Traditional games

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Traditional games

  1. 1. JUEGOS POPULARESADAPTADOS AL AULA DEINGLESTRADITIONAL GAMESADAPTED TO THEENGLISH CLASS
  2. 2. The children’s games are very important for the English Class in Primary Education since we can teach many issues related to the subject through them, and also the children prefer learn by playing.
  3. 3. Through games, the childrendevelop their motor abilities, they learn speak with their bodies, they improve their communicative abilities…
  4. 4. We must also take into account games for children who do notdevelop their physical abilities,but if other skills necessary fortheir lives; these games are the games body of knowledge andbody expression, those who also speak broadly
  5. 5. GAMES
  6. 6. THE SEVEN STONES
  7. 7. RULES
  8. 8. The development of this game is simple because it consists of two teams of eight or ten players
  9. 9. Initially they are located in their part of field
  10. 10. Once the game start it is to steal the ball from theopposition camp, but when we move our field, we can bemade prisoners only give us a pat on the back
  11. 11. Once captured, we mustremain paralysed in the placewhere we have been touched
  12. 12. We can be salvaged simply bya colleague us of a tap on the body, we can continued playing
  13. 13. Every time we move the opponent camp only catch a ball or stone can also savesome companion who has been trapped and taken prisoner
  14. 14. METHODOLOGICAL CONSIDERATION
  15. 15. With this game the childrenwork cooperation, speed, time reaction…
  16. 16. VARIANTS
  17. 17. The prisoners must be ableto walk, with one arm raised and waving a red scarf, in this way it will be easier onhis fellow located them (Eye coordination)
  18. 18. To make it easier to keep the ball in our area, they can be launched from the site where they are caught by both participants, so that a player on our teammay be receiving the ball andput it in his field (Launch and reception)
  19. 19. To make it more difficult decision-making from thepoint of view of the attacker, he will have to choose between saving one of their comrades and steal a ball to the opposing team each time they cross the field contrary
  20. 20. So is more difficult for the attacker decided by one orthe other option, because the rescue prisoners are as important as stealing balls. (Decision-making)
  21. 21. HANDKERCHIEF
  22. 22. RULES
  23. 23. This game is well known by all, there are two groups of equalnumbers of people, all listed, to face each other and at adistance between the two teams equal to that which existsbetween each group and mother (person who runs the game)
  24. 24. The mother has ahandkerchief in his hand andits role is to say a number on each shift, the person in every group that has that number must run away from its position where it is heading toward the mother
  25. 25. Then there are several options for each participant:
  26. 26. Take the handkerchief fromthe hands of the mother and run away to where they are located their friends
  27. 27. Let the opponent take the scarf and try to reach toward his field
  28. 28. Trying to fool the opponent to move from field with one foot and remove because you can not pass the imaginary line that marks the mother
  29. 29. VARIANTS
  30. 30. Once the mother says the number, participants must choose between leaving the lame leg and normal running back or run away and come back to the lame leg. Somaking it difficult to decision making of the participantschooses between two options
  31. 31. Once we got out of a thus, we can not change at halfway. (Coordination eyes-feet and decision making)
  32. 32. BALLS WAR
  33. 33. RULES
  34. 34. The game is simple: these are two teams faced in a rectangle with a number of game balls determined in each field
  35. 35. It is launching the largest number of balls to the opposing team at a time determined, so that you will lose the team that has moreballs in his field at the end of the time determined
  36. 36. VARIANTS
  37. 37. On the defensive, every component of teams only cares about defending anarea for action by defaultallocation before start the game (Team work)
  38. 38. Both components of the two teams will be able to throwthe ball to the opposite field with the part of the bodythey want (Work segmental)
  39. 39. Execute the launch of the ball to the opposite fieldshould be done with the armor body part to the contrary we use in normal conditions (Work segmental and coordination)
  40. 40. Create hot zones where ifyou hit a ball joined a numberof extra points at the end of time (Coordination space)
  41. 41. FIELDS BURNED
  42. 42. RULES
  43. 43. There are two teams, one in midfield and the other is divided into two that are placed at the ends of the field
  44. 44. The attacking team (ends) has a ball with which he must to give to the opponents of the other team through the body releases these opponents
  45. 45. For his part,team in the middle must tryto dodge the launches of the other team through movements, deceit...
  46. 46. VARIANTS
  47. 47. That launches by attackingare directed entirely at the feet of their counter (Coordination eyes-hands)
  48. 48. The attack must catch theball with his hands at least once every eight boatwithout the ball (Teamwork and decision making)
