The
Role of Warming Up Activities During the ESL Lessons
Content
1. Introduction………………………………………………………………..
2
2. The
Main Body ……………………………………………………………4
-
The
importance of warming up students
- Purposes of using warm ups
-
Types of warmers
-
Literature
Review
-
Research
3. Conclusion………………………………………………………………
14
Resources……………………………………………………………………
15
Appendix(Warm
Up Examples)…………….……………………………….16
I. Introduction
In this article we want to share the
experience we have had implementing different warming up activities
at the lessons of ESL.
A
good English as a Second Language lesson has some distinct parts: a warm-up
activity, new knowledge acquisition and practicing new knowledge, revising and recycling.
Each part of the lesson plays a vital
role in ESL development. A warmer is a short task or drill, which teachers
typically use at the start of a lesson
Having a good warm-up activity is
important to an English language lesson, as it sets the student up for success
on many different levels.
Preparing the Student's
Ear
Learning
a new language involves training mind, mouth and ear. Most students spend the
majority of their day listening and speaking in their own language. Whether
it's asking and answering simple questions, listening to music or watching a
cartoon, warm-up activities tune the student's ear to English nuances. Getting
the student used to the English language is the first step in language
acquisition.
Student Focus
When
students step into the ESL classroom from outside or after some other lessons
and activities, warming-ups help them to turn off the outside world and focus
on the task at hand. By the end of our warm-up activity, every student is ready
to learn and focus on the language lesson.
Engage Every Student
Structured
warm-up activities, such as a question-and-answer session or a simple
student-led activity get everyone involved in the lesson. By engaging students
to take part in a low-risk warm-up activity, a ESL teacher reaches every
student and helps the students achieve their language goals.
Review
A
warm-up activity is the perfect time to review language skills presented in the
previous English lesson. Some students have mastered these skills since the
last session and are willing to show them off, and others are happy to have the
chance to review material they are not completely comfortable with yet.
Reviewing the material in a warm-up activity that is different from the one we used
practice the English language skill at the last lesson also gives our students
the opportunity to hear and use the material in a new way before moving on to
the next lesson.
Scaffolding
By
scaffolding new knowledge on previously acquired English, students are eager to
add to their growing language base and it allows teachers and students to move
smoothly through the curriculum.
II. The
Main Body
The importance of warming up students
From our point of
view, the warm up of a lesson often receives less attention than it should. But
a well-planned, effective warm up offers more towards the lesson than just a
bit of fun.
Because it's the
first activity of the lesson, the warm up sets the tone for the next forty
minutes.
An activity that
students find too difficult, or even confusing, results in a class of
disinterested students. Similarly, a writing-based activity won't get the
students communicating.
A fun warm up, on
the other hand, raises energy levels. Fun activities also produce relaxed, less
inhibited students. With the right warm up, we can create a positive atmosphere
to practice and experiment with the language.
The warm up gets
students into "English mode." For the majority of students English lessons
are the only chance to use the language. So we have to make them enjoy free
communication and learning.
As a warm up activity
opens the class session, it sets the atmosphere and expectations of the lesson.
It shouldn’t be long or difficult. An effective warm up serves as a springboard
into the topic or target language of the lesson.
Purposes of using warm ups
Warm-ups help our learners put aside their daily
distractions and focus on English. If they haven't used English all day, they
may take a little while to shift into it. Warm-ups also encourage whole-group
participation which can build a sense of community within the group.
During the warm up
stage students have the chance to be playful with the language and create their
own communication.
It is widely
recognized that we learn best when we are comfortable and relaxed. So a warm up
activity that promotes relaxation and fun, that does not stress students or
demand too much of them, is a good place to start.
We apply warm up activities to:
- motivate / capture interest
- warm up
- enjoy (for fun)
- introduce a lesson
- frame the mind
- loosen up the tongue
- relax / put at ease
- prepare students for
the information and activities at the lesson
- get to know each
other, etc.
Types of warmers
Different purposes of using warmers
require different types of these activities. We can suggest:
- Reviewing a previous lesson
- Discussing the topic of the lesson
- Stating the aim of the lesson
- Linking
previous lesson to the new one
- Getting
to know each other
- Raising
a discussion of common interest
- Starting
with music / a song/cartoon
- Repeating a riddle
- Using
proverbs or English idioms , etc
All kinds of warming up activities mentioned above can
be classified into:
-Competitive
warmers that involve some
element of competition - usually, though not always between two teams.
