Games in the English Language Classroom

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Games in the English Language Classroom. Presented by: Amy E. Lingenfelter Senior English Language Fellow, 2013-15 alingenfelter@peopleleap.com www.peopleleap.com. Questions to consider before we begin playing. . . . Questions to Consider. - PowerPoint PPT Presentation

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Effective Classroom Management in the English Language Classroom1Games in the English Language ClassroomPresented by: Amy E. LingenfelterSenior English Language Fellow, 2013-15alingenfelter@peopleleap.comwww.peopleleap.com2Questions to consider before we begin playing. . . 3Why should we (or shouldnt we) use games in the classroom?How should we select appropriate learning games?What are some games you know that could be helpful in the classroom?What other questions do you have?Questions to ConsiderThe classroom should be a serious and quiet place at all times so that students can learn the most possible.Games should be used every day. If youre not sure what to do for your lesson, use a game!Children might feel nervous if they are asked to compete in a game, so you should not use games.Competition is fun and can be used appropriately.Discuss: Do You Agree or Disagree?5 Reasons We Should Use Games in the English ClassroomGames are FUN! They help to lower the affective filter.Games are MOTIVATING! They provoke interest as students learn through play.Games are CHALLENGING! They can challenge students to be responsible for their learning and knowledge in a new way.Games are INTERACTIVE! They create situations in which students interact with each other. Games are REPETITIVE! All people learn through repetition.How should we select appropriate learning games?Choose your language and/or content objective.Think carefully about what language point the playing of the game will teach/practice.If the game is fast-paced, make sure students have had some practice beforeCreate a game or use a game that someone else has created that will allow your students to meet that objective.How should we select appropriate learning games?Plan for assessment. Will the game itself be the informal assessment?How will you ask students to show what they have learned in your lesson?What exactly will students be able to do at the end of the lesson?Consider the materials and time that you will need. Make sure to leave time at the end for reflection as a class.To survive as an English teacher you need to know the rules of the game. . . 9Competition is cool!Speed gamesQuality games/contestsGuessing gamesMinglingInner/outer circleLine pairingDebatesAgree/DisagreeGeneral StrategiesGeneral StrategiesDebate/Agree-Disagree Topics:What should the legal drinking age be?Do you believe in aliens/extraterrestrial life forms?Can people from different cultures/countries have a good relationship?Is it important to speak more than one language? Which is the most important language to know?Do you think violence should be eliminated from movies?Should all education be free? Why or why not?Do you think that men should take a more active role in household responsibilities (e.g. cooking, taking care of children, cleaning, etc.)?What drugs should be legalized, if any? Why?If I didnt have to worry about money but still needed a job, which job would I pick?Should governments provide financial support to people?Alternative independent games or conversation pull out of a hat topics for fast and/or bored studentsBoard games: can be used to practice almost anything!Have the students create their own questions on cards firstYou can make it a race between teamsGeneral Strategies Example: Board Game Template13 Example: Conversation Board Game14English relay race (speak and/or write)Blind Picture DescriptionPictionaryCharadesRunning Dictation Broken TelephoneI Love my Neighbor Who. . . Specific GamesMirror WordsPass the Ball to Learn VocabularyThe Money GameTeacher SaysVocabulary Review GameTouch and Go GameShake Dance GameTabooCrocodile GameRound RobinRed light, green lightSpell word with bodiesSpecific GamesTabooRound RobinRed light, green lightSpell word with bodiesCamp/Physical Games Directions:Get into groups of 3. Roll the dice and on the space where you land, read the choices aloud.Select one of the possibilities and then say what you would rather be or do (even if the idea may be imaginary and really impossible). You should explain your choices. If you are unable to answer correctly, you cannot move forward.Game 1: Board Game Would you Rather18 Game 1: Board Game Would you Rather19Questions:1. What is the objective of the lesson?2. Would you use this game in your classroom?3. How could you change this game to make it more appropriate for your context?4. What other topics could you use a board game to teach?Game 1: Board Game Would you RatherBoard Race VideoQuestions:1. What is the objective of the lesson?2. Did the students meet the objective?3. Would you use this game in your classroom?4. How could you change this game to make it more appropriate for your context?Game 2: Grammar Board RaceGame 3: Mirror WordsMirror WordsQuestions:1. What is the objective of the lesson?2. Did the students meet the objective?3. Would you use this game in your classroom?4. How could you change this game to make it more appropriate for your context?Game 4: Pass the Ball to Learn VocabularyBall GameQuestions:1. What is the objective of the lesson?2. Did the students meet the objective?3. Would you use this game in your classroom?4. How could you change this game to make it more appropriate for your context?Game 5: The Money GameThe Money GameQuestions:1. What is the objective of the lesson?2. Did the students meet the objective?3. Would you use this game in your classroom?4. How could you change this game to make it more appropriate for your context?Game 6: Teacher SaysTeacher SaysQuestions:1. What is the objective of the lesson?2. Did the students meet the objective?3. Would you use this game in your classroom?4. How could you change this game to make it more appropriate for your context?Game 7: Vocabulary Review GameVocabulary Review GameQuestions:1. What is the objective of the lesson?2. Did the students meet the objective?3. Would you use this game in your classroom?4. How could you change this game to make it more appropriate for your context?Game 8: Touch and Go GameTouch and Go GameQuestions:1. What is the objective of the lesson?2. Did the students meet the objective?3. Would you use this game in your classroom?4. How could you change this game to make it more appropriate for your context?Game 9: Shake Dance GameShake and Dance GameQuestions:1. What is the objective of the lesson?2. Did the students meet the objective?3. Would you use this game in your classroom?4. How could you change this game to make it more appropriate for your context?Game 10: CharadesCharadesQuestions:1. What is the objective of the lesson?2. Did the students meet the objective?3. Would you use this game in your classroom?4. How could you change this game to make it more appropriate for your context?Game 11: Taboohttp://www.youtube.com/watch?v=Lmmzm7XjqBIQuestions:1. What is the objective of the lesson?2. Did the students meet the objective?3. Would you use this game in your classroom?4. How could you change this game to make it more appropriate for your context?Game 12: Crocodile Game http://www.youtube.com/watch?v=r7dwHHacVHs&feature=relatedQuestions:1. What is the objective of the lesson?2. Did the students meet the objective?3. Would you use this game in your classroom?4. How could you change this game to make it more appropriate for your context? Directions:Get into groups of 5 people each based on the color of the index card you have.Decide who is the best artist of the groupEach group will be given a caricature of a very famous person. Do NOT show this to the group artist.Each group member will explain how to draw this caricature in as detailed English as possible. Group members can help each other word it appropriately so that the artist draws accurately. Game 13: Blind Caricature Pictionary32 Directions (continued):Do NOT mention anything about the person that would give it away.After looking at what he/she has drawn, the artist must try to guess which famous person it is. The first artist to identify the person wins for the group!If the artist is having difficulty, he/she is allowed no more than 5 yes/no questions related to the identify of the person. This means, however, that the group cannot be a true winner.Game 13: Blind Caricature Pictionary33Game 13: Blind Caricature Pictionary34Game 13: Blind Caricature Pictionary35Questions:1. What is the objective of the lesson?2. Would you use this game in your classroom?3. How could you change this game to make it more appropriate for your context?4. What other language topics could you use this activity to practice?Game 13: Blind Caricature PictionaryEnglish Personality Adjectives:FriendlyTalkativeQuiet/CalmShy/TimidRealisticPracticalTraditionalDecisiveOrganizedResponsibleHonestGood-lookingLogicalCompassionateKindSeriousCautiousBraveImaginativeCreativeAthleticAdaptableDisorganizedGo-with-the-flowCarefreeIntuitiveFunnySensitiveHard-workingSpontaneousIntelligent/SmartCooperativeIndependentConfidentClumsyTalentedOn a sheet of paper, write down at least 10 adjectives that describe you. Use the following list to help you.Game 14: Mingling Game: Are You Who Im Looking For?37Game 14: Mingling Game: Are You Who Im Looking For?38Game 14: Mingling Game: Are You Who Im Looking For?391. I am (adjective) because I ________.Example: I am cautious because I think before I do things.OR . . .2. (Person/name) is (adjective) because he/she _________.Example: My mother is friendly because she talks to everybody.Game 14: Mingling Game: Are You Who Im Looking For?40Now think about the qualities you seek in a good friend, colleague, and/or significant other (choose one for time purposes).On this same sheet of paper, write down at least 10 adjectives that describe this ideal person (they could be from that list or additional ones).Game 14: Mingling Game: Are You Who Im Looking For?413. My ideal (best friend / significant other) is (adjective) because ________.Example: My ideal best friend is funny because I like to laugh. Game 14: Mingling Game: Are You Who Im Looking For?42 Pretend you are mingling at a party or speed dating.Stand in the inner/ outer circle. When the music starts, interview the person facing you to see if they have the qualities you are looking for. (For lower levels, write out the questions).Game 14: Mingling Game: Are You Who Im Looking For?4344454647Questions:1. What is the objective of the lesson?2. Would you use this game in your classroom?3. How could you change this game to make it more appropriate for your context?4. What other language topics could you use a mingling game like this to teach?Game 14: Mingling Game: Are You Who Im Looking For? Directions:Each group of 3-6 students stands in a line facing the front. The first person will get a card and read it . Then he will spread this rumor to the person behind him, and so on.The last person will say what he heard out loud. The group that got it 100% right the fastest is the winner!Game 15: Broken Telephone49Questions:1. What is the objective of this game?2. Would you use this game in your classroom?3. How could you change this game to make it more appropriate for your context?4. What are the best language topics to use Broken Telephone to teach/practice?Game 15: Broken Telephone Directions:Get into groups of 3. Read the sentence and decide with your group mates whether it is correct or not.If it is incorrect, rewrite the sentence correctly in the space provided.Decide with your group mates how much you want to bet that your assessment was correct.The group that bets the most money total on the most correct sentences is the winner!Game 16: Grammar Auction Chart51Game 16: Grammar Auction Chart52Questions:1. What is the objective of the lesson?2. Would you use this game in your classroom?3. How could you change this game to make it more appropriate for your context?4. What other language topics could you use an auction game like this to teach/ practice?Game 16: Grammar Auction Chart Directions:Similar to a relay race with checkpoints. At each checkpoint, students must answer a question correctly in English, and can't leave until they do- this process could also require making a basket or doing something physical, or simply just running from one place to another answering questions at checkpoints. A teacher should be at each checkpoint monitoring correct usage. You can have one checkpoint per team or multiple, depending on space.Game 17: English Relay Race54 Directions (continued):Students can also write something (on a wall, etc.) instead of speakCheckpoint questions depend on English proficiency level and interests/lives of the camp attendees. They shouldnt include yes or no questions but require an answer of at least a phrase. Examples:What did you eat for breakfast today?Have you ever been to the United States?What do you like about your best friend?Game 17: English Relay Race55 Directions (continued):Get into groups of 3-4.3 people stand at checkpoints and the rest form 3 separate teams.Run to the checkpoint as fast as you can, answer the question, and when its answered correctly according to the checkpoint monitor, go to the end of the line and the next team member runs up.The team that finishes first is the winner!(The checkpoint monitor can be a student holding a card with the question and correct answer).Game 17: English Relay Race56Questions:1. What is the objective of the lesson?2. Would you use this game in your classroom?3. How could you change this game to make it more appropriate for your context?4. What are the best language topics you could use a relay race to teach/practice?Game 17: English Relay Race Directions:Divide students into groups of roughly 5 students. Post a list of sentences on the wall, which can be a poem or a riddle forming a complete text (for example, a short story). The same riddle/story can be used for all groups, or different texts can be used per group. Each group member takes a turn walking up to the wall, reading it, and then dictating the sentence to one secretary in the group who has to write it with correct capitalization, punctuation, and spelling. Game 18: Running Dictation Game58 Directions (continued):The person must physically leave their seat and remove themselves from the group to read it. The person can return as many times as she wants, but the second person cannot go to the wall until the previous person says he has finished dictating. Then the second person goes up, and so on, until the riddle, poem, or short paragraph is completed correctly by the secretary. The teacher goes around and checks errors.Game 18: Running Dictation Game59Questions:1. What is the objective of the lesson?2. Would you use this game in your classroom?3. How could you change this game to make it more appropriate for your context?4. What are the best language topics you could use a running dictation game to teach/practice? What are the worst?Game 18: Running Dictation GameGrouping StrategiesDividing into pairs:Opposites attractCommonalitiesFirst NamesLine UpsFinding TwinsPicture puzzlesPair