I MPOSS IBLE

Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

Pass the ball

1. Pass the ball -basic
Before applying other exercises it is important to be familiar with this first game so that students
understand well the essence of these activities.
In this game only we play with one ball. We form a circle and pass the ball progressively counting (the
student who receives the ball has to pass it to his teammate next to him and simultaneously say the
next number (1, 2, 3, etc.).)

2. Three balls three sequences

For this variation we need three balls of different colours. The purpose of this variation is to include
three different number sequences. To reach this result, we have to start with the individual practice
of one ball and its numerical sequence and then increase until three balls and their numerical
sequences.
We start with the first ball and its numerical sequence beginning with the number chosen by the
teacher (eg. 1). Then put aside this ball and play with another choosing another numerical sequence
(eg. from 12). Finally we repeat this process with the third ball and its numerical sequence (eg. from
123).
After practicing the three sequences separately, we give the three balls to three students and start
the game with all the balls at the same time. In this game all the balls go in the same direction (either
to the right or to the left). Students have to concentrate on properly connecting the three different
sequences according to the three colours of the balls.

3. Three balls three sequences different directions

This variation requires a higher level of concentration. The goal is the same as in the second game,
also the methodology, but the difference is that all the balls go in different directions (one on the
right and two to the left, or vice versa).
Students should also focus on the direction in different sequences and not only on connecting the
colours and the sequences.

14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

4. Decreasing sequences
For this game we need three balls of different colours. The purpose of this exercise is to include three
different types of sequences where numbers follow one after the other decreasing. To reach this
result, we should start with the individual practice of a ball and its numerical sequence and then
increase until three balls and their numerical sequences.
We start with the first ball and its numerical sequence beginning with the number chosen by the
teacher (eg. 423). You have to choose a large enough number to not reach zero while playing this
activity. Then put this ball aside and play with another choosing another numerical sequence (eg.
from 234). Finally we repeat this process with the third ball and their numerical sequence (eg. from
157).
After practicing the three sequences separately, we give the three balls to three students and start
the game with all the balls at the same time. In this variation all the balls go in the same direction
(either to the right or to the left). Students have to concentrate on properly connect the three
different sequences according to the three colours of the balls.

5. Decreasing sequences different directions

This game requires higher level of concentration. The objective is the same as the previous activity,
also the methodology, but the difference is that all balls go in different directions (one on the right
and two left, or vice versa).
Students should also focus on the direction in different sequences and not only on connecting the
colours and the sequences of decreasing numbers.

6. Increasing sequences with negative numbers

For this activity we need again three balls of different colours. The purpose of this exercise is to
include three different increasing number sequences but at least one sequence begins with a
negative number. To reach this result, we must start with the individual practice of one ball and its
numerical sequence and then increase until three balls and their numerical sequences.
We start with the first ball and its numerical sequence beginning with the number chosen by the
teacher (eg. 72). Then put this ball aside and play with another choosing another numerical sequence
(eg. from -37). Finally we repeat this process with the third ball and their numerical sequence (eg.
from 1).
14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

After practicing the three sequences separately, we give the three balls to three students and start
the game with all the balls at the same time. In this game all the balls go in the same direction (either
to the right or to the left). Students have to concentrate on properly connecting the three different
sequences according to the three colours of the balls.

7. Increasing sequences with negative numbers different directions

This game requires higher level of concentration. The objective is the same as in the previous activity,
also the methodology, but the difference is that all balls go in different directions (one on the right
and two left, or vice versa).
Students should also focus on the direction in different sequences and not only on connecting
colours and sequences.

8. Decreasing numbers with negative numbers

For this variation we need three balls of different colours. The purpose of this variation is to include
three different sequences starting with positive numbers where numbers follow one after the other
decreasing and at least one sequence reaches zero and has to be continued with negative numbers.
Upon reaching negative numbers, the game becomes even more complex activity. To reach this
result, we must start with the individual practice of a ball and its numerical sequence and then
increase until three balls and their numerical sequences.
We start with the first ball and its numerical sequence beginning with the number chosen by the
teacher (eg. from 87). Then we put this ball aside and play with another choosing another numerical
sequence (eg. from 21). Finally we repeat this process with the third ball and its numerical sequence
(eg. from 53).
After practicing the three sequences separately, we give the three balls to three students and start
the game with all the balls at the same time. In this game all the balls go in the same direction (either
to the right or to the left). Students have to concentrate on properly connecting the three different
sequences according to the three colours of the balls.

14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

9. Decreasing numbers with negative numbers different directions

This game requires higher level of concentration. The objective is the same as the previous activity,
also the methodology, but the difference is that all balls go in different directions (one on the right
and two left, or vice versa).
Students should focus on the direction in different sequences and not only on connecting colours and
sequences and continuing at least one sequence with negative numbers.

