Some games for you :: 天河英语

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天河英语 <<<Web resources for language activities | 首页 | 做教师的22条军规>>> Some games for you 时间：2004-04-12 Games Catching Stars Multicultural Games by Arielle, Melena, Jessica, Kirstine Germantown Academy 6th grade 1996 State the name of your game and why you chose it. We chose this game because we like the game "Mr. Fox" and this is very similar. List the countries where it is played and its origin. This game was developed by the pygmy tribes in Africa. Describe how your game is played. State the object of the game. Clearly describe the rules. ・ It takes seven or more players to play this game. ・ Divide the players into two groups: Stars and Catchers ・ Set up two boundaries about twenty feet apart. ・ Catchers: stand in the middle of the two boundaries ・ Stars: stand on one side of the boundaries ・ Catchers: say "star light, star bright, how many stars are out tonight." ・ Stars: say "more than you can catch!" ・ The stars run across to the other end and try not to get tagged. The winner is the last person to get caught. List the equipment needed. ・ None. This is a simple running game. Make recommendations for what type of athlete would enjoy playing this game. What skills does it demand? ・ A good runner and dodger. Anyone who likes Mr. Fox would like this game too. What are your feelings about this game? Did you enjoy playing it? Would you recommend it? ・ Lots of fun. Multicultural Games Unit | Games Index | Middle School | GAnet Germantown Academy P.O. Box 278 Ft. Washington, PA 19034 nsmith@ga.k12.pa.us | aowens@ga.k12.pa.us Memory Motel Target Language: Cardinal and ordinal numbers. Draw a multi-storied hotel on the whiteboard, and give it a name. Number each floor, (for ordinal numbers, I usually use 1-31, but it can be varied depending on the level and number of students). Review ordinal numbers and then teach the students the structure, 'Are you staying on the ___ floor?' Also teach them 'higher' and 'lower'. On a piece of paper write down the number of a floor (eg, the 12th floor). A student begins by asking, for example, 'Are you staying on the 15th floor?' To which you reply, 'No, I'm lower.' I usually keep everyone involved, and alert, by going from student to student rather than a hands up basis. This continues until a student, by deduction or through sheer luck, identifies which floor you are staying on. It is then that students turn to come to the front and secretly write down the number of the floor they are 'staying on'. For students who don't yet know ordinal numbers, you can use the exponent, 'Are you on floor number _ ?' etc. I have found this to be a very useful game for both speaking practice and listening, as students are compelled to listen to other students questions and replies. Snakes That's right, this is the old snakes and ladders game that you played when you were a kid. You loved it then and your students will love it now. The rules are very simple. Draw a grid on the board (I generally use a six by six square grid), mark out the start and finish squares, and draw a column of arrows up the side to show in which direction a particular row goes. Draw two snakes with their heads higher up the grid then their tails and two ladders in the grid. When a student lands on a square with the head of a snake they slide down to the end of the tail, when they land on a square with the base of a ladder they climb up the ladder to the top. Now all that's need is a die to determine how far a student moves in each turn. One of the things I like to do to make the game more interesting is to put the head of a snake just before the finish and it's tail down near the start of the game. To win the game the student must land exactly on the finish square, if they go past it they must come back. For example, if a student needs to throw a two to win and they throw a three on the next turn they must throw a 3 to win. My wife developed this variation. Draw a big wriggling snake on the board and mark lots of lines on it to make the player squares. Draw ladders between the loops of the snake to go forward and arrows to go back. She also likes to place a couple cards and stickers on the snake to make it more exciting for the kids. I have found this to be a great team game. Duck Duck Goose Have students sit in a circle. After reviewing the chosen set of flashcards, place them in a pile in the center of the circle. Explain that the top card is the "magic" word. Have one student walking around the outside of the circle saying one word from the flashcards while touching each student's head. If the level is low, determine that word ahead of time. When the "magic" word is said, the student whose head is touched at that time, must stand up and chase the student who touched them around the circle. The first one to sit in that spot remains seated and chooses the next "magic" word. The student standing begins again; "apple...apple..." Go Fish This is a good game for practicing lower numbers. The object of the game is to get