Education
Here are some fun activities for the class to try!
• 10 players (5 a-side)
• One football
• A reduced sized playing field (approximately a quarter of a normal football field) with a small goal on each side (because there is no goalkeeper!)
How to play:
• Choose a member from each team to stand in the centre of the playing field. Teacher/referee to throw the ball into the air. Whoever catches the ball can start the game.
• Pass the ball to other team mates by kicking only. Once you have the ball in your possession, you cannot run – you must stand still with it before kicking it to another team member/ aiming for the goal.
• Interception by the other team is allowed but the rule is that you cannot dribble the ball. If you do, the other team gets the ball.
• There is no goalkeeper and no tackling is allowed!
• Whichever team can score the most goals wins.
Aims:
• Teamwork
• Discipline & self-control (see how tempting it is to dribble the ball!)
• Respecting boundaries.
Teach and learn – the describing game
What you need:
• Get into pairs and sit back to back with your partner. You should both have the same number of lego pieces.
• Person A builds a construction and, whilst doing so, must instruct their partner, Person B, how to build the exact same construction (no turning around and peaking!)
• Person B must follow instructions with their own lego pieces.
• Once the construction is complete, turn around and compare what you have both made.
How well did Person A give instructions? How well did Person B follow the instructions? Now swap roles and try again!
Compare what it was like being the teacher and the learner. Which did you find easier and why?
Aims:
• Developing communication skills
• Developing listening skills (and patience!)
• Demonstrates the difficulties involved in educating others or learning something new.
A piece of plain paper for each student
Crayons
What to do:
Get students to discuss events that might cause feelings of anger, sadness or fear. For example:
(i) Tim felt angry at his Dad when he didn’t turn up to watch him play in a football tournament, even though he had promised he would make the time.
(ii) Hannah felt sad when some girls at school bullied her even though she had done nothing to hurt them.
(iii) Craig remembered being locked in a cupboard when he was quite young. Since then, he has been afraid of enclosed spaces like lifts.
Ask the students to close their eyes for one minute and think of a time when they felt anger, sadness or fear. Once the minute is up, ask them to draw about what they thought, especially focusing on the emotions the situation made them feel.
Try teaching 4 simple Italian phrases in different ways. The aim is to judge which method of teaching students find most effective by asking them the next day which phrase they still remember (if any!).
The Italian phrases to use are:
Italian Prounciation Meaning
Come ti chiami? Commeh ti ki armee? What's your name?
Come stai? Commeh stye? How are you?
Quanti anni hai? Qwarnti anni aye? How old are you?
Il fa freddo? Eel far freddo? It's cold.
Method 1: Instructional
Write the phrase on the board and read it out to students. They mustn’t write it down, too. They can repeat it to each other in pairs for 5 minutes.
Method 2: Miming
Say the phrase out aloud and act it out in front of the class. Do not write it down! Once this has been repeated several times, students can act it out and practice saying the phrase in pairs.
Method 3: Writing lines
Write the phrase on a handout sheet by itself and ask students to read it before putting it with an English sentence. For example:
“Hi Jane. Quanti anni hai, by the way?”
Ask students to write the Italian phrase down 20 times and to repeat it in their heads as they try to commit it to memory.
Method 4: Slow repetition
Do not write the phrase down. Simply say it to the class, very slowly, and breaking up the sounds. Have them repeat after you. For example, “Come ti chiami” can be taught by first teaching them, “Come, come, come, ti, ti, ti, chi, chi, chi, a, a, a, mi, mi, mi….” etc.
Have them practice in pairs once they have repeated after you several times.
The next day test them to see which phrase was easiest to remember and ask them to discuss which method was easiest!
Students are to discuss the problem and then plan ways in which it could be addressed. For example, if the problem was litter, they could perform a drama to highlight the problems, write a letter to students asking them not to litter, go into other classrooms and give a presentation about the problem of litter (waste and germs etc.). Students can pick the method they relate to best. Put them into groups on this basis.
Each group plans aims, what they will do to educate others and the action they will perform to solve the problem (e.g. Create a plan for students to pick up litter in groups during morning breaks).
Students are then to evaluate how well the whole class effort worked and discuss the importance of working in a team.
Ball Play
What you need:• 10 players (5 a-side)
• One football
• A reduced sized playing field (approximately a quarter of a normal football field) with a small goal on each side (because there is no goalkeeper!)
How to play:
• Choose a member from each team to stand in the centre of the playing field. Teacher/referee to throw the ball into the air. Whoever catches the ball can start the game.
• Pass the ball to other team mates by kicking only. Once you have the ball in your possession, you cannot run – you must stand still with it before kicking it to another team member/ aiming for the goal.
• Interception by the other team is allowed but the rule is that you cannot dribble the ball. If you do, the other team gets the ball.
• There is no goalkeeper and no tackling is allowed!
• Whichever team can score the most goals wins.
Aims:
• Teamwork
• Discipline & self-control (see how tempting it is to dribble the ball!)
• Respecting boundaries.
Teach and learn – the describing game
What you need:
Lego blocks
How to play:
• Get into pairs and sit back to back with your partner. You should both have the same number of lego pieces.
• Person A builds a construction and, whilst doing so, must instruct their partner, Person B, how to build the exact same construction (no turning around and peaking!)
• Person B must follow instructions with their own lego pieces.
• Once the construction is complete, turn around and compare what you have both made.
How well did Person A give instructions? How well did Person B follow the instructions? Now swap roles and try again!
Compare what it was like being the teacher and the learner. Which did you find easier and why?
Aims:
• Developing communication skills
• Developing listening skills (and patience!)
• Demonstrates the difficulties involved in educating others or learning something new.
Expression Art
What you need:A piece of plain paper for each student
Crayons
What to do:
Get students to discuss events that might cause feelings of anger, sadness or fear. For example:
(i) Tim felt angry at his Dad when he didn’t turn up to watch him play in a football tournament, even though he had promised he would make the time.
(ii) Hannah felt sad when some girls at school bullied her even though she had done nothing to hurt them.
(iii) Craig remembered being locked in a cupboard when he was quite young. Since then, he has been afraid of enclosed spaces like lifts.
Ask the students to close their eyes for one minute and think of a time when they felt anger, sadness or fear. Once the minute is up, ask them to draw about what they thought, especially focusing on the emotions the situation made them feel.
Memorise a phrase in Italian!
Education isn’t restricted only to young people at schools. Anyone can get educated about anything and there are different ways people are taught, too.Try teaching 4 simple Italian phrases in different ways. The aim is to judge which method of teaching students find most effective by asking them the next day which phrase they still remember (if any!).
The Italian phrases to use are:
Italian Prounciation Meaning
Come ti chiami? Commeh ti ki armee? What's your name?
Come stai? Commeh stye? How are you?
Quanti anni hai? Qwarnti anni aye? How old are you?
Il fa freddo? Eel far freddo? It's cold.
Method 1: Instructional
Write the phrase on the board and read it out to students. They mustn’t write it down, too. They can repeat it to each other in pairs for 5 minutes.
Method 2: Miming
Say the phrase out aloud and act it out in front of the class. Do not write it down! Once this has been repeated several times, students can act it out and practice saying the phrase in pairs.
Method 3: Writing lines
Write the phrase on a handout sheet by itself and ask students to read it before putting it with an English sentence. For example:
“Hi Jane. Quanti anni hai, by the way?”
Ask students to write the Italian phrase down 20 times and to repeat it in their heads as they try to commit it to memory.
Method 4: Slow repetition
Do not write the phrase down. Simply say it to the class, very slowly, and breaking up the sounds. Have them repeat after you. For example, “Come ti chiami” can be taught by first teaching them, “Come, come, come, ti, ti, ti, chi, chi, chi, a, a, a, mi, mi, mi….” etc.
Have them practice in pairs once they have repeated after you several times.
The next day test them to see which phrase was easiest to remember and ask them to discuss which method was easiest!
Educate the school
Ask the class to think of a topic that is to do with the school and is something they feel they could educate others about. For example, about bullying or litter around the school grounds. Once students have brainstormed, the teacher should pick the 4 most credible options, from which the students then vote to choose just one.Students are to discuss the problem and then plan ways in which it could be addressed. For example, if the problem was litter, they could perform a drama to highlight the problems, write a letter to students asking them not to litter, go into other classrooms and give a presentation about the problem of litter (waste and germs etc.). Students can pick the method they relate to best. Put them into groups on this basis.
Each group plans aims, what they will do to educate others and the action they will perform to solve the problem (e.g. Create a plan for students to pick up litter in groups during morning breaks).
Students are then to evaluate how well the whole class effort worked and discuss the importance of working in a team.