-Finding
other students warm ups involve the learners
in talking to other students to discover information they have in common or
need.
Find someone
who... (Objective - asking polar
questions - "Do you like ...)
Find your partner
( Objective - speaking practice).
-Spelling warmers
that help to practice and improve
spelling skills
Spiderman
Spelling ( Improve your spelling)
Alphabet
Spelling Activity (Turn
scrambled letters into words)
Word Guessing (enjoy
testing your English ability and problem solving skills)
Easy Spelling
Puzzles ( use combinations of letters
to make a variety of words with large, colorful pictures as hints)
-Stories
and sentence creation warm ups that
involve students in creating or editing sentences or in improvising
conversation. It can be a writing activity, speaking activity or both.
Telephone"
or "Message" (Objective -
practice listening, speaking, having fun)
Fit in the
sentence (Objective – improvisation)
Scrambled
sentences (Objective - practice word
order)
Vanishing
sentence (Objective - practice word
order)
What’s it all
about? (Objective- recreate the
original text)
Where are you? (Objective –improvisation, practice listening,
speaking, having fun)
-Vocabulary
warmers are designed to reinforce and
review students' vocabulary, including aspects such as spelling, pronunciation
and synonyms.
Anagrams,
hangman and word soups are all good
for recycling vocabulary and more motivating if played in teams.
Literature Review
To support applying warm up activities into our teaching
practice we did Literature Review on the following aspects:
Motivation and Warm up Activities
First of all, it is necessary to consider the relation
between motivation and warm up activities for it is the desired goal to enrich
the learning of the subject matter, in our case, language learning.
Warming up activities can foster motivation and this is, in
turn, an essential component when planning warming up activities. According to
Dornyei (2001), teachers need to try and actively generate positive students'
attitudes toward learning. He also claims that the key issue in generating
interest is to widen the student's appetite; that is, to arouse the students'
curiosity and attention and to create an attractive image for the class so that
they will get more involved with it and a better learning process will take
place.
Warming up and Attention
The importance of having warming up activities was mentioned
at the beginning of this paper, but a question remains: What is a warming up
activity?
Allwright (1984) considers that warm up activities are
designed to attract students' attention, to help them put aside distracting
thoughts, and to get them ready to focus individually and as groups on whatever
activities that follow. They will cause people to stop whatever they are doing
or thinking and refocus their attention.
We could say a warming up activity is a motivating starting
point that will lead students to become animated to work efficiently in the language
class. For the purpose of our study, it was the activity used to encourage
students' involvement and permeate the development of the whole lesson, so we
avoided looking at them as isolated activities. These kinds of activities might
also be called zealous, enthusiastic or suggestive activities.
The Place of Warm up in the English Lesson
When preparing lesson plans for our EFL lessons, we must
include at least the following parts so that warming up activities can play a
clear and meaningful role in our teaching. Kay (1995) describes the stages of a
lesson plan in the following way:
Warm up: "It is an effective way to help the
students begin to think in English and to review previously introduced
material. Different types of warm ups help provide variety and interest in the
lesson". A warm up to prepare students for a period of concentration may
involve physical movement with activities that keep them active by standing up,
walking, jumping, matching pictures with sentences or vocabulary, drawing or
writing personal experiences or stories, and singing or listening to familiar
songs and chants. These are, among others, enjoyable and motivating warms ups.
Presentation: The first part of the presentation
often involves pre-teaching to encourage the flow of information. In this
initial stage, we conduct activities to present the new language by providing a
context for each situation.
Practice: It involves a wide variety of tasks that ensure the practice
of the target language. These activities can range from controlled to
less-controlled and free expressions. The activities must provide opportunities
to work on a particular skill or to work integrated skill exercises.
Application: The application provides students with hands-on
opportunities to use what they have learned. This part of the lesson can also
be considered part of the practice -particularly less controlled and free
practice.
Assessment: Some assessment activities like games, tasks or projects
let students carry out the activity while the teacher is circulating in the
classroom monitoring their use of the language, to examine students' progress
and achievement. Also, a written assessment and a self evaluation section could
be included.