as many pairs as you can. I like to play this game sitting in a circle on the floor. Deal out five cards to each player. The players then check to see if they have any pairs in their hands. They put these on the floor in front of them. The first player then asks any other player for one of the cards in their hand. If the asked player has the card they give it to the first player. If the asked player doesn't have the card then the first player takes a card from the pile of undealt cards. If the first player is lucky enough to make a pair from the pickup that goes on the floor in front of them. Example:- S1: Do you have a 5? S2: Yes. (Gives S1 the five.) S1: Puts S2's 5 with her/his own face up on the floor. S2: Do you have a 2? S3: No. S2: Takes a new card from the deck. Traditionally the first player keeps the turn while they are making pairs but I've found that giving each player one go and then moving on is much better. This makes the game move faster and the students don't have to wait so long for their turn. Therefore the interest remains a lot higher. Also if a player is unlucky enough to run out of cards before the game is finished I just give them some more cards. Tim's Game Make up at least four identical pairs of drawings of a set of shop shelves, containing varying quantities of countable and uncountable items which are easily identified or labeled. The cards should be easily viewable at a distance of half - a classroom away. Divide the class up into two teams and separate onto two sides of the classroom. Stand in the centre, and show the two teams the same picture for five seconds. Team A has to phrase a correct question using 'is there any', 'are there some' etc. Team B has to give the correct answer. If the question is wrong, team B get a bonus point for correcting it, if the answer is wrong, team A get a bonus point for providing the correct answer. Answers should be in the correct form, ie yes there are some, is some, is a lot, are a lot, are a few, isn't much are 5, are two packs etc. Show a different set of cards each time and obviously change the questioning team each time. You should be careful to nominate a team spokesperson to ask and answer or the resultant chaos may be more than you can handle, this turns into a really active competetive activity with some really beneficial language interaction. Keep score on the board, teacher can add or subtract own bonus/penalty points for keen/disrutive team members Button Up This game may be used with vocabulary, content areas, or any other thing that needs to be practiced. Divide the children into two teams and give a man's dress shirt to each team. Be sure each shirt has the same amount of buttons down the front. At the signal, the first person on each team puts on the shirt and buttons all of the buttons down the front. The one who is buttoned-up first gets to answer the question you ask. If that person is incorrect, the person from the other team gets a chance to answer. You can keep score or not. The students love it either way. Simon Says! This is a great game for students of all ages. Although you may find that the younger ones have trouble understanding that there are times that you don't want them to do what you said,. It is particularly useful for teaching verbs (run, jump, swim, etc.) and imperatives (come here, go to the door, etc.). To play the game you must first make the students understand that they only do the action when you preface the command with Simon says. If you don't say simon says, they must stand absolutely still. The slightest movement and they are out, eg:- Teacher: Simon says, run. Students: run on the spot. Teacher: run Students: stand still Instead of using "Simon says" I generally use "Teacher says". This is a word that the students are already familiar with and they are used to the teacher giving commands. My name is Doug but my students always call me "duck", so I sometimes use "duck says". This is a lot of fun as I throw in the occasional "duck says, quack" and the students have to act like a duck. This game can be used in either a competitive or non-competitive form. To use the game non-competitively, simply indicate that a particular student has moved when they shouldn't have and get on with the game. And as a competitive game game, the student must sit down when they move out of turn. The only disadvantage of this game is from the teacher end of things. This has to be a fast paced game or it doesn't work. So the teacher has to stay on their toes. You have to remember all the commands, use them all equally and make sure that the students are only doing the actions at the appropriate times. Another caveat is that the teacher must be a strong person. To see ten or twelve extremely excited children rushing at you when you say "teacher says, come here" can be a very dismaying sight. The Lion Game Materials: 4 lions, each a different colour, an explorer, a jeep, two special dice and a playing area. I usually draw a grid on my whiteboard to make the playing area. By varying the size of the grid I can control the game length. Set up: place one lion in each corner of the playing area. Place the jeep and the explorer anywhere, preferably as far apart as possible. Method of play: give a student a simple task. If the student succeeds give the student the 'explorer' dice. If the student makes a mistake give the student the 'lion dice'. The explorer can escape the lions by getting to the jeep and then driving the jeep off the playing area. The lions always move towards the explorer. If a lion lands on the explorer, the explorer is eaten. If the jeep is rolled move it away from the explorer. When the explorer has reached the jeep only move the explorer when the jeep is rolled (i.e. ignore explorer rolls). Comments: The above description assumes that the students want to save the explorer. One alternative is to let the students choose which dice to throw which may create competition if some students want to save the explorer and others want to get the explorer eaten. Another possibility is to ask the students where a playing piece should be moved. With very young students it is possible to play the game without them realising that there are actually two dice. Editor's Note: Download lion.zip , 256k. For those of you who would like to try the game I have worked the above graphic into a more useable format. I have cut it into three peices, the two dice and the playing cards. Because I have had to enlarge them somewhat the quality of the graphics isn't all that you may want them to be but they are still quite useable. For example, the dice are now sized to four centimeters a side and the playing cards have been expanded to a similar degree. The graphics have been saved in .PCX format so that they can be used in your favorite word processor. I then compressed them into a self-extracting .ZIP file to save space and download time. There is one problem though. the Geocities File manager doesn't like to upload files with an .EXE designation. So to get around this problem I have named the file with a .ZIP extension. All you have to do is rename it with an .EXE extension and it should work alright. If you have any problems email me and I will send you the original .EXE file. Game Update Here is a different slant on the game offered by Gertraud Muraoka. It consists of three Word for Windows documents, Lion Board.doc - the board for playing the game, Lion Game-rules.doc - the rules for playing the game, and The Lion Game.doc - a list of suggested questions and answers for the game. I have bundled them into one self-extracting zipfile called liongame2.zip. To get the game just download the .ZIP file and change the extention to .EXE and double click on it. The game will then extract itself into a subdirectory called 'Lion Game'. Download liongame2.zip Comment from Chris Hunt

• the original games author. Down in the Jungle In the Jungle, the mighty jungle the lion eats tonight.... Was that the singer or the song? For a 'cover' to be interesting it must be different in some way from the original. I guess I feel flattered that the original inspired this reworking, though I have more than mixed feelings about the result. Having basically abandoned competitive games with my own classes it is strange to see a competitive version of one of my own games. But then again, is it a competitive version? It seems to be. There are four players and the game ends when the first player gets to the car. Does that player drive away abandoning the other players to the delights of the lions' bellies? Or is there a daring rescue? There is a story here somewhere, and the rules above leave the story unwritten. The idea of the task sheet is good. With a little preparation the teacher can make sheets specific for individual students. Not to make as competitive game 'fairer' but to provide greater learning opportunities. If the players can read they can look after each other's task sheets. I would also make the questions as real as possible. I'd use examples from the students' world. The more personal and funny the questions are the more the students will get involved. But what about that story? I'd present the game in different ways to different groups. With young learners and students unused to co-operative games I'd feed them the daring rescue ending. Otherwise I'd make the game more realistic and let the player who reached the car first decide what to do. The game becomes non-competitive. The players do not need to help each other to win and one player's race for safety does not adversely affect the others. I wouldn't tell the players that the first one to the car was the winner. But I think facing the driver with a moral decision is interesting. It could be a good lead into exploring issues of self esteem and inter-personal communication. If students get used to exploring their decision making then they can begin to learn to explore their learning strategies. To make the story more exciting I'd introduce more chance. On every move players could flip a coin allowing the player or the lion the opportunity to move one