lollipop stick technique что это
Gimmick, fad or tool: Why do I rely on lollipop sticks?
Lollipop sticks are so simple: small cards, with every student’s name written upon them, used to nominate respondents.
What makes me believe they’re an invaluable teaching tool?
And why are they so contentious?
I’d swear by lollipop sticks and hate being without them, but having used them for years I’ve never written about them. They have been condemned as a faddish excrescence of AfL by David Didau, Joe Kirby and Tom Bennett, whose 1200 words critique I came across recently. Much as I respect all three, I think this misunderstands their power. A post explaining how I use them and why I think it matters formed itself in a colleague’s lesson recently – this is it.
How do lollipop sticks work in discussion?
1) Students prepare an answer to an open question. They write ideas on mini-whiteboards and may talk to partners, preparing an answer to a stimulus or question – giving them time to think through what they will say. I use this time to circulate and look at what students are writing, offering hints or challenges as appropriate. For example: Would you accept an OBE? Why might someone refuse one?
2) Questions, directed using lollipop sticks. I pose a question, pause, and choose a student at random. (Or if I’ve asked a ‘polarising’ question, like the example above, I may ask students to use traffic light cards so I can switch between argument and counter-argument).
3) Follow-up questions. I push almost every student with a follow-up question, depending on what they’ve said. I may ask for:
If the initial nominee struggles (given sufficient time and support), I may bounce the question to another peer (using lollipop sticks again) or take hands up if it’s very tricky, often returning to the original student.
4) Questions bounced to other students. Again, using lollipop sticks to nominate:
(Or we may move on to a fresh point).
5) Increasingly challenging questions. As we proceed, I adapt my questions to seek missed ideas, syntheses or increasingly complicated responses – still choosing at random.
6) Time for hands up. Near the discussion’s end, or if we’re reaching the extent of students’ understanding, I’ll ask for hands-up if students have original points.
A couple of tweaks:
a) Recycling cards. I may replace the sticks already used midway through the discussion – I’ll aim to hear from everybody at least once each lesson (so it’s important to use all of them), but students shouldn’t be content to give up after one contribution.
b) Wildcards. Each class set has three ‘wildcards:’ I may nominate someone from whom I’ve not heard, or I’ve been known to pencil in the name of a coasting student, doubling their participation for a month to add a little pressure.
Why do I think lollipop sticks matter?
They are democratising… They signal that every student in the class has an equal part to play.
They are democratising… They allocate time fairly: confident, loud, shy or bored, everyone has roughly the same opportunity to participate.
They help me balance access and challenge… Asking a question to which every student can respond while inviting high level responses is tricky – but if I can’t do it, some students’ time is being wasted. I don’t always succeed, but knowing that aim (and responsibility) helps me phrase my questions carefully.
They help discourage passengers… There is no magic bullet to ensure all students are thinking all the time, but knowing you may be called upon at any time (alongside techniques like ‘100%‘) helps. This seems particularly effective when asking students to prepare something as a group but noting that any one of them may be asked to feed back.
They raise my (and my students’ expectations)… I force myself to expect everyone to be able to answer constructively, thoughtfully and with evidence at any time. If I don’t provide scaffolding to help every student do so, I’ve let them down (if I must, I can do this individually after the discussion).
They can be finessed… This is no blunt instrument. Wildcards, for example, have had a significant impact as students feel and respond to the increased pressure. No doubt there are more tweaks to suggest.
What about the criticisms?
“Stop picking on people” – why shouldn’t students choose when they participate?
Student reflection sheets invariably include a handful of complaints thus:
As Dylan Wiliam notes, removing choice over participation radically changes the classroom contract. It’s universally unpopular: students who consider themselves weak don’t want this publicised; those who consider themselves smart are frustrated they can no longer dominate discussions and that time is being wasted on students who don’t know the answers.
Without lollipop sticks (or something similar), only a few students will consistently participate. Of the others, some will be listening; some will have great ideas but keep quiet, not realising; some will tune out. Everyone can offer something to discussions, but a little force is needed to demonstrate this. Ensuring all students are listening and responding sends a critical message that everyone should be participating in learning.
What about differentiation?
Many would argue that lollipop sticks need not be used to enforce participation. David Didau has written: “ I’m not a fan of randomisers; the power to select who answers our questions should be treasured.”
