Ping Pong Effect
A few days ago, I implemented a game with Ping-Pong balls, which is open to be adapted for different subjects , in my classrooms for teaching “comparatives” . It was fun and challenging and also instructional for learners. I named it Ping-Pong effect.
My students both revised the subject and found a chance to practice it while playing the game.
Because of the fact that I have seen its effects on students’ learning I want to share it with you and I hope you like it and you may use it in your classes. If you use it , I would be very happy and I really would love to see its photos while students enjoy playing it.
Before I implement the game , I taught them the rules of comparatives with example in the previous lesson, so this is for practice of the subject.
Target Group: Mine is 7th grade ( but I think this is adaptable for each grade and group)
What you need:
* Ping-Pong balls per each student
* Three boxes
* Pictures which inspire students to compare ( two animals, two famous people, two cars , two countries and so on)
*different adjective cards for each students (all of the adjectives address each type of rules for comparative forms of them)
Each student has a Ping-Pong ball. Then I assign them an adjective and I want them to write the assigned adjectives on their balls.
Then I collect the balls in a bag.
I group students. ( It depends on the number of the class. My class is crowded and Each line of desks is a group) . It is a contest-game. So, it becomes more challenging and enjoyable.
I put the boxes in front of the board. Each box is a category for each form of comparatives .
A Box for ( +er / +r /+ier)
A box for ( more)
A box for irregular adjectives ( like good and bad )
Then, I inform them about the rules of the game.
Now, the arrangement of class is ready for the game
I name the groups like A-B-C-D ( this grouping can be done by coincidence or they can name themselves)
Students are expected to get a Ping-Pong ball from the bag randomly. Then, They try to know the meaning of it and throw the ball with adjective into the related box from some distance ( this can be adapted according to students age level) . If they know the meaning, they get one plus for their group. And also, if they can throw the ball into the right box, they get one more plus.
Why I prefer doing is that each student has a change to get plus because some students feel uncomfortable with the subject. So , if I only wanted them to focus on their knowledge they could feel the feeling of fail when they don’t remember the meaning of it. And also, it is challenging. Students like challenge and contests.
One student from each group comes in turn and plays the game.
When all the students play the game and it is over, we check the table. But this is not the final result. We have another step.
I give some time groups to choose a representative for the next step. While they are choosing a representative , I put all the balls into the bag again and stick the pictures on the board. At this step, we don’t need boxes so you can put them away.
When time is up, I start the next step. One student from each group comes to the board in turn and get a ball again randomly. The student is expected to write a comparative sentence with the adjective on the Ping-Pong ball according to the pictures on the board. They are free to choose the pictures to compare. If she/he writes the sentence correctly, his/her group gets three pluses. You can make them play this step according to the duration left .
This is for compensating their scores for final score and creating much more challenging and supporting environment.
Representatives come again but at this step, if they write correctly, they get three more plus but if not, I erase three pluses J This is the trick J
They don’t choose their representatives this time. I choose the student. This student is someone who feels lack of self-confidence about the topic. The reason of this is that the student get a chance to gain confidence again because I eliminate most of the balls and choose easy ones so that they can do it easily. Before starting this step, I give them some more time to get prepared. Here, other group members help them and this is a kind of peer learning. And all of the group members support them by applauding and
Then, they come again and do the procedure.
I give two pluses for each member of the winning group and one plus for all students of other groups for their effort and success. So they are all happy.
Almost all of the students stayed tuned during the activity and I can frankly say that most of them are now capable of doing comparative sentences.
Thanks for reading and Hope You and your students will enjoy it.