These nine games serve as activities for activating mental processes, they are kind of brain fitness
that helps students connect the two parts of their brain, thus achieving a higher level of
concentration and memory.
If students already perform successfully at least the first six activities, we can apply the activities to
practice a subject or a sequence within a subject.
Look at these two examples:
a. We apply one of these activities in a foreign language class to practice the conjugation or
declination. If we play with a sequence of declination, we have to agree on an order of cases (for
example in German we follow the order: nominative, accusative, dative, genitive). To avoid confusion
the teacher can write the order on the blackboard.
b. We apply one of these activities in history class to memorize a chronology. Teacher writes dates in
chronological order (eg. 1469, 1474, 1475, 1478). Students pass the ball and say the year and the
event that happened in that year (eg 1469 -. Secret marriage of Isabel of Castile and Ferdinand of
Aragon, 1474 - Isabel proclaims Queen of Castile, 1475 - Civil War, 1478 - the Inquisition to be
established).

14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

In the following we present different activities adapted to a foreign language class.

10. Conjugation
In this variation we only play with one ball. We form a circle and pass the ball conjugating a verb (the
student who receives the ball has to pass it to his teammate next to him and simultaneously say the
following case the verb - eg. I am, you are etc.) If we reach until the end of the conjugation sequence
the following student begins again this sequence.

11. Conjugation in the same verbal group

In this variation we play with one ball only. We form a circle and pass the ball conjugating a verb (the
student who receives the ball has to pass it to his teammate next to him and simultaneously say the
following case the verb - for example in French: je parle, tu parles, il parle etc. ) If they finish the
conjugation the professor says another verb (from the same conjugation group - in this case another
verb in -er) and the next student continues with the conjugation of this verb.

12. Conjugation in the same verbal group with three balls

For this variation we need three balls of different colours. The purpose of this exercise is to include
three sequences of three different verbs from the same conjugating group. To reach this result, we
have to start with the individual practice of one ball and its sequence of conjugation and then
increase until three balls and their sequences.
We start with the first ball and its sequence beginning with a verb chosen by the teacher (eg. parler).
After this we put the ball aside and we play with another choosing another verb (eg. danser). Finally
we repeat this process with the third ball and its sequence (eg. habiter).
After practicing the three sequences separately, we give three balls to three students and start the
game with all the balls at the same time. In this game all the balls go in the same direction (either to
the right or to the left). Students must concentrate on properly connect the three different
sequences according to the three colours of the balls.

14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

13. Conjugation in the same verbal group with three balls different directions
This game requires higher level of concentration. The objective is the same as the previous activity,
also the methodology, but the difference is that all balls go in different directions (one on the right
and two left, or vice versa).
Students should focus on the direction in different sequences and not only on connecting colours and
sequences and continuing at least one sequence with negative numbers.

14. Conjugation in different verbal groups

For this variation we need three balls of different colours. The purpose of this variation is three
different sequences including three different groups of conjugation (eg. in French er, -ir, -er) or
regular and irregular verbs (eg. in German). To reach this result, we have to start with the individual
practice of one ball and one sequence of conjugation and then increase until three balls and their
conjugation sequences.
We start with the first ball and a sequence beginning with a verb chosen by the teacher (eg.
arbeiten). Then put this ball aside and we play with another verb (eg. haben). Finally we repeat this
process with the third ball and sequence (eg. drfen).
After practicing the three sequences separately, we give the three balls to three students and start
the game with all the balls at the same time. In this variation all the balls go in the same direction
(either to the right or to the left). Students have to concentrate on properly connect the three
different sequences according to the three colours of the balls.

15. Conjugation in different verbal groups with different directions

This game requires higher level of concentration. The objective is the same as in the previous activity,
also the methodology, but the difference is that all balls go in different directions (one on the right
and two left, or vice versa).
Students should focus on the direction in different sequences and not only on connecting colours and
sequences and continuing conjugating correctly the different verbs.

14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

16. Same verb different tenses

For this variation we need three balls of different colours. The purpose of this variation is to include
three sequences of the same verb conjugation, but in different tenses. To reach this result, we have
to start with the individual practice of a ball and a sequence of conjugation and then increase until
three balls and their sequences.
We start with the first ball and a sequence beginning with a verb and tense chosen by the teacher
(eg. I write). Then we play with an another ball but the same verb choosing another tense (eg. I have
written). Finally we repeat this process with the third ball and tense (eg. I will write).
After practicing the three sequences separately, we give the three balls to three students and start
the game with all the balls at the same time. In this variation all the balls go in the same direction
(either to the right or to the left). Students have to concentrate on properly connect the three
different sequences according to the three colours of the balls.

17. Same verb different tenses and directions

This game requires higher level of concentration. The objective is the same as in the previous activity,
also the methodology, but the difference is that all balls go in different directions (one on the right
and two left, or vice versa).
Students should focus on the direction in different sequences and not only on connecting colours and
sequences and continuing conjugating correctly the different verbs.

