Next move games resource pack

Next move games là cuốn sách được viết bởi MAcmillan. Cuốn sách giới thiệu nhiều loại trò chơi phù hợp với nhiều loại lứa tuổi khác nhau có kèm hình minh họa. Giáo viên có thể áp dụng với nhiều đối tượng.

COVER

Contents

• Games in the Primary Classroom p3

• How to Manage Games in the Classroom p5

• Games Ideas p6

• Using the Macmillan Next Move Games Templates p9

• Macmillan Next Move Games Templates p20

Welcome to the Macmillan 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.

Games 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 utilised during games,

along with other types of intelligence

• are usually very student-centred 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

When 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 children extended exposure to the language and build confidence

• Controlled Practice (SI): games help keep children’s motivation high to keep

using and practising 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 learnt

language

• Fillers (SI/I): when a change of pace is needed, or the main aims of the lesson

have been achieved, the children’s favourite 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 practised

• 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

How 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

favourites 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

Aim: To practise 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 Macmillan Next Move Games Templates, go to page 9.

Running Words / Sentences

Aim: To practise/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 children

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 spelt correctly – if not the game continues Points can be given for correct words, or just applause for the winning team

Aim: To practise/review recently studied grammatical structures

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 child 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

Aim: To practise/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 back 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 practise/review vocabulary sets

Level: Levels 1-6

Time: 10-15 minutes

Materials: Pen and paper for each group of 2-4 children.

Prepare a list of vocabulary sets that the children 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 spelt, 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

Origami Template

Folding this template into

a ‘fortune teller’ gives the children a fun craft activity followed by a variety of games to practise vocabulary and grammar tenses

Bingo

These 3x3 and 5x5 grids

are perfect for practising

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 practise language

3

PASSPORT

Football

This football-themed template will encourage fans

of the game to use English as they work their way towards

a goal!

Aim: To practise 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 practise 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 practising

numbers, as well as

vocabulary sets and

grammar structures

Aim: 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 practise 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 practising in the Pupil’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 film) 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

Hit 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 practise 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 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 colour 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 colours

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