Perhaps my ‘one question fits all’ approach is a function of teaching history. There is a single GCSE paper; most schools teach history in mixed ability classes; most enquiry questions would make good PhD theses (consider our current Year 8 topic: Why can’t we agree about the British Empire?) Asking different students different questions undermines this – all students face the same exam. And stuff the exam, all questions should be sufficiently clear and challenging that everyone benefits. I can then differentiate in follow-up questions, as I’ve described above.
Selecting students for our ‘targeted’ questions can, I believe, embed low expectations: I’ll ask X that, because he’ll get it right; I’ll save the hard question for Y. ‘Weak’ students never cease to surprise me with brilliant answers to hard questions, because they get the chance to answer. Equally, asking ‘simpler’ questions to ‘smarter’ students offers the chance to hear good answers modelled or, on occasion, highlights surprising gaps in their knowledge.
But what if some students don’t understand the question?
Why would a teacher ask a question they do not expect students to understand?
But they’re a fad.
Like any Assessment for Learning tool, yes – if misunderstood or misused.
It takes time to make them.
About half an hour at the beginning of the year.
In conclusion
I don’t claim to have perfected questioning and I usually try to avoid explicitly evangelising. I do think lollipop sticks matter, and I believe we should all be using them.
Did I mention – students eventually come around to it:
* I don’t even like the term ‘lollipop sticks.’ Mine are little cards.
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Published by Harry Fletcher-Wood
18 thoughts on “ Gimmick, fad or tool: Why do I rely on lollipop sticks? ”
I found this really interesting as I get sucked into these discussions even though I have a pretty “if you want” attitude to the strategy.
I don’t have a problem with lollipop sticks, and can see they might be useful. I haven’t used them (I did once create elaborate randomised powerpoints for each of my classes that did the same thing, however), but I don’t think it’s a terrible strategy.
However, I fail to see them as ‘invaluable’.
The reason is I just can’t see any significant advantage that couldn’t be equally applied by just choosing the pupil to answer yourself. In the case of your advantages, I think that’s because you’ve thought about ensuring those advantages, rather than the strategy.
I’m don’t think lolly sticks will help democratise if the pupils don’t feel they have a role to play already – and if they don’t feel they have a role to play this needs addressing via expectations. I’m not sure lolly sticks are helpful in raising expectations of those who don’t think they have a role to play – certainly not to a significant extent.
I think the “balance and challenge” part is a challenge anyway, but I wonder if one wants all students to be able to answer every question. Isn’t the point to ask a great question that illustrates knowledge and understanding, and the answer help the teacher to establish whether the pupils know and understand the subject of the question? Some pupils won’t – this isn’t a bad thing. One might even already know some pupils won’t but be expressing what you are expecting them to know by the end of the lesson or beyond. I’m not sure why one needs lolly sticks to have to think carefully about access to the questions. Indeed, I agree that planning questions is one of the best planning strategies, but I am not clear on why lolly sticks helps this.
I think all pupils should know they can be called on all the time in any lesson – and expected to answer even when they don’t know. I’m not sure who coined the “I don’t want to know what you know, I want to know what you think?” response to a pupil saying “I don’t know” but that should be a stock response. Again, why do we need lolly sticks. If they weren’t there, but you ensured pupils answer questions in every lesson do you think some pupils would stop thinking about questions because they weren’t there?
I’m also not sure about the “allocating time fairly” part. Surely the point is not to ensure equal time speaking, but to ensure all pupils are learning and able to access the learning – this does not necessarily imply all pupils get the same time, but that pupils get appropriate time from adults.
The only thing I can think of that might help is that the pupil’s explicitly know they have an equal chance of being chosen – rather than when you choose yourself – and in some way this might theoretically ensure that some don’t opt out.
I agree about targeted questions having the potential to embed low expectations. But targeted questions should be based on answers to previous questions, building on assessments from previous lessons (including questions) and we should be challenging ourselves to think hard about the questions we’re asking to whom. I find it strange to suggest that targeted questions are worse than questions asked at random. Again, I think one ensures that targeted questions don’t embed underachievement and low expectations by having thought carefully about questions rather than the strategy.
I do think there’s a separate point there that blunt “differentiation” itself encourages low expectations – particularly when planned for at the outset – one I have a lot of time for.
If it’s an advantage to choose by chance, rather than use one’s professionalism, great, use them. If teacher’s professional judgement is superior, don’t. I would contend the latter is more often better.
As I said, I don’t have a big objection to them, but I do think they’re too blunt.
