Basketball Race

 Basketball Race

This is similar to the Target game, but it is a little more complicated and is of a much faster pace. Once again the FCs are set up in a line along the centre of the classroom:

WHITEBOARD

basket/box

Team A                     ball      ball                      Team B

#1s                                  FC                                  #1s

#2s                                  FC                                  #2s

#3s                                  FC                                  #3s

#4s                                  FC                                  #4s

#5s                                  FC                                  #5s

#6s                                  FC                                  #6s

As you can see from the diagram above, for this game you need to set up a basket, a box, or a basketball hoop in front of the whiteboard, i.e., something for the students to throw their team’s ball into. A ball for each team is also placed in front of the whiteboard (if you are using a basket or box then these balls can be put inside).

So to give an example, let us say that we are using a medium sized box with two small balls (one for each team) inside. The FCs are for the following adjectives: exciting, interesting, boring, dangerous, scary, great, tiring. With the diagram above as an example, ‘exciting’ is nearest the whiteboard, while ‘tiring’ is furthest away.

The teacher explains the game: “When I say the student’s number, the student must run to the box and take a ball. Now, in this game you stand next to the flashcard, not on the flashcard,” says the teacher. They demonstrate doing this and run to the ‘tiring’ FC, standing to the right and explaining that this is where the team B student must stand.

“Tiring,” says the teacher, standing next to the ‘tiring’ FC. The teacher moves forward to the ‘great’ FC. “Great,” says the teacher and moves forward to the next FC, “Scary,” and the next, “Dangerous,” and so on until finally they are at the ‘exciting’ FC. “Exciting,” says the teacher, and now throws the ball in the box, making clear that once this is done, the student playing must quickly return to their seat.

The teacher demonstrates again to emphasise the rules, this time taking a ball and standing to the left of each FC in the team A positions. “So the team A student stands here,” says the teacher, and goes through the motions again (“Tiring, scary, great, dangerous, boring, interesting, exciting,”) before throwing the ball at the box and deliberately missing. This is when, as the teacher, you need to make clear that the students only get one chance to throw their ball (“You can’t throw again,” says the teacher. “You can only throw once. If the ball does not go in the box, then unlucky ... just go back to your seat.”)

Next the teacher introduces the final rule of the game: “Now,” says the teacher, taking a ball from the box. “If you want to stand here (teacher goes to the ‘tiring’ FC) and throw the ball from here, then that’s ok! “Tiring,” says the teacher, and throws the ball to the box and misses (usually to the amusement of the students). “Can I throw the ball again?” asks the teacher, concept checking this rule with the students. “No,” say the students. “How many times can I throw the ball?” “Once!”

“So,” says the teacher, “if the student from team B misses the box like this,” (teacher demonstrates again), “the team A student can take their time!” The teacher amusingly demonstrates doing this, slowly saying each FC, looking at their watch, moving forward to the next FC, finally getting to the ‘exciting’ FC, throwing the ball to the box and deliberately missing, usually to more laughter from the students. “Ok, if this happens it’s 0 – 0,” says the teacher. …

Once this game has been explained and played a few times, it is extremely easy to set up. Just get balls and the box, basket or basketball hoop in front of the whiteboard, place the FCs in a line along the centre of the classroom and say, “Ok, ready. Number [two] students go!” The action begins, with this mini-battle between the #2 students. Next it is the turn of the [#5 students] etc. Finally the points are tallied up and the team with the most points is the winner – I usually award three points for getting the ball in the [box] and sitting down first, two points for getting it in the [box] and sitting down second, and zero points for not getting the ball in the [box].

One problem with this game is that in the excitement of running along the FCs and saying each one, some students end up saying the FC vocabulary quickly but not clearly. You can overcome this problem by being strict and awarding no points (or minus one point) if a student does not pronounce each FC clearly enough. However, this game should be played at a stage where the students are already practiced with the vocabulary and works well as a warmer or change of pace activity. It is a fun review game, not a game to teach new vocabulary.