Level 2 Teacher’s Book - Games Bank Where’s Coco? Take one child aside while the others hide Coco somewhere in the room. The children are going to guide their friend to Coco by singing a familiar song or rhyme out loud when their friend gets closer to Coco, or quietly when he/she moves further away from Coco. TPR activity with balloons Blow up some balloons and tell the children to keep the balloons from touching the floor while you play a song or a chant. Tell them they are “out” if they are the last person to touch a balloon that hits the ground. TPR activity with a ball This can be played with a ball while chanting a rhyme. The children stand outside a circle marked by a rope and take turns to bounce the ball inside or outside the circle, while chanting the rhyme. TPR activity in a circle Put the children in a circle and assign a flashcard each. Play a song or a chant with those words. The children march on the spot when they hear the chorus, they step toward the centre of the circle when they hear their flashcard word, and then step back.
Numbers activities
Missing numbers 1) Revise the numbers the children learnt in the unit by writing the figures or sticking the flashcards of the numbers on the board. Ask the children to say the words or to repeat them after you. Now take away one flashcard or erase one number, and ask the class to say the whole series in English including the missing number. Continue to erase numbers until the class says all the numbers without any figures on the board.
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Games Bank
2) Put the numbers flashcards on the board in the correct order. Call a child to stand with their back to the board, and take one flashcard off. The class says the sequence of numbers skipping the one that was taken off. The child has to guess the missing number and say it out loud. 3) Put the flashcards 1-20 on a heap on your desk and take one out without showing it. The children come to the desk, take the cards one by one and put them on the board in the correct order. They must discover and say which one is missing.
Ordering numbers 1) Put the number flashcards in a bag and call one child at a time to pull one out. The child must say the number and put it up on the board. The flashcards on the board must be in the correct order. 2) Divide the class into small groups and give each group the flashcards of numbers 1-10. Ask the children to put them in the correct sequence on the table or on the floor and to read them in English, first counting up (1-10) and then counting down (10-1). Find the numbers Walk around the class putting the number flashcards in different locations. Then call the numbers in random order. The children run to the number flashcard and stick it on the board leaving appropriate gaps to put all numbers in the correct sequence. Number sequence Line up all the children and ask every fifth child to step out. As it might be difficult for them to identify their order in the line up, ask the first in the line to stand at the front, to point at every fifth child and to say progressively five, ten, fifteen, twenty. If there are more children, you may need to add twenty-five, thirty, etc. Choose another child to call the numbers backwards: while he/she calls them, the children step back in the line.
Patterns Ask the children to create patterns with any category of objects. They need to recognise the category and to alternate different types within that category, repeating them at intervals. For example, for the category toys, put a number of toys on the floor. They must be of different shape or colour such as toy cars, small dolls, wooden bricks, constructions shapes, crayons. Working together, the children create patterns based on type, colour or shape. You can also use some sets of flashcards from the course alternating, for example, animals with furniture, food with parts of the body, playground items with items from the natural world.
Party games
Duck duck goose A group of children sit in a circle, facing inward, while another child called “it” walks around touching the head of each child and calling each “duck” until finally calling one “goose”. The “goose” then gets up and tries to catch “it” while “it” tries to run and sit where the goose had been sitting. If “it” succeeds, the goose becomes “it” and the process begins again. Grandmother’s footsteps The teacher starts out as the Grandmother and stands at the end of the room / playground / field. All the children stand at the far end of the place. The teacher turns their back to the children, and they try to race across the area and tag the teacher. Whenever the teacher turns around, the children must freeze in position and hold that for as long as the teacher looks at them. Whenever the teacher’s back is turned, the children are free to move. The object of the game is for a child to tag the teacher, taking his/her place and restarting the game.