Remember that you can use other expressions and actions that use different expressions. Next to these sentences, draw a stick-person with his hands down followed by an “X” to signify that no action is performed.īy explaining the rules in this fashion, most students should grasp the concept of the game regardless of their level in English. Then, write the same sentences on the board WITHOUT the “Simon says” part, like this: Next to each sentence, draw a stick-person performing the action followed by a check-mark. Tell the class that they are going to a new game called “Simon Says.” Write on the board a series of sentences beginning with, “Simon says.” For instance, you could use these sentences to show it clearly: First, have them all stand up and tell them to listen and watch what you do.Īfter your demonstration, they should be able to understand that they should do ANY action that you say as long as you say, “Simon says.” If someone performs an action when you DON’T say, “Simon says,” then they should sit down.Īlternatively, if there are a lot of visual learners in the class, you may want to draw out the rules on the board. If you can’t find someone to explain the rules in the kids’ native language, the best way is to model the activity and do a few examples first. Since it is usually played with elementary students, their understanding of explanations in English requires some patience. Though, for very low levels, the most difficult part of the activity is explaining the rules. Once they catch on how to play, it basically runs on autopilot. The aim of “Simon Says” is relatively easy for most kids to grasp. You may want to have some flashcards or pictures prepared for some of the vocabulary, but it isn’t absolutely necessary. Concord, CA: AVB Press.Not much is required to prepare for the game ahead of class. (2008) Verbal Behavior Milestones Assessment and Placement Program: The VB-MAPP. Preceding skills reference to the VB-MAPP Assessment tool: You can even let your learner have a turn to be Simon (Social: 7M). This is a great game for peer play and interactions, even if you require a promised reinforcer or preferred activity initially to follow this game (Social 4M, 8M). ![]() ![]() Its important that when teaching your learning to imitate peers, you prompt them physically or verbally “look what your friends are doing!”, and avoid transferring the imitation on to yourself don’t reinstate the instruction or give a model of the action required. Imitating peers spontaneously (Social: 5M) is an important skill for children to develop too. If you learner struggles with discriminating the “Simon says” stimulus, but your playing with peers, they can cue into the peers action and imitate them. Hopefully when playing with peers they will successfully follow the instructions (social 9M). If you are playing with just you and your learner, this could be trickier but can be important for your learner to cue into the stimulus of “Simon says” to know that they should complete the action. This works best with children who have well established motor imitation and receptive repertoires and you want to teach them to distinguish the stimulus of “Simon says”, or if working with peers, to copy peers actions. If they give an instruction without saying “Simon says” then the other players shouldn’t copy, and if they do they could be out of the game, for example “spin around” the players should continue to do the previous action, or stand still. ![]() When they say “Simon says” the other players must do the action, for example “Simon says touch your toes”, the other players then touch their toes. This game involves one person “Simon” giving instructions with or without the cue “Simon says”.
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