numbers, colors, or anything on cards61Grouping StrategiesDividing into groups:Cries of animalsValues clarification (agree or disagree)Shake, rattle, and rollForm a bandArm/Finger crossBlue skyPictures/playing cards62Now for you to put your game skills to the test! Drum roll please. . .63Your Practice Task: With your previous group members and notes, create one lesson plan on any language point incorporating a game you learned/ created.Write the final version of the lesson plan on chart paper to present to your classmates.Be ready to justify your lesson and why you chose this particular activity.Be ready to demonstrate/act out the game part of this lesson (5 minutes total) to the whole group based on some strategies/ theories you learned today (a mini-lesson). Pretend we all are your students.64Your Practice Task: Please include the following components in your lesson plan:OBJECTIVES (what you want to students to know and do by the end of the lesson): Write S.W.B.A.T. (Students Will Be Able To)PROCEDURE/STEPS (includes teacher and student activity)TIMING (how long each activity will take)ASSESSMENT/SUCCESS INDICATORS (student demonstration of actual learning)MATERIALS (if any)65http://www.eslgamesworld.com/http://www.eslcafe.com/http://www.everythingesl.net/http://www.teflgames.com/games.htmlhttp://peopleleap.com/resources/links/Websites for English Learning GamesThank you!Questions? Comments? 67My website: www.peopleleap.comGo to Resources and Amys Professional BlogMy email: alingenfelter@peopleleap.comShaping the Way We Teach English Website: http://oelp.uoregon.edu/shapingAmerican English Website: http://americanenglish.state.govMOE Resources: http://educacion.gob.ec/documentos-pedagogicos/My Contact Info: 6869 Part/s of Speech Synonym AntonymWordDraw a Picture:Definition/s: (Include part of speech and two complete definitions from the dictionary)1)2)Write the word six times: 1)2)3)4)5)6)Use the word in 2 sentences:1)2)VOCABULARY WORKSHEETVocabulary Word / PhraseWord Type / ImageDefinition / Meaning / Synonym1. The sentence from the text goes here2. Your own sentence goes here1. 2. 1. 2. 1. 2. 1. 2. 1. 2. Adjective Clauses:Describing a Person Using WhoUSING AN ADJECTIVE (e.g. introverted):1. I am a person.2. I am introverted.1.+ 2. = I am a person who is introverted.Combine the two sentences to form an adjective clause that describes me: I am a person + who is introverted (3rd person). = I am a person who is introverted. (Main clause) + (dependent clause)USING AN ADJECTIVE IN NEGATIVE FORM (e.g. not expressive):1. Mary is a woman.2. Mary is not/isnt expressive.1.+ 2.= Mary is a woman who isnt expressive.Combine the two sentences to form an adjective clause that describes Mary: Mary is a woman + who isnt expressive. = Mary is a woman who isnt expressive. (Main clause) + (dependent clause)USING A VERB (e.g. work):1. John is a man.2. John works.1.+ 2. = John is a man who works.Combine the two sentences for form an adjective clause that describes John:John is a man + who works. = John is a man who works.(Main clause) + (dependent clause)USING A VERB IN NEGATIVE FORM (e.g. dance):1. I am a person.2. I dont dance well.1.+ 2. = I am a person who doesnt dance well.Combine the two sentences for form an adjective clause that describes me:I am a person + who doesnt dance well (3rd person). = I am a person who doesnt (Main clause) + (dependent clause) dance well.Using Personality Adjectives& Adjective Clauses in a SentenceCombine the following pairs of sentences to form a full sentence with an adjective clause that describes you or your ideal friend/significant other:1. I am a woman.2. I am idealistic. 1. I am a woman.2. I am talkative. 3. 1. I am looking for a good friend.2. This friend is logical. 3. 1. I am looking for a good friend.2. This friend is introspective. 3. Mingling/Speed-Meeting ActivityInitial Statement: I am looking for [someone/a friend/a boyfriend/a girlfriend/a husband/a wife] who + is + adjective...OR I am looking for [someone/a friend/a boyfriend/a girlfriend/a husband/a wife] who + verb... For example: I am looking for a girlfriend who is flexible. Response: Good/great, because I am a person who...OR Im sorry, I am not a person who... For example: Great, because I am a person who likes meeting new people!ARE YOU WHO IM LOOKING FOR?Your Partners NameCompatibility (YES!)(Check X every time the person IS who youre looking for, based on his/her answers)No Compatibility (NO!)(Check X every time the person is NOT who youre looking for, based on his/her answers)Grammar AuctionSentenceCorrect or Incorrect?If incorrect, please write the correct sentence in the blank provided.How much money do you bet?1. Did you goes to the park last Saturday?INCORRECT. Did you GO to the park last Saturday?$20 (incorrect)2. Last week we go to the movies.3. Do you want to clean the house today?4. He goes to the store almost every day.5. He is going to the store now.6. I have dance in a TV show now.7. I like to my dog.8. Do they have a cat?9. He went to the store yesterday.10. Does John sings rock and roll music?

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