game for grammar

• games have an advantage of allowing the pupils to practice & internalise grammar & structures extensively... Background.[r]

(1)

Game For Grammar!

Mrs Jessi Siva Mr David Lim

Huamin Primary School Mrs Jessi Siva

Mr David Lim

(2)

School Vision

Curious Mind

Adventurous Spirit Passionate Heart

A Happy Learning Place

Where we Learn to Love and Love to Learn

School Vision

Curious Mind

Adventurous Spirit Passionate Heart

A Happy Learning Place

(3)

Background

(4)

Background

(5)

Background

• offer a meaningful context for language use (Chen, 2005) because learners pay attention to the message & acquire language

(6)

Background

(7)

Background • Intrinsic Motivation

– why teaching grammar through games actually work

– young learners will not internally decide that they want to learn grammar

– intrinsic motivation can encourage them to play games & learning takes

place when they are playing

(8)

Learning Outcomes

• Teaching & learning of grammar is more active • Alternative assessment mode

• Instant feedback

• Self-directed learning

(9)

ICT Outcomes • Integration of ICT into curriculum

• Achieve a better BY(i)TES score

– In sub-domains of collaboration and HOT activities

• Develop ICT teaching resources

(10)

Objectives • Reinforce understanding of Grammar

• Provide pupils with in depth understanding of the novel

• Stimulate Logical Analysis

• Develop Critical Thinking Skills • Train in ICT Skill

– Game Development • Develop Intra and

(11)

Target • P6A1 pupils

(12)

Progression and Evolution

2003 : Storyline Method

2005 : Story Crafting

2006 : Animania@Huamin

2007 : Literature in Motion

2008 : Integrated Project Work (IPW)

2003 : Storyline Method

2005 : Story Crafting

2006 : Animania@Huamin

2007 : Literature in Motion

(13)

Progression and Evolution

2009 : Game for Grammar (2D)

(14)

Procedure

• Pupils go through literature lessons during EL – Sing to the Dawn

• Teacher focusses on

(15)

Procedure

(16)

Procedure

• Laying of ground rules to work within groups

– Use of rubrics to guide pupils

(17)

(18)

Procedure

• Development of Game – Research on games

– Sketch out character on paper – Draw sprites digitally

– Program the game • Difficulty level

• Tools used (shooting, maze) – Editing/vetting

– Post-production • Music

(19)

Assessment • Both Formative & Summative

(20)

Potential for Improvement • Use it as a formal assessment

• Integration of other subjects

• To cascade it to the rest of the classes • Teachers to be more involved

• Cyber wellness issues

(21)

Conclusion • Pupils engaged in their learning

• Teaching more purposeful driven

• Pupils improved in their grammar skills • Values driven

(22)

Future Plans • Cascade to P5 level in 2011 as IPW

• Create games which are targeted at the lower primary levels

• Use of games to support teaching of grammar items

(23)

Pointers • Start small

(24)

“new generation of learners

within a new information environment for unpredictable future”

(25)

Acknowledgement & References

• Pictures from google.com (images) & digitalblasphemy.com • Pupils of Gandhi 2009

• Chen, I-Yung Sing Games to “Using Games to promote Communicative Skills in Language Teaching.” Found at http://itesl.org on 17.02.2010

• Rinvolucri, M 1984 Grammar Games Cambridge: Cambridge University Press

• Sacricoban, A and E Metin “Songs, Verse, Games for Teaching Grammar.” Found at http:// itesl.org on 17.02.2010

• Toth, M 1998 Children’s Games Oxford: Macmillan Heinemann English Language Teaching • Ur, P 1996 A Course in Language Teaching Cambridge: Cambridge University Press

(26)

Thank You