Friday, 27 April 2018

5 in a row

Yesterday afternoon I had an enjoyable lesson with my new Year 6 Spanish class.  At the moment we are learning about sports, mainly to introduce opinions which they haven't done before, being new to Spanish in September. 

The whole-class speaking and listening, and the individual writing, was followed by this 5 in a row activity, which is from this lesson pack

  • The children played in pairs, and there was one group of three.
  • The 5 in a row grid has 64 squares, and the aim of the game is to win by getting 5 squares in a row, either horizontally, vertically or diagonally.  
  • Each team member will need a different coloured pen or pencil.
  • The children take it in turns to point to the square that they want and then say the right sentence to go with it.  
  • If their partner agrees that they are correct, they colour in the square with their colour.  Alternatively they could write their initials in the square.
  • The winner is the one who has five squares in a row in their colour.
To say it got a little competitive is an understatement!  There was plenty of target language being used and they were very good at playing tactically to block their opponents.  The group of three found it especially hard to get a line of 5 and had to use nearly all the squares.

This grid could also be used for a Blockbusters-style game, with one student moving vertically and the other horizontally.

It could also be used for a Knights game.  Students move in an L-shape, like the knight in chess, colouring in the square that they reach, as long as they can say the word or phrase correctly.  The student with the most squares coloured in their colour before both players get stuck wins.

If you would like to have a go at 5 in a row, there are quite a few games to try on Light Bulb Languages:

If there is a 5 in a row game that you think would be useful to your classes and which isn't already mentioned here, please get in touch.  I already have the grid made and it's easy to adapt for a new game.

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