  49. 49. THE MILKMAN
  50. 50. Both teams must carry a ball some specific areas of the field opposite by ten passes
  51. 51. The defenders can only try run the trajectory of the passes, try to make themdrop the ball on the contrary but never can use for this, knock or struggle with the opposite
  52. 52. VARIANTS
  53. 53. Change the number of passesnecessary to mark, ten will be five (Teamwork)
  54. 54. The person who takes overthe ball has to pass under the legs of a partner (Teamwork and coordination)
  55. 55. RACING GROUPS
  56. 56. RULES
  57. 57. In this game are teams offive persons, emerging from one brand to the voice and reach a pre-selected area and returning back to give the baton to anothercolleague, who finished first win
  58. 58. VARIANTS
  59. 59. Instead of running forward,running backwards, sideways, a lame leg... (Coordination eyes-feet)
  60. 60. Instead of runningindividually, they can run in pairs hand in hand (Teamwork)
  61. 61. THE CIRCLE
  62. 62. RULES
  63. 63. In this game forming groups of eight people, one gets inthe middle I try to take away the ball to the other seven being passed to each other with their feet or hands
  64. 64. If the person is at the centre touches the ball, it goes to the outside while who has taken away the ball is placed in the centre and the game begins again
  65. 65. VARIANTS
  66. 66. Instead of having only onechild at the centre, there are two children (Teamwork)
  67. 67. This can only pass the ballwith their feet or only with their hands (Coordination eyes-feet or eyes-hands)
  68. 68. CIRCUIT TEST
  69. 69. RULES
  70. 70. In this game you create a circuit test for children.Each test has an activity tobe undertaken, for example, boat ball, jumps between hoops with his legs together...
  71. 71. VARIANTS
  72. 72. The children do the circuit in pairs (Teamwork)
  73. 73. GAMES OF BODY EXPRESSION
  74. 74. RULES
  75. 75. The games are very physical actions important for the development of a child because thanks to them,children can learn about the expressive qualities of herbody which will serve him in his life
  76. 76. The body knowledge and the development of the expressive capacities of it always take littleaccount because has always believed that it was not so important to teach physical education as traditional, but today it was discovered that thanks to teach physical actions, especially in primary contributes to the development of qualities and skills fundamental for life
  77. 77. The games that can betaught in primary expressionon the body are innumerable,but can be divided into three branches: knowledge body, dance and representation
  78. 78. KNOWLEDGE BODYTo the knowledge can be used corporal games with cardsidentifying body parts, in pairsor groups so that they will help strengthen knowledge. The knowledge body forms thebasis for developing games and dance representation
  79. 79. DANCEthese must go in progression, the first game of identifying pace, second, dance games, dance and third games in which they board the lessons learned in games of rhythm and dance games. Thesegames should proceed on the basis of identifying the paces get to beable to build simple choreographies
  80. 80. REPRESENTATIONFor games of representation there should be a progression, first simple situations and lather represent themselves and then together to create a scene of drama
  81. 81. We have traditionally believed that the body expression did not serve at all in physical education...
  82. 82. ...but is gradually discovering that, thanks to that childrendevelop their motor skills and physical qualities better in some ways that practicing sport...
  83. 83. ...they can develop their motor skills, reaction time, resilience, strength, teamwork and many other qualities that best sport doing sport also that this games are especially important...
  84. 84. ...because they help the child to perform, to interact and speak with more confidence to the other
  85. 85. CONCLUSIONI personally think that games for kids are the best way for those interested in sport All the games that I have developed above are activities that have much application to sport; children do not know that they are realizing many qualities are practicing sports such as coordination eyes-feet, eyes-hands, teamwork, speed, reaction time…
  86. 86.  These games can serve as an introduction to sports such as basketball, football or athletics A very positive aspect of using games in physical education is that children are having fun, so you learn more and better what we want to teach So I think that games for kids are a great tool to work in physical education
  87. 87. BIBLIOGRAPHY AYMERICH, C. y M. (1981). For a childs expressive language. Barcelona: Home of the book. MOTOS, T. (1983). Initiation into the body expression. Barcelona: Humanities ORTZ, M.M. (2000). The body language and elements. The non- verbal communication and its applications academically. Bases and rationale applied to the educational. ROMERO MARTIN, R. (1997). The body expression applied to the educational. TORRES, J. (2000). Conceptual framework of the curriculum and corporal expression in education in primary. VILLADA, P. (1997). Corporal expression, new culture of the body at school.

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