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Giant ‘Move Your Body’ Board Game


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Giant ‘Move Your Body’ Board Game


Objective(s):

By the end of the activity pupils will be able to:

·     read the instruction cards on the game board and do the actions

Target Language:

Verbs related to moving the body: touch, skip, jump, hug, close eyes, bounce, dance, crawl, run, blink, squat, waddle, clap, push.

Time needed for preparation:

60 minutes

Time needed in class:

60 minutes

Level:

Year 3

Language Focus:

Reading

Activity Use:

Practice
Production

Pupil Task:

Whole Class

Which learning institute:

School

Materials:

Large handmade game board, large handmade dice, 12 action sentence cards each in a small plastic pocket, skipping rope/s, basketball/s, bench, crown for winner

Procedure before class:

1.  Prepare all the resources listed above.

Procedure in class:

1.       Pupils sing ‘If you’re happy and you know it’ song to review some of the target action words e.g. touch, blink, clap etc.
2.       Put the game board on the floor in the centre and place the action sentences randomly on any squares. Pupils sit around the board.
3.       One group of pupils is chosen to start playing the game. Pupils do ‘Scissors, Stone, Paper’ to decide who is the first to throw the dice.
4.       The first pupil throws the dice, counts the number of squares shown and places their large counter on that square. If they land on a square with an action sentence, they read it aloud and do the action. If they land on an empty square, they do nothing. The next pupil the group then has their turn.
5.       Repeat step 4 until one pupil reaches the finish line and puts on the winner’s crown.
6.       Other groups then play the game as above. Before they start, they have 2 minutes to rearrange the action cards on the board.    

 

 

Follow Up:

Pupils can think of their own action sentences, write them, put them in the small plastic pockets and arrange them wherever they want on the game board.

Pupils can make their own smaller game boards to play in groups or with siblings.

 

Higher level pupils can have instructions written in code.

Variations:

For step 4 above, the pupil who reads the action sentence then calls on another pupil to do the action or alternatively all the pupils have to do that action together.

 

Instead of playing group by group, all pupils take turns randomly. Have a container with pupils’ names in. Pupil 1 takes a name and reads it aloud. That pupil starts the game. After each pupil has a turn, they take a name and read it aloud to decide who the next player is. 

Tips:

Smaller versions of the game with different instruction cards can be left in the English corner for pupils to play independently, for example: ‘Write the word ‘difficult’ with the hand you don’t usually use’  ‘Pick up 3 pieces of rubbish off the floor’.


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