Contents • Games in the Primary Classroom...p3 • How to Manage Games in the Classroom...p5 • Games Ideas ...p6 • Using the Next Move Games Templates ...p9 • Next Move Games Templates ...
Trang 1COVER
Trang 2Contents
• Games in the Primary Classroom p3
• How to Manage Games in the Classroom p5
• Games Ideas p6
• Using the Next Move Games Templates p9
• Next Move Games Templates p20
Welcome to the Next Move Games Resource Pack
Games are often seen as “time fillers” or a peripheral, occasional part of classroom life once the “real” learning has finished However, the truth is that games can be a vital part of the lesson providing stimulation, motiva- tion, fun, and variety At the same time, using games in the classroom needs to be done with care, especially with larger classes or with children who haven’t played games in a learning context before We’ve put together this Games Resource Pack to help you select, set up, and manage games to achieve positive learning outcomes.
Trang 3Games in the Primary Classroom
Why should we play games in the classroom?
The advantages that games bring to the English teaching classroom can be divided into three areas:
Dynamics
Games…
• inject energy and fun into a lesson
• help children contribute with greater confidence – to make a mistake in a game may seem less serious than a mistake in a normal lesson
• promote different interaction patterns – teacher-child, child-child, child-group,
group-group – and also provide interaction with a genuine purpose and
• are a good way to recycle and consolidate language
• are often multi-skill activities
• encourage the use of extra English with procedures and instructions (i.e It’s your
turn! Roll! Go back three squares!)
Variety
Games…
• can be both something new and exciting, or familiar and welcome
• involve a range of intelligences: movement, tactile materials, visual materials,
and an auditory component are common Logical intelligence, interpersonal
intelligence, and linguistic intelligence are frequently utilized during games,
along with other types of intelligence
• are usually very student-centered They allow the children to enjoy extended
interaction with their peers, and they give the teacher space to observe, assess,
and relax!
Dynamics
Language
Variety
Trang 4When should we use games?
Games can be used at various points in any lesson, but the time to use them should be carefully planned Judicious use of games supports three stages of children’s learning:
The following parts of a typical lesson plan can incorporate games to support each of the three learning stages:
• Presentation of new language (D): games at this stage provide the opportunity
to give students extended exposure to the language and build confidence
• Controlled Practice (SI): games help keep children’s motivation high to keep
using and practicing the language
• Freer Practice (I): games require the children to interact in a fun, purposeful way
and make use of language to achieve a definite outcome
• Warmers (SI/I): a game is an ideal confidence-building activity to start the lesson,
and help children remember and show their knowledge of previously learned
language
• Fillers (SI/I): when a change of pace is needed, or the main aims of the lesson
have been achieved, the children’s favorite games provide a platform for more
fun production
• Recycling / Review (SI/I): games motivate the children to revisit and gain
confidence in language previously presented and practiced
• Reward (D/SI/I): Some groups need the incentive of a reward later in the lesson in
Supported Independence (SI)
When the children have
a degree of familiarity with the language and are ready to experiment in a safe environment with the support of their peers and
the teacher
Independence (I)
When the children are confident in the language and are ready to produce more with less help
Dependence (D)
When the language is new
and the children depend
on the teacher for input
Trang 5How to Manage Games in the Classroom
When playing games in the classroom, try to keep the following points and tips in mind:
✔ Simple games often work best with big classes, especially if you have limited time to explain and play the game
✔ Make sure you know how to play the game before the lesson, and that you are confident of the rules and how you are going to explain them You don’t want
to lose the children’s interest before the game has started!
✔ Remember that demonstration can be the most effective means of teaching the
game
✔ Written instructions on the board (for those who need a little extra time
or respond better to written language) is useful A written reminder of the
procedural language (It’s your turn, etc.) is also a useful technique and stops the
temptation to fall back into L1
✔ Before you start the game, check the game’s rules with simple Yes/No questions
or two-choice questions: “Do you touch the picture or point to it?” “Point!” /
“Can you stand up before I say ‘Go’?” “No!”
✔ Remember – you don’t always need to be looking for new games Familiar
favorites form the basis of your games resource, and an occasional new one can
bring some variety
✔ Make sure you have rules in place which can help you govern noise, cooperation,
and use of English If these are built in as part of the game and all of the children are aware of them, things will run smoother and the game will be more fun!
✔ Your application of rules needs to be consistent, or some children’s sense of
competition will lead to a loss of motivation for the game
✔ Remember that not all games need to be competitive Sometimes it is fun to just
play a game and enjoy the fact that people are doing well!