Lots of interesting points here – for which thank you. Simply put, my own experience is that I struggle to choose students in a way which seems fair and demonstrates high expectations without them. I find myself falling prey to a feeling that: X won’t know this, I’ll skip them and ask Y who looks like they’re not concentrating or Z who will make the desired point and enable us to move on.
I agree that expectations should be far more broadly conceived than one strategy – but I think they prove useful as an early measure with a new class while all the other necessary strategies are brought into play.
I’m trying to move away from using verbal questions to find out what students think/know. If I want to do this, a hinge question or RAG marking is far more efficient. Verbal questioning is, in my view, more useful as a way to model thinking and for students to articulate ideas (enabling them to write them subsequently). I may discover students aren’t able to express what I’d hoped, in which case there may be a need for more explanation on my part, or thinking time/preparation on theirs. But the main aim is to ensure everyone here’s good ideas modelled. So I’d like to know everyone can do this.
Tom Bennett suggests that anyone worried about the tendency to question unfairly without lollipop sticks should see a careers counsellor – perhaps he’s right. Likewise, you suggest professional judgment should be more powerful than randomisation – perhaps I’m just a little short on the former! I’ll just retreat to that refuge that: ‘it works for me’ for the reasons I’ve given above.
I certainly didn’t mean to be offensive and don’t think that about you at all, as I hope you know.
Educational Fad: Lollipop Sticks
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John Dabell
Does anyone still use lollipop questioning?
If that’s you then stop, immediately. Why? Lollipop questioning is a glorious waste of time and an educational fad that sucks.
Why on earth would you be using lollipop questions in the first place? It’s probably because someone told you it was an ‘amazing’ strategy and their use spread like a pedagogical virus. What is the point?
Throw out the lolly sticks
Lollipop questioning makes some teachers squirm.
Tait Coles (2014) in his book Never Mind The Inspectors asks, “Why spend more time deciding whom to ask questions rather than spending time and effort crafting great questions?”
Lots of teachers rely on lollipop questions and use them to avoid the any unconscious bias towards particular children. If that’s the case Tom has a suggestion:
“Then that teacher needs to think more closely about how he or she asks questions. If you seriously need lolly sticks to avoid picking children based on preference/ gender/ ethnicity/ agreeability etc then you don’t need lolly sticks, you need a sabbatical and a career adviser.”
Tom hates the randomisation of the sticks and points out that “they can potentially be duplicitous, and they potentially undermine the authority and professionalism of the teacher.”
Sticky Questions
As Richard McFahn says in his blog, “What schools need to do is spend their time and energy thinking about what questioning is for: to help students think through talk.”
It is absolutely essential that you ask the correct question in the first place, and then use a mechanism to find a student to answer. If you do it the other way round, first, all the other students can relax, and second, you will probably merely replicate your existing expectations of the student.
Used by many teachers in their fast-track induction, lollipop sticks are a neat little trick to ensure that every child takes part in the lesson to appease observers. But, what are they learning and what is the teacher assessing by doing so?
As David Didau says, “the power to select who answers our questions should be treasured.” The result? Follysticks. Just ask a question and allow a hands-up culture to thrive.
Overall, whatever mechanism you use to ask questions, it’s the quality of your question – who it is targeted to and why – and the quality of feedback that counts.
What other Fads have you wasted your time on? Read 20 Years of Educational Fads to find out.
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7 thoughts on “ Educational Fad: Lollipop Sticks ”
Although I agree that there are important points to be made against lollipop questioning, it is also important to address the benefits of cold-calling and the positive effects it has on classrooms as a whole. According to a study published by Elise Dallimore, Julie Hertenstein and Marjorie Platt, cold-calling provides significant improvements not only to the individual students but to the classroom as well. In the study titled, “Impact of Cold-Calling on Student Voluntary Participation”, the authors found that significantly more students answer questions voluntarily in classes with high cold-calling, and that the number of students who answer questions voluntarily increases over time in classes with high cold-calling. Additionally, they found that in classes with high cold-calling, students’ comfort participating in class discussions increases while in classes with low cold-calling, students’ comfort participating does not change.
While I agree that teachers should be able to choose who to ask by themselves instead of relying on a random system like lollipop sticks, it is also important to point out that teachers can and should use cold-calling in their classrooms without having to use a randomizer. However, teachers should always make sure to ask all students about the studied topics and not just a selected few. By asking all students, they can make sure that their students are all actively engaged and they don’t have anyone falling behind without them knowing.