Useful
Strategies when Implementing Warming up Activities
For the purpose of our project, we considered some specific
aspects related to warm up activities which we thought could make students'
learning more stimulating. They were as follows:
- Breaking the monotony of learning: About this
one, Dornyei (2001) highlights the importance of the "motivational
flow" when talking about the general rhythm and sequence of events in
class and suggests starting it with a warmer, which can be a short stimulating
game to set the tone.
- Making the tasks more interesting: The author
claims that humans are able to produce concentrated effort if they want to.
Generating this interest involves a set of characteristics. Most of them can be
adaptable; thus, they become challenging for students since they have
interesting content, novelty, and intriguing, exotic, fantasy and personal
elements; they stimulate competition and humor.
- Increasing the involvement of the students: He
considers that it is important to make students active participants and suggests
selecting tasks which require mental or bodily involvement of each participant
and creating specific rules and personalized assignments for everybody.
Principles
for warming up activities
1. Go at the
beginning of classes
2. Focus
student’s attention
3 .Help
students begin to work
4. Prepare
students for a period of concentration
5. Be
interesting and enjoyable
6. Be useful
to continue the lesson
7. Be
related to the topic
8. Be short
The principles help us realize that warm up activities are
not only processes to begin the class, but tools that help us catch students'
attention.
If you start with an exciting and interesting activity you
can be sure the other steps can be developed easily. This warm up must also be
short because it is like a preparation for the other class stages. That is why
it has to be related with the topic and centered in communicative aspects which
could involve activities that emphasize the practice of different skills.
Students’ learning styles and warm ups
A warm up must be prepared taking into account the students'
learning styles. According to Cárdenas (2001), "students learn best when
they can address knowledge in ways that they trust. They will learn best
through doing, rather than reflecting" (p. 18). Additionally, Winters (as
cited in Cárdenas, 2001) suggested that incorporating the "play"
element adds meaning to the issue of applying learning styles.
Research
Our research involved
reflection based on the teacher’s experience and observation, students’ experience
and reflections and on the literature.
We designed the lesson
plans including warming up activities, after the lessons we tried to analyze
what we have observed in the relation to the effects of the warm up and shaped
our plan for the next one.
We also took into
account the ideas suggested by the students in the diagnostic questionnaire
that we applied at the beginning of our project.
The results can be seen
in Table 1.
Table 1. Activities students liked the
most in the class
Activity
|
№ students
|
Percentage
|
Activity
|
№ students
|
Percentage
|
Bingo
|
38
|
11%
|
Matching pairs
|
26
|
8%
|
Categories
|
41
|
13%
|
Riddles
|
31
|
9%
|
Hangman
|
33
|
10%
|
Contests
|
24
|
6%
|
Flash cards
|
18
|
5%
|
Stories
|
5
|
1%
|
Guessing
|
23
|
7%
|
Brainstorming
|
5
|
1%
|
Puzzles
|
22
|
6%
|
Conversation
|
10
|
3%
|
Finding others
|
30
|
9%
|
Reading
|
13
|
4%
|
We also asked students about the activities that
encouraged them to work in class and the ones they liked the most to start it.
The results were as follows (Table 2):
Table 2. Activities that
encourage students to work in class
Activity
|
Percentage
|
Activity that implies movement
|
38%
|
Activity related to the topic
|
25%
|
Explanation to the topic
|
15%
|
Review of the previous topic
|
12%
|
Informal conversation
|
9%
|
Other
|
1%
|
According to the questionnaire,
we found out that most of the students had more interest in activities that
implied movement or those like hangman, bingo, mimics, or guessing, to start
the class.
In addition, they
apparently preferred working in small groups. Also, they suggested games or
dynamics, and varied activities to have a good start in the lesson. It seemed
that these activities could encourage them to understand better, increase their
attention and interest and promote interaction among classmates.
Students appeared to
have interest in activities that motivated, caught their attention and
increased their understanding.
We found in the students reflections
that they thought they learnt different aspects of language according to the
warm ups worked in class. For example, in the class where the memory game was
applied, students said they had learnt vocabulary. Likewise, in the class where
hangman was played, most of them said they had learnt spelling.
Table 3. Strengthening
knowledge about the language(the results are based on the questionnaire) :
Language aspect the students could
reinforce
|
Percentage
|
Structures
|
48%
|
Functions
|
17%
|
Vocabulary
|
15%
|
Interdisciplinary work
|
4%
|
Pronunciation
|
4%
|
Didn’t answer
|
10%
|
Nothing
|
2%
|
As can be noticed,
functions and structures were learned easily as a result of the use of funny
and enjoyable activities, combined with other important communicative aspects.
That means the warm ups let teachers link the way language can be used with its
formal construction (structures).
Likewise, the analysis of
the students’ reflection, which included some headings to encourage them to
write, showed that warm up activities produce positive feelings such as
happiness, motivation and excitement. It could be noticed in the analysis we
made about these aspects for each warm up. For example, in the The Memory Game
warm up, students expressed that they felt as follows: (Table 4):
Table 4. Feelings during the Memory Game
warm up
Feelings
|
Percentage
|
Very
good
|
30%
|
Good
|
35%
|
Active
|
2%
|
Happy
|
14%
|
Excited
|
7%
|
Interested
|
2%
|
Relaxed
|
2%
|
As
usual
|
2%
|
Bored
|
2%
|
Afraid
|
2%
|
6.
Conclusions and Pedagogical Implications
At the end of this
study, we as researchers could assert that using warm up activities is an
effective way of helping students to begin the English lesson daily. In regards
to this, we completely agree with Allwright (1984) who concluded, based on her
own experience, that "with warm ups students paid closer attention, asked
better questions and seemed a bit more excited than before" (p. 162). This
author also claims that "the proper presentation of warm ups will cause
people to stop whatever they are doing or thinking and refocus their
attention" (p. 164), an aspect that could be confirmed through the
findings of this study.
Through the analysis of the
findings learnt from the students' journals and teachers' field notes, we have
come to the conclusion that the role of warm ups is one of being an attention
injector for students. That facilitates their involvement in the class work by
sharing answers, trying to participate, paying attention, giving the answers,
encouraging to take part in the lesson, participating as volunteers, working on
the exercises, drawing, and writing the exercises.
Based on the results
collected mainly from the field notes, these kinds of activities really appear
to promote students' involvement at the English lesson. They must be used as a
motivation and a means of preparing the ground for the various stages of the
lesson.
In the same way, they
must not be considered as isolated stages in the process or be centered on only
one skill. That means we can prepare the warm up with the objective of
involving students' participation and letting them communicate at an early
stage of the lesson.
Some important aspects
to be considered for the warm up development are the classroom conditions and
the clarity of the activity rules. That means we have to explain the procedure
carefully before starting, to have all the materials ready, to encourage
students to participate and to motivate them by means of examples or guides.
It is also important to
remark that no matter how simple warm up activities can be, they should be well
prepared. In addition, we need to examine the connection for the later
activities so that we, as teachers, can take advantage of them to develop our
lessons. For example, to prepare the warm up related to the use of a Bingo in
the topic Daily activities and their frequency, the teacher only had to think
about the sentences the students must include in the Bingo and the right order
to develop the activity. Consequently, it did not demand a lot of time to
prepare or complicated materials to be implemented.
We can promote students'
involvement at the very beginning of the lesson by applying warm ups. And for
warm ups to be effective they should be short, related to the topic, useful to
continue later activities, interesting, and enjoyable. In doing so, we can
prepare students to concentrate and to help them begin to think and focus their
attention on the English class.
Resourses
1. Allwright,
R. (1984). The importance of interaction in classroom language learning.
Applied Linguistics, 5(2), 156-171. http://www.scielo.org.co/scielo.php?script=sci_nlinks&ref=000129&pid=S1657-0790200800020000200001&lng=eng
- Cárdenas, M. L. (2001). Responding to children's
learning styles. How, 8, 17-22. http://www.scielo.org.co/scielo.php?script=sci_nlinks&ref=000130&pid=S1657-0790200800020000200002&lng=en
- Dornyei, Z. (2001). Motivational strategies in
the English classroom. Cambridge: Cambridge University Press. http://www.scielo.org.co/scielo.php?script=sci_nlinks&ref=000131&pid=S1657-0790200800020000200003&lng=en
- Howatt, J. W. (1994). Our criteria
for grading students' programs. ACM, SIGCSE Bulletin, 26(3), 3-7. http://www.scielo.org.co/scielo.php?script=sci_nlinks&ref=000132&pid=S1657-0790200800020000200004&lng=en
- Kay, C. (1995). Scott Foresman
English series. Baltimore, Maryland: Scott Foresman. http://www.scielo.org.co/scielo.php?script=sci_nlinks&ref=000133&pid=S1657-0790200800020000200005&lng=en
- Nunan, D. (1989). Understanding
language classrooms. New York: Prentice Hall
http://www.scielo.org.co/scielo.php?script=sci_nlinks&ref=000134&pid=S1657-0790200800020000200006&lng=en
Appendix
Our
Favourite Warming Up Activities
- Brainstorm (any level,
individual or group)
Give a topic and ask learners to think of anything related to it. Write
the responses for all to see, or ask a volunteer to do the writing. You
can use this to elicit vocabulary related to your lesson.
- Question of
the Day (intermediate-advanced,
individual or group)
Ask 1-2 simple questions and give learners 5 minutes to write their
answers. Randomly choose a few people to share their answers with the
group.
- Yesterday (intermediate,
group)
Have a learner stand in front of the group and make one statement about
yesterday, such as "Yesterday I went shopping." Then let
everyone else ask questions to learn more information, such as "Who
did you go with?" "What did you buy?" "What time did
you go?" etc. Try this with 1-2 different learners
each day.
- Describe the
Picture (any
level, group)
Show a picture and have learners take turns saying one descriptive thing
about it. Beginners can make simple observations like "three
cats" while advanced students can make up a story to go with the
picture. They aren't allowed to repeat what someone else said, so they
need to pay attention when each person speaks. Variation for
individual: take turns with the teacher.
- Criss-Cross (beginner-intermediate,
large group)
Learners must be seated in organized rows at least 4x4. Have the front row
of learners stand. Ask simple questions like "What day/time is
it?" Learners raise their hands (or blurt out answers) and the first
person to answer correctly may sit down. The last standing learner's line
(front-to-back) must stand and the game continues until 3-4 rows/lines
have played. You can use diagonal rows if the same person gets stuck
standing each time. To end, ask a really simple question (e.g.
"What's your name?") directly to the last student standing. Variation
for small group: the whole group stands and may sit one by one as they
raise their hands and answer questions.
- Show &
Tell
- (any level, individual or group)
A learner brings an item from home and talks about it in front of the
group. Give learners enough advance notice to prepare and remind them
again before their turn. Have a back up plan in case the learner forgets
to bring an item. Beginners may only be able to share the name of an item
and where they got it. Be sure to give beginners specific instructions
about what information you want them to tell.
- Sing a Song
- (intermediate-advanced,
group)
If you're musically inclined, or even if you're not, songs can be a lively
way to get everyone involved.
- Mystery
Object (advanced,
group)
Bring an item that is so unusual that the learners are not likely to
recognize what it is. Spend some time eliciting basic descriptions of the
item and guesses about what it is and how it's used. If possible, pass the
item around. This is an activity in observation and inference, so don't answer
questions. Just write down descriptions and guesses until someone figures
it out or you reveal the mystery.
If
You Had a Magic Wand
Magic wands open up
amazingly creative possibilities. Pass a magic wand around your classroom
before you begin a new topic and ask your students what they would do with a
magic wand. What would they want revealed? What would they hope to make easy?
Which aspect of the topic would they want to fully understand? Your topic will
determine the kinds of questions you can ask to get them started.
If
You Won the Lottery
What would your students
do to effect change in your given topic if money were no object? This warm up
lends itself well to social and corporate topics, but be creative. You might
be surprised by its usefulness in less tangible areas as well.
Three
Words
This is a fast warm up
that's easily adaptable to any topic. Ask your students to come up with three
words they associate with the new topic. The value in this for you, as a
teacher, is that you'll discover very quickly where your students' heads are.
Are they excited about this? Nervous? Unenthusiastic? Completely confused? It's
like taking the temperature in your classroom.
20 Questions
One person thinks
of an object (person, place, or thing). Everyone takes turns asking yes/no
questions until someone can guess correctly (or until 20 questions are asked).
The difficult part is that you cannot ask "wh" questions!
Example: PINEAPPLE. Does it talk? No. Does it make life easier? No. Do
you eat it? Yes. Is it something you would eat for dinner? No. Etc...
If someone makes a mistake in forming the question, other team members can
help turn it into a proper question.
Can't Say Yes or No
In this game everyone is given a certain number of coins or squares of paper
(about 10). Everyone moves around the room starting conversations and asking
each other questions. The only rule is that you cannot say the words YES or NO.
