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For example, 'Simon says touch your nose,' 'Simon says shake like a leaf.' Each child must perform the action. Continue with commands that include up, down, and out. The other children gather around Simon, who gives instructions by saying, Simon says telling the kids to perform a physical action. So, for example, you would say 'Simon says scratch your right elbow' while rubbing your left knee. Start the game with 'Simon says, put your finger on your chin.' Help any children who are having difficulty by pointing to your chin and putting your finger on it. Target following directions with a fun game of Simon SaysIncludes:Sets of 1, 2, and 3 step directions (unrelated).Two pages of each set of directionsEach page consists of 6 cardsTotal of 36 cardsThis is a great activity to get your kids up and moving Lots of movement, exercises, and stretches are built into this activity to help your kids. The person giving the directions (Simon) will try to describe the drawing being used, by saying Simon Says For example, if the image or picture is of a house, they might say Simon Says, draw a big rectangle. Tip: to force your students to listen (and to make the activity more complex and much more fun) you can perform different actions yourself to the ones given in your instructions. Determine who will be Simon, and then give everyone else a piece of paper and pencils, markers, and crayons. Create various actions that baby can follow such as jumping, clapping, spinning around, bending, wiggling. Instructions provide a wonderful basis for learning about the procedure text type. Do 1 jumping jack, sit down, and close your eyes. Tell baby they need to follow the following instructions but only if Simon Says. Playing a game of Simon Says is an active and enjoyable way of introducing instructions to students.
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Touch your head, put the ball in the bucket, and take a bite of a cookie. Robot game: Blindfold the ‘Robot’ (listener) so the child must listen very carefully to instructions to find something (e.g. Simon Says pat your head Simon says first pat your head, then touch your nose). Stand up, clap your hands, and turn in a circle. Simon Says: Gradually increase the length of the command when playing this game (e.g. Another variation is for you to do the actions when you don’t preface your instructions with 'Simon Says'. Game 1: Simon Says Here are some examples of 3-, 4-, and 5-step directions that will work perfectly with Simon Says: 3-steps. Gradually, you can withdraw your participation so that they have to listen.Teachers script Simon says touch your legs. This will inevitably lead to students copying you, which will mean they will make mistakes and confuse left and right. The rules are: If the teachers instructions are preceded by the phrase Simon. At first you might find it helpful to do the actions yourself.He/she then gives instructions to the players and says Simon sayshop on one foot, clap your hands, run round in. toes, knee, elbow) but also to introduce more complex verbs such as ‘creep’, ‘tiptoe’, ‘stride’ or ‘scratch’, ‘tap’ or ‘rub’, as in ‘rub your right knee’. Game An adult can be the leader in this game.
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You can use this activity to teach parts of the body (e.g. Simon Says is a childs game for 3 or more players where 1 player takes the role of Simon and issues instructions to the other players, which should only.If he does not begin with Simon says then the players are not allowed to. If Simon begins the sentence by saying Simon says then everyone is required to do the action. Simon will get in front of the room and call out commands. When you don’t use 'Simon Says' - as in 'Stand up' - they don’t do it. Have him go to the front of the room, and everyone else stands up faces this person. The basic rule is that when you preface an instruction with 'Simon Says' - as in 'Simon says stand up' - the students do it. Sustainable Development and Global CitizenshipĪs this game involves physical movement, it can be useful for waking the students up and energising them.Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.įorm and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.