✔ Try to have some kind of reward system for your games This could be with
points for correct answers, good effort, or good use of English Or small extra privileges such as being chosen to hand out books or clean the board, to have an
extra turn at the computer, or to choose the next game
✔ Having a continuous reward system (such as adding marbles to a large jar for good effort, or adding smiley faces to a chart for good use of English) can also
be the reward for the whole class for doing well in a game This encourages the children to be cooperative, rather than competitive
Trang 6Aim: To practice vocabulary or short sentences
Running Words version: call out a vocabulary item from a recently studied vocabulary set The first child runs to the board and writes the first letter of the word, then runs back and gives the pen to the next child in his/her team, who runs and writes the second letter, etc
The round finishes when one team shouts Finished! You can award points for the first to
finish or just have a round of applause before going on to the next vocabulary item
Running Sentences version: The same as the word version, except you work with short
sentences from a recently studied structure, and the children write one word each rather than one letter
Games Ideas
This section contains a selection of games for use in
the classroom, including games which involve moving,
listening, visuals, and reading/writing to provide variety
for all types of learners The games are given a particular
direction or aim below, but they are all adaptable to many
different language areas or objectives For extra ideas for
games using the Next Move Games Templates, go to page 9.
Running Words / Sentences
Trang 7Aim: To practice/review written form of vocabulary
Level: Levels 1-6
Time: 15-20 minutes
Materials: You will need envelopes with each letter of the alphabet on a small square of card
or paper Prepare 1 envelope per 4-5 students
Hand out an envelope to each group and give them a minute or two to put the letters face
up on the table They do not need to be put in any order
Call out items of vocabulary from recent lessons – the groups have to put the letters in the
correct order to make the word The first group to finish shouts Finished! Check the word is
spelled correctly – if not the game continues Points can be given for correct words, or just
applause for the winning team
Aim: To practice/review recently studied grammatical structures
Level: 2-6
Time: 10-15 minutes
Materials: None
Make sure that any unoccupied chairs are turned to face the wall Explain to the children
that you will make statements, and if the statement is true for them, they must stand up and
move to a different chair Give an easy example to start: I like pizza!
After a few rounds led by you, turn another chair to face the wall when the children stand
up to change places The student left standing then has to give the next instruction and try
to find a place to sit
This can be limited to particular structures (I like / I ate last night) and the children can
say whatever they think will get everyone to move!
The Letters Game
Change Places
Turn over for more games ideas
Trang 8Aim: To practice/review vocabulary sets or the alphabet
Level: Suitable for all levels
Time: 10-15 minutes
Materials: None
Invite one child to come to the front of the class and with your finger, write a letter on
his/her back and ask What’s this letter? Make sure you give the example writing big, bold
letters! Repeat with a few more volunteers then put the children in pairs and have them continue the game
A level more challenging is to have the children write out whole words on each other’s backs – show them that they should write one big letter at a time, not a whole word across the back – this is too small to feel accurately This version is usually too challenging if you do not set a vocabulary set or topic first
An easier and quicker version (but no less fun) is for one child to write the word/letter in the air for the other to see and guess
Aim:To practice/review vocabulary sets
Level: Levels 1-6
Time: 10-15 minutes
Materials: Pen and paper for each group of 2-4 students.
Prepare a list of vocabulary sets that the students know with two examples from each set Put the children in groups of 2-4 Explain that you will say two words from one vocabulary set or category – in their group they have to write three more from the same set When
finished they shout Finished! Check their answers – if they are not in the same vocabulary set
or are incorrectly spelled, say No! Continue! until a group shows you a correct answer Ask
the winning group what the category was, and what other words they wrote Elicit more examples from the other groups (they will want to tell you) Call out words from the next category and the game continues
Make it clear to the children that they do not need to write the words you call out, and they
do not need to write the category!
Back/Air Writing
Categories Game
Trang 9Origami Template
Folding this template into
a “fortune teller“ gives the children a fun craft activity followed by a variety of games to practice vocabulary and grammar tenses
Bingo
These 3x3 and 5x5 grids
are perfect for practicing
numbers, as well as
vocabulary sets and
grammar structures
Hit or Miss Template
The simple grids allow for a fun guessing game between two children as they try to
“hit” each other’s words
A 1 2 3 4 5 6 7 8 9 10
B C D E F G H I J
My friend’s grid
A 1 2 3 4 5 6 7 8 9 10
B C D E F G H I J
My grid
At the back of this Resource Pack you will find templates for five different games that can be printed for your classes or laminated for reuse The templates cover a range of games from the competitive to the collaborative, and this section gives a starter pack of ideas on how to use each template in different ways for different levels and aims Of course there are many more ways to use each template – it’s all in your head waiting to come out!
Let’s Go Home
This traditional board game
is adaptable for all levels As children roll a dice and make their way back home, there are lots of opportunities to use and practice language
3
PASSPORT
Soccer
This soccer-themed template will encourage fans of the game to use English as they work their way towards a goal!
Trang 10Aim: To practice vocabulary Level: 1-6
Time: 15-30 minutes Materials: Printed template for each child (3x3
or 5x5)
Hand out a printed template to each child and ask them to write a word from a vocabulary set (e.g fruit/relatives/rooms) in each of the squares Check the children have filled in their grids correctly, then call out each word from the vocabulary set or show a flashcard of it
if you have them (you can mix flashcards and spoken words in the same game) If the child has this word he/she crosses it off his/her grid (ensure the word is still legible for checking) The first child to complete the grid shouts
Bingo! Ask the child to tell you the words he/
she crossed off to see if there are any mistakes The game then continues so others can also
get Bingo! You can add stages to this game by
adding an extra call for “corners” or “line.”
Aim: To practice past tense regular and
irregular verbs
Level: 5 and 6 Time: 15-30 minutes Materials: Printed template for each child (3x3
or 5x5)
Hand out a printed template to each child On the board write all the infinitives of the verbs the children know (regular and irregular) Each child chooses 9 and writes in the grid – 1 verb per space Check the children have filled
in their grids correctly, then call out the verbs
in their past tense form The first child to
complete the grid shouts Bingo! Ask the child
to tell you the words he/she crossed off to see if there are any mistakes The game then
continues so others can also get Bingo! You can
add stages to this game by adding an extra call for “corners” or “line.”
Bingo
Templates 1 and 2
These 3x3 and 5x5 grids
are perfect for practicing
numbers, as well as
vocabulary sets and
grammar structures
Trang 11Aim: To provide a lead-in/gist task for a
listening or song
Level: 3-6 Time: 10-15 minutes Materials: Printed template for each child
(3x3)
Hand out a printed template to each child Write on the board 10-12 key words from the listening text or the song you are going
to do next Each child chooses 9 (or you may choose not to use one line and have only 6 spaces) and writes in one word in each space of the grid Check the children have filled in their grids correctly, then play the audio The children cross off the words when they hear them The first child to
complete the grid shouts Bingo! Ask the
child to tell you the words he/she crossed off to see if there are any mistakes Play the rest of the audio so the other children
can also get Bingo!
Aim: To practice vocabulary sets
Level: 4-6
Time: 15-30 minutes
Materials: Printed template for each child
(3x3)
Hand out a printed template to each child
Have the children refer to the vocabulary
set you are practicing in the Student’s
Book Each child chooses 9 (or you may
choose not to use one line and have only 6
spaces) and writes in his/her grid with one
item per space Check the children have
filled in their grids correctly, then call out
definitions of the words (e.g clothes: You
wear these on your feet over your socks
or places: you go here to watch a movie)
The children cross off the words when they
hear the correct definition The first child
to complete the grid shouts Bingo! Ask the
child to tell you the words he/she crossed
off to see if there are any mistakes The
game then continues so others can also get
Bingo!
Bingo
Games Resource Pack
Trang 12Hit or Miss Template
Template 3
The simple grids allow for a
fun guessing game between
two children as they try to
“hit” each other’s words
B C D E F G H I J
My grid
Aim: To practice is/are in the + place
Level: Level 1 Time: 20-30 minutes Materials: Printed template for each child
Hand out a printed template to each child Write on the board the list of parts of the house or places in the town each with a number 1-10 Have the children write these next to the numbers on the top grid Then decide with the class for a name to write next to each letter on the top grid (names
of the children’s classmates are easiest)
All children have to write the same places and names in the same order! Have the children color in 6 blocks of squares (4 in
a row horizontally or vertically) These represent the ships! There must be one clear space all around the ships unless they are in an edge row or column Check the children have filled in their grids correctly, then pair the children and have them place an open book upright between them
to hide the grids Student A gives a grid reference by using the name and place:
Julio is in the living room / Luis is in the park If Student B does not have part of a
ship in that square, then he/she says Miss!
and Student A crosses out that square on the bottom grid If there is part of a ship,
Student B says Hit! and Student A colors
in that square on the bottom grid Then
it is Student B’s turn to guess The game continues until one child has found all the ships on their partner’s grid