If you accidentally say one of these words, you have to give a coin or square
to the person who you said it to. Try to trick each other by asking questions
that you would almost always answer with a yes or no. Think of other ways to
trick your friends. Sometimes asking two quick questions in a row works well.
(Especially tag questions: Are you new here? This is your first time in
America, isn't it?). This game is a great way to practise using small talk and
to add variety to your vocabulary. It also makes everyone laugh.
Fact or Fiction
In this game, one person tells a short story
about themselves or someone they know or heard about. Usually it is something
funny or crazy. It can be a true story, or something made up.
Example: Josh tells a story about his Uncle Leo who sleeps in the nude.
One day Uncle Leo was sleepwalking and he went outside and took his dog for a
walk. The next door neighbour was coming home late from work and saw him! She
called the police and he got arrested for being naked in public.
Everyone around the room has to say whether they think Josh's story is fact
(true) or fiction (made up). Josh reveals the truth when everyone has guessed.
Members can take turns telling a story.
Chain Fairytale
This is a fun writing warm-up. Everyone has a piece of paper and writes the
first sentence or two to start a fairytale (not one that already exists).
Example: Once upon a time there was a frog that had no legs. He wanted
to get married, but there were no female legless frogs in the land.
After one minute the leader will say "SWITCH". At this time the
writers have to put down their pens and pass the papers. They cannot finish
their sentences. Then, the next writers will continue the story. After about
ten minutes you will have as many silly stories to read as you have club
members. The leader should warn the writers that they will soon have to wrap-up
the story during the last two minutes so that each story has a conclusion. Read
all of the stories out loud for a good laugh. You can extend this activity by
trying to edit each other's writing and spelling errors.
Draw the Picture
In this activity members split up into pairs or small groups. One person looks
at a scene from a magazine or book (the leader should cut out enough pictures,
or bring in enough magazines for the club). The other person has a pencil and a
blank piece of paper. The person with the picture will try to describe
everything he sees to the drawer. This is good practice for using prepositions
of place. When the describer is finished, compare the drawings to the real
thing! Whose is the closest to the original?
Categories
For this game, one person thinks of a category, such as MOVIES. In a circle,
everyone must take a turn thinking of a Movie title (in English of course). If
someone takes too long to give an answer (the leader should count to five) then
that person is out and a new category begins. If someone gives an answer that
doesn't make sense or is incorrect, he is also out of the game. For example, if
the category is VEGETABLES and someone says "banana" that person is
out. The game continues until only one person is left!
Who am I?
In this game, the leader prepares cards with famous people's names on them. The
leader tapes one card on the back of each member. Then everyone pretends they
are at a party and asks each other questions to find out their own identities.
When someone guesses their own name correctly, the name-tag gets taped to their
front and they continue to chat with the party guests until everyone is wearing
the nametag on the front.
Jeopardy
In this game, which is based on the famous gameshow Jeopardy, everyone writes
down ten answers to questions about themselves. After writing down the answers,
people have to form pairs or small groups and try to find out what the
questions are.
Example: (answer = purple) "What is your favorite colour?"
"Blue." "What colour do you hate?" "Green."
"What colour is your underwear?" "Purple!" You can stop at
three guesses if you want, or keep going until someone in the club can guess
the question.
Hot Seat
In this game, the club is split up into two teams. One member from each team
sits facing the group. The leader holds up a word (or writes it on the board if
you are in a classroom) for all of the team members to see except for the two
players in the hot seats. The teams must try to get the person in the hot seat
to guess the word or phrase. The first person to guess correctly gets to stand
up and a new member from their team takes the hot seat. The person on the other
team has to remain in the hot seat until she gets an answer first. You can keep
score or just play for fun. This game can also be played in pairs. One pair
member closes their eyes while the leader shows the word to the other pair
members. The first pair to get the word right gets a point. Warning!
This is a loud game because people tend to get excited and yell!
Broken Telephone
This is a listening and pronunciation activity that always gets people
laughing. The leader first must think of a sentence or phrase and whisper it to
the person beside her. That person will then whisper what she heard to the next
person. Each person can only say, "Can you please repeat that?" one
time. When the message reaches the end of the chain that person must speak out
loud. Oftentimes the message will be completely different when it reaches the
end. Try to find out where the chain broke! In a big group you can send the
message two ways and find out which team comes closest to the real message. (A
famous example is the army message that started as "Send reinforcements,
we're going to advance" and ended as "Send three and fourpence, we're
going to a dance.")
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