Particularly with CLIL classes, students could also do times tables (“Three times two is six” “Four times two is eight”, etc). odd days (“Monday, Wednesday, Friday, Sunday, Tuesday”, etc) or increments of five (“five, ten, fifteen, twenty”, etc). With many of these, it can be useful to move onto more challenging ways of progressing through the list, e.g. I go, he goes, she does, it goes, we go, etc (useful to practise third person S)Īdjectives and adverbs (slightly better, quite a lot better, much better, much much better, etc) These variations expand the list of things that can be used in the place of a ball to include things like coins and toy cars (for flicking and sliding across the table), erasers (for passing), pieces of paper (screwed up or as paper aeroplanes) and sticky balls (also known as sucker balls, especially useful for throwing just in front of each other).Īs well as months, other sequences which students can drill include: Students can also roll or flick the ball along the floor or table, pass it, or throw it just in front of each other. Balloons also work, but waiting for them to come back down again can be a bit of a waste of class time, and you’ll need some spares in case they burst.Īs well as throwing and catching, students can bounce the ball on the floor, wall or table, or in the air without letting it drop, like volleyball. They can also throw and catch soft plastic fruit and animals (including hand puppets) and beanbags (or socks filled with something to make your own beanbags). A beach ball is also usually fine and better for bouncing, as long as there aren’t things in the classroom which could be knocked onto the floor by it. You could also have one or two people throwing and catching while everyone else chants, perhaps as teams.Ī very soft foam ball is usually best for these games. This can be done with all three of the ways mentioned in the introduction above – one student on their own, two or more students cooperating, or a more competitive version with more challenging throws or things said to catch the other people out. The simplest use of a ball is for students to throw and catch it while drilling something like months of the year or pairs of infinitive and irregular past forms of verbs. Throwing or bouncing balls to drill language The many variations mentioned and then summarised below have been designed to deal with all of those problems, as well as to make using a ball possible for a wider range of language points, more fun and more productive. Students getting bored with the same old uses of the ball Students getting an uneven amount of time speaking (due to how often they are thrown the ball, how long they can spend with the ball depending on how successful they are, etc) Students being picked on (by not having the ball thrown to them, having the ball thrown to them too often or too hard, having the ball thrown to a place that is difficult to catch, etc) Students doing nothing while waiting (maybe a long time) for the ball by students throwing the ball far away from the next person Students fighting over who should have the ball next, who won a point, etc Students who can’t catch (well) getting frustrated or holding the game up The ball distracting the students from the language The ball hitting things in the classroom (and even breaking them)
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |