Because half the strands are connected to the ground terminal or ground rod, reliance on soil moisture is reduced. To overcome this, Pos/Neg nets* are wired to allow the use of every other horizontal strand as an extension of the ground terminal. However, not all areas have the required moisture.ĭry soil increases resistance-a weaker, less effective pulse occurs that does not deter animals. The wolf then names the person he believes to be holding the 5 o’clock card.Įveryone knows the classic game Mr Wolf, but most people don’t know my variants, so let your teaching buddies know by sharing this page with them.× About Positive/Negative (Pos/Neg) Nets Is your area dry?Ĭonventional electrified fence systems rely on soil moisture to be effective. On the count of four, the wolf turns around and tries to catch someone moving. The class members holding “five o’clock” may, if they choose to, quickly swap their card, or give it to a neighbour before the wolf turns around. Mr Wolf says, “It’s five o’clock,” and then counts to four at a steady pace. The wolf mentally picks one of the times he sees and turns away from the class. Students hold up their flashcards (see variant 4) to the wolf. This variant is a little more lively but still very manageable. If the wolf does this successfully, that person becomes the next wolf.Ĭlassroom variant with flashcards. The wolf then turns round and must identify who replied by the sound of their voice. The class keep their flashcards flat on their desks or hidden from the wolf. When the wolf gives a time, e.g., “It’s half-past five,” anyone holding that time must call back “It’s half-past five,” or “Is it really?” Remember you can ask the class to draw a clock and choose a time themselves, to have everyone kitted out with their own flashcard in minutes. In this version, each class member has a flashcard with a different time on it. Pupils stand at their desks with a wolf upfront. Quarter to four would be three fingers held to the left of the body.Ĭlassroom variant with flashcards. Half-past three would be three fingers held over the stomach. Quarter past three would be three fingers held to the right of the body. To use more time-telling possibilities, you can use the following idea.ģ o’clock would be three fingers held above the head.
You can combine this with variant two for more fun and variety. If more than one pupil has five, then the wolf picks one of them out. Mr Wolf replies with a time, e.g., “It’s 5 o’clock”. The class ask in unison, “What time is it, Mr Wolf?” Pupils each hold up 1 to 10 fingers, one arm in the air for 11, or two arms for 12. One pupil is the wolf, facing away from the group. Here’s a classroom variant to teach telling the time in English with no materials. See variant three for more time-telling options.Ĭombine this with variant three for more fun. If the wolf catches anyone moving, they become the new wolf. The class repeat the question until Mr Wolf says, “It’s dinner time!”Īt this point, the class freeze, Mr Wolf turns around and sees if anyone is moving. The class members stand behind their desks and ask in unison, The wolf faces the board or away from the group. For example, let’s say you want to practise, “Where are you going on Saturday?” The wolf replies, “I’m going to the beach.” Use with variants two to five, using flashcards. Here is one example to give you the idea. You can modify this game for other questions and answers. Or, “When is the wolf coming in?” “‘It’s coming in at 5 o’clock”. Or, “When will the wolf come in?” “It’ll come in at 5 o’clock”.
The most obvious, easy adaptation is to use the time theme, but with different tenses.Į.g., “What time did the wolf come in?” The wolf replies, “It came in at 5 o’clock”. Whenever Mr Wolf calls out a time involving eating, he turns and chases the group. If you like, Mr Wolf can also call out breakfast time, lunchtime, tea time, supper time, and even elevenses (a British custom of coffee or tea and biscuits around 11 am). I suggest swapping Mr Wolf over at this point, regardless of whether the wolf catches anyone or not. The class repeat the question until Mr Wolf replies, “It’s dinner time!”Īt this point, Mr Wolf turns around and tries to catch one of the group. Mr Wolf replies, “It’s one o’clock” (or whatever time he likes). The class ask in unison, “What’s the time, Mr Wolf?” The wolf walks slowly ahead, with the class following behind.
The classic game – practical for teaching telling the time in English to small groups in a ‘summer camp’ type environment.