Source: Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2012, May 8). Impact of Cold-Calling on Student Voluntary Participation. Retrieved May 1, 2018, from http://journals.sagepub.com/doi/abs/10.1177/1052562912446067
Really agree about the power of ‘cold calling’ techniques in the classroom. Don’t think lollipop sticks are the best way to address good questioning techniques – instead it’s a tool to ensure teachers ask every child a question; becomes a fad when observers insist that then a teacher must ask every child a question in class and tracks their performance against being able to do this. e.g. you didn’t ask Ross a question this lesson = this lesson is unsatisfactory. Solution? Try lollipop sticks so that you can track all the students you DO ask a question of to reduce switching off.
I use v occasionally. Each stick is colour coded by me…so I know instantly if child has SEN, is PP, AEL, etc, so I can push, extend, rephrase etc. I only see classes once a week so find useful, and as someone said above, the confidence builds over time. Also, I give time to pair and share and/or rehearse answers/think first. I’m explicit about developing those skills. It’s PSHE after all.
Sticks are useful when you have a new class, and like the above, can annotate them with quick codes. Also even of you do use them, you can still ask the question to whomever you like – the stick just makes it *look* random. Because no-one sees the name but you…
As a student teacher I’m finding them useful as it lets me pick people without knowing the class. Once I get to know the names of the pupils I’ve tended to not use them. I do think that more time should be spent helping student teachers on their questioning technique than using silly fads in the classroom.
As a student teacher who moves rooms regularly I adapted the stick to make them more useful and less cumbersome. I find they work well to encourage quite pupils to engage in class while sensitively encouraging the over-enthusiastic pupil to wait their turn.
What works, works for you. Don’t make it work for the observer in the room…
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«Физкультминутка на уроках английского языка»
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«Современная профориентация педагогов
и родителей, перспективы рынка труда
и особенности личности подростка»
Свидетельство и скидка на обучение каждому участнику
Физкультминутки на уроках английского
К сожалению, многие учителя пренебрегают этим элементом. Тем самым, они пытаются дать детям больше материала. И делают они это зря. Когда мозг ребенка перегружен, ему ничего в голову не «запихнешь». Помимо этого, можно нанести вред здоровью. А ведь необходимо не ухудшать его, а сохранять. Поэтому крайне ВАЖНО включать физминутки на уроках английского языка.
Детям просто необходимо движение. Вы все порой замечали, что через некоторое время любой, даже самый прилежный ученик начинает крутиться, отвлекаться, зевать. Значит, пора сменить деятельность. Дать голове отдохнуть. Для каждого возрастного этапа следует подбирать определенные разминки. Для деток по-младше, больше подойдут анимационные, стихотворные физминутки. Для старших также можно использовать стихи, можно шутки, анекдоты, скороговорки или что-то, что одновременно и связывает с языком, и расслабляет. Связь с английским — одно из основных требований. Тем самым, вы можете закрепить какой-то материал, как по лексике, так и по грамматике. А порой, расширить словарный запас.
Все мы хорошо знаем, что стандартный урок в школе длится 45 минут. С начальными классами можно проводить и две разминки. Например, после первых 15 минут урока, и после 35 минут. Не обязательно использовать одинаковые. Даже наоборот, возьмите разные стихи и песенки. Это будет интереснее. Со средним и старшим звеном можно проводить физминутку после 20 — 25 минут урока. Лучше всего смотрите по ситуации, по вниманию детей, по их активности. По длительности разминка составляет 1-2 минуты.
Разминка на уроке английского языка
Как проводить? Расслабляющие минутки бывают разные. Это может быть и песенка, и стихотворение, и юмор. Если у вас есть возможность использовать аудио или видео материал, то непременно воспользуйтесь. Это позабавит детей, придаст легкости и энергичности. Если нет, то вместе с детьми повторяете все движения. Когда дети будут уже знать, например, стихотворение, можно выбирать одного ребенка из класса, и он будет проводить. Какие разминки самые интересные?
Динамические упражнения построены на движениях. Например, вы можете использовать такие стихотворения:
Hands up! Hands down!
Hands on hips! Sit down!
Hands up! To the sides!
Bend left! Bend right!
One, two, three! Hop!
One, two, three! Stop!
Stand still!
Hands up, clap, clap!
Hands down, clap, clap!
Turn yourself around and then you clap, clap!
Bend left, clap, clap!
Bend right, clap, clap!
Turn yourself around and then you clap, clap!
