The Four Challenges

 The four challenges

by Gigacz Máté

Description

The game has multiple elements, the elements focus on language elements. After each segments the points are summed up after the end of the four segments a winner is declared. The game can be played in one class, but it is designed for multiple days, where students get a 10-15 minute long “challenge” at the beginning of four consecutive classes. This way we have time to get on with the book, exercises etc. but also have a little fun

First challenge: Literature

Play "Name That Phrase," is a game I modelled by the popular television programme "Name That Tune." Divide pupils into three-person groups. Each group should include a competitive pair and a moderator. Distribute two lists of opening lines from novels, poetry, or short stories to each team, along with a brief description of the work. Moderators should read the clue but not the opening line; students should "bid" on the opportunity to identify the work by declaring, "I can name that book (play, poetry, or tale) in six words." Whoever bids the fewest words earns a point. If he/she fails, subtract a point. Allow student teams to work independently, taking turns reading lines from each sheet of paper. It helps to have a diverse collection of distinct lists on hand.

Second challenge: Grammar

Before the class arrives, place poker chips strategically around the room. Place them on top of bookshelves, within cubbyholes, below tables, in a vase, or in a group with other chips. The idea is to look for prepositions that indicate a connection between the chip and the thing being compared. Students take turns searching for poker chips, and they are only allowed to keep them if they can come up with a preposition that describes the location of the specific poker chip. Students like concealing the chips for the benefit of other classes. Students should not be allowed to repeat previously mentioned prepositions in order to broaden their thinking. Each found chip with the correct prepositions is worth one point.

Third challenge: Writing

When pupils want a break from a writing project, instruct them to form a huge circle. Instruct them to find another student to watch in an inconspicuous manner. Allow them 15 minutes to sketch a picture of the student on their sheets. Gather all work, even if it is incomplete. Distribute the drawings face down among the group, ensuring that no one gets his or her own work. Instruct pupils to create a journal entry describing how the artist conveyed the subject's personality via the picture. Students should withhold information about the topic until the task is complete. Invite volunteers to read their work aloud and hold up their drawings. Diverse abilities and more than a few laughs will stick out. Those who volunteer get one point, if they write was mostly correct they also get a point. And the group can vote on the best work that also gets one point

 

Fourh challenge: What is in the bag

This is a straightforward game that works well after you've introduced a collection of nouns linked with a topic, such as foods or objects present in the classroom.

• Maintain a bag containing an item that students cannot see.
• One student feels the object through the sack and makes an educated estimate as to its nature. They have to write the answer to a paper slip and give it to the teacher
• This procedure is repeated until all the students had an attempt to guess.

The task can be played in groups

The student who is sensing the thing narrates it to the group, which is tasked with determining what it is. This provides a chance for the learner to utilise adjectives to describe the thing.

Other possibilities

Students may bring their own surprise artefacts to each session, ensuring that this is a consistent, enjoyable approach to begin each class.

Those who guess the object gets one point.

 

At the end of the four challenges a winner is declared.