![]() This is adaptable to many things, and is best if you post the words on a scale in the TL. Crouching down indicates a 1, and standing up with arms stretched up indicates a 10. Then they change their position to indicate if it’s true for them on a scale. Students start by standing, and listen for a term or scenario. This is similar to Love it/Hate it above. Advanced classes can be told an entire scenario, and beginners can just get a single word. Mine usually take this one seriously because they don’t want to be caught saying they love something they really don’t. It could be anything: food, hobbies, places, verbs. Just call out any word they know, and they express their opinion by moving to one side of the room or the other side. Pick a song they love of course, so it’s a true brain “break.” Señor Wooly videos are perfect for this, or a catchy authentic song ( find a long list of good ones here).ĭesignate “Love it” and “Hate it” on opposite sides of the room, with “Like it” somewhere in the middle. Use music as a brain break as Allison suggests. Apparently several other have thought of this as well, so click on her name to see her and their takes on it!) (Note: the recent popularity of the mannequin challenge inspired this idea for me, but later I came across a very similar idea on Martina Bex’s site. The students can describe it in the TL as an exit slip or a bell-ringer. Show at the end of class or the next day, and pause on a particularly good scene. ![]() ![]() It would be fun to grab a camera once everyone is frozen and tour the scenes, like the Mannequin challenge. The mom is mad because the daughter got an F on her test. Each group reads the scene or listens to it, and recreates it by a certain time limit, freezing when the timer goes off. Put students in groups of 2-3, and write a scene on the board using vocabulary they know. Freeze This Scene (The Mannequin Challenge) You will of course want to rule out touching people for this!ģ. It could be colors in the room ( touch something blue), or adjectives (touch something tall). Give directions to find or touch something for whatever they know. If you had to eat _ for breakfast the rest of your life, what would it be? This is especially fun/entertaining if you pose it as a “would you rather” sort of situation, or all undesirable choices. To stretch it out, erase and replace the answers with other options. ![]() Everyone with the same answer has to be in the same blob (group of people), until the whole room is sorted into blobs. Then, everyone stands upĪnd walks around asking the questions and finding people with the sameĪnswer. Students have to silently pick their preferred answer. ![]() I like to: listen to music, read, travel, etc. The Then, list or brainstorm 4-6 answers (depends on your class size). Write a question on a topic the students know well in the TL on the board. Here are my favorites I’ve collected over the past few years! All examples are in English, just in case any non-Spanish teacher are looking for ideas as well. are fun (and collaborative, if possible).can take place in the TL without being stressful.get every student moving (and out of their seats, ideally).So what makes a good brain break for the language classroom? I think the good ones: ![]()
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