Hands on your hips, hands on your knees,
Put them behind you if you please.
Touch your shoulders, touch your nose,
Touch your ears, touch your toes.
Stand up and show me orange!
Hands up and show me blue!
Clap! Clap! Show me yellow!
Sit down. Nice of you!
Stand up and show me blue!
Hop! Hop! Show me red!
Sit down. Nice of you!
Stand up and show me grey!
Sit down and point to the green.
Clap! Clap! Show me pink.
Stop! Very nice of you.
Песенки также часто используются на уроках. Вы можете прослушать и просмотреть видео материалы по следующим ссылкам:
I can run — Nursery Rhymes & Kids Songs
1. Начертите на доске или другим способом букву S. Затем попросите детей глазами очертить ее сначала в одном направлении, потом необходимо поменять. При этом можно приговаривать скороговорку или рифмовку. Ее можно связать с изучаемой темой ( “Wealth is nothing without health”).
2. Хорошим упражнением для глаз будет «письмо». Например, сначала можно написать какие-нибудь большие буквы на доске. Затем перевести взгляд на свою парту и там глазами «написать те же буквы». Затем на любом маленьком предмете. Как вариант, можно написать свое имя или любое слово.
3. Можно использовать стихотворный способ для расслабления глаз.
Look left, right
Look up, look down
Look around.
Look at your nose
Look at that rose
Close your eyes
Open, wink and smile.
Your eyes are happy again.
Дети, представьте, что мы воздушные шарики (We are balloons). Сейчас я буду считать, а вы на каждую цифру делаете глубокий вдох: one, two, three, four- дети делают 4 глубоких вдоха. По команде «Breath in!» необходимо задержать дыхание. Затем, я буду считать от 4 до 8, а вы делаете глубокий выдох «Breath out!» — four, five, six, seven, eight.
На формирование правильной осанки:
Начальное положение: put your legs aside, put your hands over the head.
1–5 – make circular motions with your body to the right;
5–6 – make circular motions to the left;
7–8 – put your hands down and shake them.
Repeat 4–6 times. The pace is medium.
Уважаемые педагоги! Не забывайте о физкультминутках на уроках английского языка. Это совсем не лишний элемент, перегружающий ваш план. Это способ расслабить детей, снять нагрузку, привлечь внимание к предмету, заинтересовать. Ритмичные стишки довольно быстро запоминаются, а в сопровождении с аудио или видеозаписью, они делают урок еще более занимательным.
Teddy Bear, Teddy Bear
Teddy Bear, Teddy Bear, touch your nose
Teddy Bear, Teddy Bear, touch your toes;
Teddy Bear, Teddy Bear, touch the ground,
Teddy Bear, Teddy Bear, turn around.
Teddy Bear, Teddy Bear, turn around,
Teddy Bear, Teddy Bear, touch the ground,
Teddy Bear, Teddy Bear, reach up high
Teddy Bear, Teddy Bear, wink one eye,
Teddy Bear, Teddy Bear, slap your knees,
Teddy Bear, Teddy Bear, sit down please.
I have fingers (hold up both hands, fingers spread)
And they all belong to me, (point to self)
Would you like to see?
I can shut them up tight (make fists)
I can open them wide (open hands)
I can put them together (place palms together)
I can make them all hide (put hands behind your back)
I can make them jump high (hands over head)
I can make them jump low (touch the floor)
I can fold them up quietly (fold hands in lap)
And hold them just so.
This is my right hand,
I’ll raise it up high (Raise the right hand)
This is my left hand,
I’ll touch the sky. (Raise the left hand.)
Right hand, (Show the right palm.)
Left hand, (Show the left palm)
Roll them around. (Roll hands around)
Left hand, (Show the left palm)
Right hand, (Show the right palm)
Turn around, turn around.
Giraffes are tall, with necks so long. (Stand on tip toes; raise arms high
Elephants’ trunks are big and strong. (Make trunk with a hand and an arm)
Zebras have stripes and can gallop away, (Gallop around in a circle)
While monkeys in the trees do sway. (Sway back and forth)
Old crocodile swims in a pool so deep, (Pretend to swim)
Turtles in the sun go to sleep. (Lay head on hands and close eyes)
One, two, three! Stop!
Hand s up, clap, clap!
Hands down, clap, clap!
Turn yourself around and then you clap, clap!
Bend left, clap, clap!
Bend right, clap, clap!
Turn yourself around and then you clap, clap!
