You can also set an upper limit that they should not reach, e.g. To make this more challenging and make students think more carefully about what they are hearing and saying, you can make them miss their turn if they say something lower than the previous thing that was said. Particularly for bigger numbers, you can also let students go up as much as they like each time (“Twenty seven”, “Twenty nine”, “Thirty seven”, “Eighty one”, etc). Students counting up as the tower grows can also include bigger numbers (going up in fives, tens, twenties etc as in “Fifty”, “A hundred”, “A hundred and fifty”) and smaller numbers (“Nought point five”, “One”, “One point five”, etc). Alternatively, they can just ask orally (“Can I have three blocks, please?” etc). choosing and arranging cards to make the true sentence “There are three blocks” to describe the tower in order to be able to add one more or taking the card that say “Three” if they want to add three more. They could also take and arrange cards with number words to say how many blocks there are or how many they want to add to the tower, e.g. the third student counting and saying “One two” before adding the third block and saying “three”. To add more speaking, you can ask each student to count through all the blocks that are in the tower so far before adding the next one, e.g. You can also do the same thing with “First”, “Second”, etc. the first students saying “One” as they add the first block, the next students saying “Two” as they add the second block, etc. The simplest stacking games involve students counting the blocks in the tower as it gets taller and taller, e.g. making the sentence “Two” + “orange” + “blocks” to be able to add those blocks or just picking the card with “Red” written on it to be able to add a red block (if there are still some red blocks left). For reading practice, most of these games can also be played with students taking and maybe arranging word cards, e.g. With higher level classes who still need to revise colour words, these ideas can be combined with other language such as prepositions in sentences like “The pink block is on the red block”. You could also get them to describe what colour blocks are in the tower before they add the next one with phrases like “(There are) (four) blue blocks”. asking their partner “What colour is your pencil case?” and adding a blue block if the answer is “It is blue” and there are still blue blocks remaining. I usually get students to ask for what block they want to add to the tower next with “(Can I have) a red block, please?” They could also add the block that matches the answer that they get to their question about colours, e.g. asking “Do you have a dog?” if there is a picture of a dog or the letter D on the next block. This can be done with either any question at all being okay or with a single language point such as “Can you…?” or “What’s your favourite…?” If the blocks have pictures or phonics on them, students can also use them in their questions, e.g. After one round reviewing simple questions like this, we then have a second round in which each question must be at least a little different from all the previous questions. I usually do this with one block for each question and another block for the answer, but if this means the tower falls down too quickly then you can do just one block for each question. Especially with very young learners, the first use of blocks in a typical class for me is getting them to add blocks to a tower as they ask “What’s your name?”, “How are you?”, etc.
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