or two fields rather than just one. Alternatively, one face could be a lion, so even if a player got the question right a lion could still move. But in this case I'd allow the player to choose which lion. If the players were trying to help each other this could introduce strategy. How many men can the players rescue? If this were the aim then the game would be truly co-operative, more so than the original. In the jungle the mighty.... Chris Hunt Hangman Not very original, but kids love to play it. Firstly, pick a word the children know and draw a dash for each letter on the whiteboard. Divide the class into two teams and have each team call out a letter in turn. If the letter the students choose is in the word, write that letter above the appropriate dash on the board. If the letter is not in the word, write that letter at a different location on the board, and draw one line of the gallows. Continue this process until either one of the teams determines the word or until a team is "executed" (ie. when you have completed the drawing of the gallows, including the hanging stick man). Award points to the winning team. Battleship 2 The game is played on a grid similar to a game of battleship. The size of the grid depends on the number of students and the time limits of the class. Basically the students pick a grid reference, say " A 1" and then you pick the task. There can be many tasks, you have them roll a dice and then they need to think of that many words for a letter of your choice. Then they recieve that many points, ie, what ever they rolled. You can vary it at will if you pretend you are working of a prepared plan, sometimes I have them name ten body parts, or five things from the kitchen, bathroom, etc. Thus it can be modified to suit anything you have been working on. To add a bit of spice I also have a bomb every now and then that I throw in when 1 team is running away with it, they just miss a turn with the sound and drawing of a bomb. The kids love this bit and are always wary of the bomb. I also have a missle, the drawing of a missle which can be used to blow up one of the oppositions scores. You can use all these but make sure you pretend to be working of a plan as if the kids pick up that you are making them up to suit the game they go nuts. The winner of the game is the team with the most points. Make sure you have enough time to finish as the students get pretty angry if squares are left on the board .Good luck Bingo Good for the end of the lesson for practising numbers (or general vocab.). Preparation: Make a different grid of sixteen random numbers for each class member. Write a number list for yourself. Play: Explain that the students must mark off the numbers in their grids as you call them out, and that if they finish the grid, shout "BINGO!" Call out the list: When a student shouts "BINGO", ask them to read out their numbers, and check them off on your list. The winner gets a pencil sharpener or rubber, which they will treasure. Variation: Draw vocabulary objects in the grids (eg. cabbage, tall man, short man, computer etc.), then call them out or (for artists) write in the grids and draw them on the board. Tic Tac Toe 4 Alternative Tic Tac Toe (for paper or whiteboard) Draw the usual # but instead of using a pen, use only 3 items per student (instead of the normal 4). Three blue paper pieces, 3 red etc (use tape on the back for white board). The game does not end until there is a winner. In otherwords, the children keep moving the pieces in turn until there is a winner. If you want to use vocabulary lists, they need to take a new word each time. Return to Child's Play Back to the Board A volunteer stands with her/his back to the board. Teacher writes a previously taught word/phrase/verb on the board. The rest of the class has to explain the meaning of the word so that the volunteer can guess what is written. Switch This is a great game for any time. This game can go on forever and it doesn't matter if there is a winner or not although the object of this game is to be the first one with no cards left. As usual with all my card games I start off sitting in a circle on the floor. I like to introduce this game in three stages as it's a little complex for one hit. Firstly deal out some cards, how many depends on the size of your class. Make sure that you have at least half the deck left at the end of the deal. Put the undealt cards on the floor and turn one face up. The first player then has to discard a card. Let's say the turned up card is the five of clubs. The first player has to put either another club or another five on it (Can you guess why the game is called switch?). If they cannot do this they have to pick up another card. the second player follows the same procedure. and so on around the circle. Let's hope that the students pick up on the idea of switching suits quickly as this game is pretty boring so far. The second part of the game involves twos and threes. If a player discards a two or a three the next player has to pick up two or three cards, depending