuable educational help for language teachers. It is

not necessary to worry about teaching music theory, instrumental techniques, or

vocal lessons. It is just a question of taking advantage of music to teach

language in a fresh and funny way.

Grammar practice, vocabulary, listening skills, conversations, culture and

values are just some of the endless options songs can offer when thinking in

creative ways of using English in the classroom.

Below you will find seventeen of those ways described before that can help

teachers make the most of their songs, once chosen appropriately according

to age and interest:

Brainstorming

With evocative titles they can be used for brainstorming vocabulary. Students

can make up a ‘variable-length-story’ given the keywords from the song. For

preschoolers their own language may help build it up.

Amend the song

Insert wrong words into the song. This can be used with synonyms or

antonyms. Teachers could make two versions changing different words in each

so that students can check with a partner.

Add extra words into the song

Students must listen and strike out the extra words.

Ordering the song

Cut up the song into manageable chunks and students can reorder as they

listen.

Students order pictures/sentences representing the song

Split sentences in two so students must match up the first and second half of

sentences or mix pictures and sentences so students must match effectively.

Using the text of the song

Give the students true or false sentences from the text of the song.

Students find synonyms and antonyms in the song to words given on a

handout.

Bingo

Students select 9 keywords from a selection of about 20 on the board and insert

them into a 3 by 3 grid. When students listen to the song they tick the words off

until they have 3 in a row and then a full house.

Using keywords the students with higher level retell the story of the song in a

narrative.

Expand the song

Students can write/sing an extra verse for the song.

Students can compose a verse perhaps using keywords from an original verse

and then compare it with the original.

Higher level students can write a letter from or to the singer or a character in the

song.

Pronunciation

Rhyming words can be extracted from the song. Weak forms, contractions and

unstressed words are commonplace in song lyrics.

Make out a survey among students, you can include questions like: How does

the song make you feel? Happy? Sad? Angry? Relaxed?

Song Review

You need at least 10 questions. Students answer the question while or after

they listen. Next they can write up a review of the song.

Grammar Practice

Structures and tenses are often repeated in the song. Blank these out as

reinforcement of the grammar.

With higher levels you can even transfer lyrics from direct to reported speech.

Colloquial

'Ain't' and 'gonna' and other colloquial words which are often neglected in

lessons frequently come up in songs. Point them out for intercultural learning.

Cloze Activities

Blank out all the verbs, adjectives, rhyming words, etc. Give students a chance

to predict the missing words before they actually listen.

Students must choose from a multiple choice which could be used for

synonyms or confusing words. Give the students the missing words in a jumble

on the whiteboard.

Storyboard

All the words are blanked out so that students put the song together starting

from nothing.

Music without lyrics

Play a piece of music and students write down/say any words that come into

their heads. Younger students may also draw as they listen and afterwards

explain their pictures.

Games to play

In pairs students listen for words ending in '-ing', rhyming words, adjectives,

verbs, etc. Then students can may make up rhymes or chants for fun.

Miscellaneous

Students can act out the story of the song. You need a suitable song and time

to prepare for this.

References

- Fowke, Edith (1969). Sally go round the sun; three hundred children's songs,

rhymes and games. NY: Doubleday.

- Dakin, J. (1992). Songs and Rhymes for the teaching of English. Harlow:

Longman Group Ltd.

- Murphey, T. (1992). Music & Songs. Oxford University Press.

- Dakin, J. (1992) Songs and Rhymes for the teaching of English.

- Griffee, D. T. (1995) Songs in action.

TASK 3: MINI LESSON PLAN

Choose a course and a topic/structure/item from this song to be taught. Write a ‘mini’ lesson plan describing why and how you would do it, in no more than ten/fifteen lines.

"Waiting For Love" (AVICII)

Where there's a will, there's a way, kind of beautiful And every night has its day, so magical And if there's love in this life, there's no obstacle That can't be defeated For every tyrant a tear for the vulnerable In every lost soul the bones of a miracle For every dreamer a dream we're unstoppable With something to believe in Monday left me broken Tuesday I was through with hoping Wednesday my empty arms were open Thursday waiting for love, waiting for love Thank the stars it's Friday I'm burning like a fire gone wild on Saturday Guess I won't be coming to church on Sunday I'll be waiting for love, waiting for love To come around We are one of a kind irreplaceable How did I get so blind and so cynical If there's love in this life we're unstoppable No we can't be defeated Monday left me broken Tuesday I was through with hoping Wednesday my empty arms were open Thursday waiting for love, waiting for love Thank the stars it's Friday I'm burning like a fire gone wild on Saturday Guess I won't be coming to church on Sunday I'll be waiting for love, waiting for love To come around

GAMES AND RHYMES (4th- 5

th lesson)

Learning styles have been studied for decades and there are several models

that have been proposed by various researchers. While the finer distinctions are

still debated, most authorities in the field generally agree upon four basic

learning styles: auditory learners, visual learners, kinesthetic learners, and

tactile learners.

Auditory Learners

Students who get a lot out of lectures, verbal explanations and oral

instruction are generally classed as auditory learners. Language games for this

type of learner are mainly listening based. They include games that involve

repetition, dictation, and listening for clues.

Visual Learners

Visual learners prefer to read silently and make good use of any

illustrations that go with the text. They will generally prefer you to teach with

written instructions and will benefit from you acting out situations, watching a

demonstration or presenting scenarios in videos. Board games, picture

games and reading games are quite useful for this type of learners.

Tactile and Kinesthetic Learners

These learners are often the students who just don't get what you're trying to

teach in a traditional lecture or worksheet based lesson. Kinesthetic learners

take in information best when they use their whole bodies to complete

practice exercises. Tactile learners are also physical learners, but they are

more likely to learn things form model building and hands on instruction.

Look for games that involve whole body responses, or have the students

touching and moving things around as part of the game activity. Games with

these elements are associating physical activity and touch with specific

meanings. They can be divided into three broad groups: Touch Games, Spatial

Games, and Craft Games.

Using games to diversify your teaching style will allow you to reach more of

your students more effectively than ever before. It will cut down on boredom

as it increases student interest, and it will give students essential practice in

integrating different learning styles into their own style. Students will be doing

more than just expanding their English when they play games. They will be

expanding their minds.

1. GENERAL BENEFITS OF GAMES

Affective:

- lowers affective filter

- encourages creative and spontaneous use of language

- promotes communicative competence

- motivates

- brings fun

Cognitive:

- reinforces

- reviews and extends

- focuses on grammar communicatively

Class Dynamics:

- student centered

- teacher acts only as facilitator

- builds class cohesion

- fosters whole class participation

- promotes healthy competition

Adaptability:

- easily adjusted for age, level, and interests

- uses all four skills

- requires minimum preparation after development

1.1. ENSURE GAMES ARE EDUCATIONAL

There is no point in playing a game for the sake of playing a game when

teaching English as a Second Language. You need to ensure that all your

games have some sort of teaching element to it.

You need to use games that are not only good for learning English but that

actually challenge the students in some way. A game that is too easy for the

students will have little educational value and they will become very bored so

choose games that are appropriate for the age group.

If you ask the students to play a game that they know they are very likely to

choose a game with no educational value. You can always add educational

value to your games by asking the loser to answer a question or to spell a

word, for example. Students of all ages and ability will get bored if you keep

doing the same thing over and over again, this also applies when playing

games while teaching English.

Always ensure that your game is teaching at the same time as having fun

and have many games handy and ready to be played at any time.

2. CO-OPERATIVE GAMES IN THE PRIMARY SCHOOL

The importance of games for children in the context of their social and linguistic

development is widely acknowledged. Games are a valuable, fun and

interesting way of helping children to work together and to raise the level

of co-operative consciousness within the class.

Games enhance the development of skills and provide opportunities for social

interaction. A balanced programme of games ensures that the child experiences

a wide variety of activities that provide enjoyment and challenge and that foster

a lifelong interest.

Active learning is the principal aim and the teaching approach recommended

puts a particular emphasis on children working together. This can include many

different types of group interaction, such as Co-operative Games which enable

children to work together in a caring and co-operative way.

Co-operative Games involve children at three levels: at a physical level, at

an emotional level and at a cognitive level. Games range from active ones

that require space for movement to quieter ones that can be used in the

classroom.

Efficient group learning requires the development of a wide range of learning

and social skills and good classroom management. Group processes in the

class will be more effective when the games are introduced at an early age

and regularly reviewed.

The following reflections may enhance Co-operative Games in a class:

Does the game work for everybody?

How can we improve it?

Do the suggestions work?

Is everybody involved?

Is everybody making an effort to make it work?

Will we put this on the list of ‘Games we like’?

2.1. GAMES, FOR EXAMPLE

Touch the ball

You will need a variety of objects in a variety of sizes: a soccer ball, a soft ball,

a tennis ball, a golf ball, a coin. Ask the group to stand in a circle and place the

largest object in the middle of the circle and tell the group they must all touch

the object without touching each other. Once they can figure out how to arrange

themselves so that they can do this for ten seconds, give them a smaller object.

Work all the way down to the coin.

Rocket launch

Count the people in your group including yourself. Sitting in a circle, one child

calls out the starting number (which is the number of children in the group).

Anybody can stand up and call the next number and so on down to number one

but if two children stand up at the same time the countdown has to begin again.

When number one is reached, all the group stands, they raise their arms and

shout “Lift Off”.

Non verbal birthday line-up

The following instruction is given: “Without talking, line yourselves up according

to the month of your birth and possibly even the day and date”.

The players themselves must work out the beginning, end and order of the line,

by miming or by any other non-verbal communication.

Pattern ball

A ball is thrown from one person to another in the circle until each person has

received the ball once. No one should be passed the ball more than once. The

group must then remember and repeat the pattern. Two/three balls might be

introduced in the circle or the pattern might be repeated backwards.

Hoop circle

Ask the children to hold hands in a circle with a hoop hanging on each pair of

joined hands. The children try to move the hoop around the circle without

releasing their hands.

The great big hop

Ask the children to hop around the hall. If a child makes contact with another

child they must stay together hopping at the same time.

Soon groups of hopping children contact each other and join to form a larger

hopping group. Finally all the group are hopping as one group, creating the

‘Great big hop’.

Dress the mummy

(Note to teacher – this game is great fun but can waste a lot of paper).

Set up teams with two to four players each. One person in each team will be the

mummy and given two rolls of toilet paper. The teams are to circle around the

mummy and pass the toilet paper to each other while wrapping up the mummy.

Someone in the group could be assigned to decide who has created the best

mummy design.

Leader of the orchestra

One person from the group is asked to wait outside the room for a moment.

Another person is chosen as leader of the orchestra and he7she must lead the

group by ‘playing’ different musical instruments that the group imitate (they must

not look at, or indicate in any way, who is giving the lead).

The person outside the door is called in and he/she must guess who the leader

is.

Suspension bridge

This is a stretching exercise where the children are divided into groups of about

six. The first person in the group must be touching the wall and that person

stretches his/her body as long as possible. The other group members lengthen

the stretch by joining in.

Co-operative sitting circle

Ask a large group of children to stand in a circle, each child facing the back of

the child next to them. Ask the children to hold each other’s waist. The children

must be standing close to each other.

Slowly and carefully the children sit on each other’s laps, thus creating the co-

operative sitting circle.

Farmyard

The players stand in a large circle and choose a number of animals. These

animals should be divided as equally as possible among the group.

With eyes closed, the players should walk about and find their own kind by

making the appropriate sound.

When two animals of same kind come across each other they should hold

hands and find others of their kind until the group is complete.

The blindfold trust walk

Children are divided into pairs. One person leads the other person blindfold or

with the eyes closed. The leader leads the blindfolded person around, explains

where s/he is taking him/her and what to expect and also offers reassurance.

The blindfolded person should have complete trust in the person leading.

After a short while partners switch roles.

Animated alphabets

Divide the children into groups of five or six. Explain that you will call out a letter

of the alphabet and they are to make a body sculpture of it in their groups.

After a while they can race to see which group can do this first.

Games can keep small children busy, big

children happy and all children active.

References

- Hadfield, J (1996). Elementary communication games. Longman. - Lee, W. R. (1979). Language teaching games and contests. Oxford: Oxford University Press. - Lewis, G., & Bedson, G. (1999). Games for children. Oxford: Oxford University Press. - Rinvolucri, M. (1984). Grammar games. Cambridge: Cambridge University Press. - Toth, M. (1995). Children's games. Oxford: Heinemann Publishers.

TASK 4: Invent an original game

- Give it a name

- Specify target group and age

- Establish an objective

- Describe the material needed

- State its development

- Finally, attach any visual ‘extra’ you want

THE END THANKS!!