Head and shoulders,
knees and toes, knees and toes, knees and toes!
Head and shoulders,
eyes, ears, mouth and nose!
One, two – tie your shoe!
Three, four – mop the floor!
Five, six – pick up bricks!
Seven, eight – wash a plate!
Nine, ten – begin again!
Clap, clap, clap your hands,
Clap your hands together.
Stamp, stamp, stamp your feet,
Stamp your feet together.
Spin, spin, spin around,
Spin around together.
Wink, wink, wink your eyes
Wink your eyes together.
Dance, dance, dance about,
Dance about together.
Shake, shake, shake your hands,
Shake your hands together.
Smile, smile at your friends,
Let us smile together.
Touch your shoulders,
Raise your hands high in the air,
At your sides, on your hair.
Raise your hands as before
While you clap: one, two, three, four.
My hands upon my head I place, On my shoulders, on my face. Then I raise them up on high And make my fingers quickly fly
Then I put them in front of me And gently clap: one, two, three.
Детям сложно во время занятий сидеть на одном месте. Поэтому, чтобы не отрываться от процесса изучения английского языка, можно проводить физкультминутки или играть в разные подвижные игры также на английском.
Вот варианты «английской зарядки» для малышей и детей постарше.
One, one, one (показываем указательный палец)
Two, two,two (показываем 2 пальца)
I can jump too! ( прыгаем на месте)
Three, three, three (показываем 3 пальца)
Детям эта считалочка очень нравится, они просят повторить еще и еще.
Clap, clap, clap. (хлопаем в ладоши)
Point to the window, (показываем пальцем на окно)
Point to the door, (показываем пальцем на дверь)
Point to the board, (показываем пальцем на доску)
Point to the floor. (показываем пальцем на п ол)
Clap, clap, clap. (хлопаем в ладоши)
Можно оставить эту разминку на тему «Дом», например.
Make your right hand clap, clap, clap. (хлопаем правой ладошкой по левой)
Make your left hand clap, clap, clap. (хлопаем левой ладошкой по правой)
Turn around 1,2,3. (поворот вокруг себя)
Make your right foot tap, tap, tap. ( топаем правой ножкой )
Make your left foot tap, tap, tap. (топаем левой ножкой)
Turn around 1,2,3. (поворот вокруг себя)
Pick up, put down, stand up, turn around.
Clap left, clap right, clap up, clap down.
Look left, look right, look up, look down.
Последнее слово можно каждый раз менять, тем самым закрепляя цвета.
Trying sky to get. (поднимаемся на носочки, руки вверх)
We are skipping, (перескакиваем с ноги на ногу на месте)
Trying sky to get. (поднимаемся на носочки, руки вверх)
We are flying like a real jet. (руки в стороны, показывая самолёт)
We are hopping, (прыгаем на месте на одной ноге потом на другой)
Like a funny cat. (рисуем в воздухе усы как у кота)
Jump, jump, jump to the party music. ( прыгаем на месте )
Dance, dance, dance to the party music. ( танцуем на месте )
Shake, shake, shake to the party music. ( качаем головой )
Clap, clap, clap and stamp your feet. (хлопаем в ладоши, топаем ногами)
But when the music stops, ( указательный палец вверх )
But when the music stops,
But when the music stops,
FREEZE! (замираем в смешной позе)
Песенка взята из УМК Happy house 1. Конечно, можно выполнять движения и без песни, но все таки сами слова стишка предполагают музыку.
Which is the way to London Town? (шагаем на месте)
Where? Where? (руку к глазам, повороты влево, вправо)
And you are there! (разводим руки в стороны)
8. Игра «Волк и зайцы»
Волк стоит как можно дальше от зайцев. Зайцы его спрашивают : »What time is it now?». Волк отвечает: »It’s 5 o’clock». Зайцы делают 5 прыжков в сторону волка, и снова спрашивают его время. Так продолжается пока зайцы не окажутся вплотную к волку. Тогда волк кричит »IT’S DINNER TIME», и бежит догонять зайцев.
Для детей помладше можно просто упростить игру заменив фразы, отдельными словами (например: five, dinner).
And show me your back. (поворачиваемся спиной, и снова разворачиваемся)
Clap, clap your hands
And show me your back.
Как видите, последнее слово в первой строчке можно заменять любой частью тела. И эта разминка замечательно подходит при изучении темы «Части тела» (Body).
Достаточно ли стихов для разминки на сайте?