on the number. But if the next player has a two or a three they can play that and they don't have to pick up any cards. Then the third player has to pick up cards from the first two or three PLUS cards from the second two or three. With this section of the game I don't worry about suit or number. Any two or three can go on any two or three, eg., the two of hearts can go on the three of spades. As these cards are additive it can get quite exciting when a player has to pick up five, or eight, or ten, or even fifteen cards. The third part of the game deals with jacks and sevens. Jacks reverse the direction of play. If the direction of play is clockwise and a player discards a jack then the direction of play is counterclockwise. That is until the next jack is played. Sevens make the next player miss a turn. So if player one plays a seven, player two misses a turn and it's player three's turn. Sentence Soup Each team has a cut up sentence, one word written on each small square (when the word puzzle is put together, it will make a sentence.) Of course, you give it to them scrambled up and attached with a paper clip. The teams rush to make the sentence first, when they do they run to the board and write the complete sentence under their predetermined column. So, if there are four teams, tell each which number they are and give them a corresponding column to write their sentence under. Keep score, or not. Pig Out! MATERIALS: a stack of tagboard cut-outs shaped like pigs (Check to see if your school has the pre-cut dyes and use those rather than trace and cut. You could pick another shape and rename the activity...it really doesn't matter.) METHOD: 1.On the back of each pig write 1-4 with a word beside each number. Example: 1. building 2. animal 3. transportation 4. fruit You can do categories, parts of a whole, name items in the category that contain a "target" sound. 2.Before we start we talk about 'being a pig" and what does "pig out" mean. Give examples and ask each student what they would "pig out" on as their favorite food. 3.Rules: Before the student picks up a pig he/she must say which number they want (1,2,3, or 4). 4.Turn the card over and read the word to the rest of the group. (If the student can't read the clinician tells the student.) 5.You specify the # of items they must name in each category: [ 3. transportation: car; plane; skateboard ] Part of a whole [ 2. animal: head; tail; wings;] target sounds [ 4.fruit: orange; grape; apricot ] This is a very adaptable drill. Pass the hat! You will need two objects, a bag and a hat and some music (lively is better). Fill the bag with questions, requests whatever you may be reviewing at the moment. Start the hat at one side of the room and the bag at the other. Have the students pass the bag and hat while listening to music. When the music stops, the students who are holding the bag and the cap must stand up. The person with the bag must ask a question to the person with the hat. Keep going alternating the time between stopping the music. The students get really excited with this activity, it is really a lot of fun! HINT: Use a funny hat and when explaining the game put the hat on the students heads, they really get a kick out of it! Slap! This is a great game to practice vocabulary. It is a good idea to make word cards on the vocabulary your students are studying. There needs to be 2-4 copies of each card. The teacher chooses three vocabulary words. All cards are passed out to each student. The game progresses by each student placing a card in the pile. When the student sees the word chosen (for example name, read, and same are the word cards chosen) he or she slaps the card as fast as he/she can. The first person to slap the card gets the whole pile of cards. When one player has the most cards the game is over. Variation: When a student slaps the card he/she has to make a sentence or they cannot receive the pile of cards. I have used this card game many times for ages 1st grade thru 5th grade and it is very popular! Basketball. The interest in basketball is very high right now. Buy a small hoop and ball that will not destroy your classrooms (or make a hoop out of a cardboard box and wire coat hangers. Better yet, have your students make the hoop and decorate it. It's a good way to teach following directions, etc.) Use this for drill and repetition type games. I use it to practice for spelling tests and for flashcard drills. Again, have the kids make the flashcards. Here's how I play: Divide into two teams. Let them pick team names, something obscure, like oh, I don't know, perhaps the Chicago Bulls? 引用Trackback(0) | 编辑 评论 some games are really very useful ，I like “back to the board”，“pass to the hat”，they‘re easy but fun，expecially I needn’t prepare so many things when we play the games。 郑霄 ( ) 发表于 2004-05-12 22:00 I am very happy that you like those games. Pearl ( ) 发表于 2004-05-14 09:58 发表评论 最后更新 小学英语科组长会议讨论意见 天河区小学英语科工作计划 2004年第一学期三年级英语教材分析讲稿 2004学年第一学期一、二年级英语口语教材分析 新课程培训感想(3) 新课程培训收获分享（2） 新课程培训感想齐分享 关心天河区小学英语新课程 现代儿童英语教法 做教师的22条军规