18. Same tense different verbs

For this variation we need three balls of different colours. The purpose of this variation is to include
three sequences with the same verb tense but with different verbs. To reach this result, we have to
start with the individual practice of one ball and a sequence of conjugation and then increase until
three balls and their sequences.
We start with the first ball and a sequence beginning with a verb and tense chosen by the teacher
(eg. I have been writing). Then we play with another ball and the same verb tense choosing another
verb (eg. I have been waiting). Finally we repeat this process with the third ball and verb (eg. I have
been dancing).

14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

After practicing the three sequences separately, we give the three balls to three students and start
the game with all the balls at the same time. In this variation all the balls go in the same direction
(either to the right or to the left). Students have to concentrate on properly connect the three
different sequences according to the three colours of the balls.

19. Same tense different verbs and directions

This game requires higher level of concentration. The objective is the same as in the previous activity,
also the methodology, but the difference is that all balls go in different directions (one on the right
and two left, or vice versa).
Students should focus on the direction in different sequences and not only on connecting colours and
sequences and continuing conjugating correctly the verbs.

20. Different verbs different tenses

For this variation we need three balls of different colours. The purpose of this variation is to include
three different sequences of different verbs in different tenses. To reach this result, we have to start
with the individual practice of one ball and a sequence of conjugation and then increase until three
balls and their sequences.
We start with the first ball and a sequence beginning with a verb and tense chosen by the teacher
(eg. I write). Then we put this ball aside and play with different verb choosing another verb tense as
well (eg. I have been). Finally we repeat this process with the third ball and verb and tense (eg. I
went).
After practicing the three sequences separately, we give the three balls to three students and start
the game with all the balls at the same time. In this variation all the balls go in the same direction
(either to the right or to the left). Students have to concentrate on properly connect the three
different sequences according to the three colours of the balls.

21. Different verbs different tenses different directions

This game requires higher level of concentration. The objective is the same as in the previous activity,
also the methodology, but the difference is that all balls go in different directions (one on the right
and two left, or vice versa).
Students should focus on the direction in different sequences and not only on connecting colours and
sequences and continuing conjugating correctly the different verbs in different tenses.
14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

The following variations are different from the preceding also in the method of passing the ball:

22. Randomly basic game

In this variation we play only with one ball. We form a circle and throw the ball in a different order
than the circle (eg. person A throws the ball to the person B, B to C until the last person throws the
ball to the person A). After memorizing the order, we pass the ball and we also count from 1 always
saying the next number. If we play this activity in a foreign language class, we can say the numbers in
this language.
Before applying other changes it is important to be familiar with this first game so that students
understand well the essence of this game.

23. One ball randomly with content

In this variation only we play with one ball. We form a circle and throw the ball in a different order
than the circle (eg. Person A throws the ball to the person B, B to C until the last person throws the
ball to the person A). After memorizing the order, we throw the ball and repeat a sequence of a
subject to memorize (eg. a conjugation, the chronology of the major art movements, elements of a
group of the periodic table etc.)

24. Randomly with three balls

In this variation we play with three balls. First we throw a ball. Then we throw the other in a different
order than we use with the first ball. Finally, we launch a third ball in a third order.
Before applying the following games it is important to be familiar with this first activity so that
students understand well the essence of them.

14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

25. Randomly with numbers

In this game we play with three balls. We form a circle and throw the first ball in a different order
than the circle (eg. Person A throws the ball to the person B, B to C until the last person throws the
ball to the person A). After memorizing the order, we throw the ball and count from 1 always saying
the next number. If we play this activity in a foreign language class, we can say the numbers in this
language.
After the individual practice of one ball and its sequence, we increase until three balls and their
sequences.

26. Three balls randomly with content

In this variation we play with three balls. We form a circle and throw the ball in a different order than
the circle (eg. Person A throws the ball to the person B, B to C until the last person throws the ball to
the person A). After memorizing the order, we throw the same ball and say a sequence of a subject
(eg. a conjugation, the chronology of the major art movements, elements of a group of the periodic
table etc.).
After the individual practice of one ball and its sequence we increase until three balls. The sequences
are the same for every ball (eg. the same chronology, the same elements etc.).

27. Two directions two tasks

Before applying the following games it is important to be familiar with this first one so that students
understand well the essence of these activities.
In this variation we play only with one ball. We form a circle and pass the ball to one direction while
we say our names to the other direction.

28. Two directions two tasks with content

In this variation we play only with a ball. We form a circle and pass the ball to one direction while
repeat a sequence of one subject to the other direction.

14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

29. Randomly two balls and names

The teacher tells the name of a person and that person tells the name of another. The same name
cannot be told again. We always have to tell the name of a different person. The circle must be
completed with the name of the person who started.
Then we will use a ball. We throw the ball in a different order than we tell the names. Finally, we
include a second ball in the game with a different order than the order of the names and the first
ball. Thus we have an order for names, one for the first ball and a third for the last ball. We have
three different orders. To complete the exercise, we will play with these three orders at the same
time.

30. Randomly two balls and a subject

We play the previous game but instead of names we repeat a sequence of a subject.

14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy