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Page 1: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .
Page 2: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Games in the English Language

ClassroomPresented by: Amy E. Lingenfelter

Senior English Language [email protected]

www.peopleleap.com

Page 3: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Questions to consider before we begin playing. . .

Page 4: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

• Why should we (or shouldn’t 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 Consider

Page 5: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

1) The classroom should be a serious and quiet place at all times so that students can learn the most possible.

2) Games should be used every day. 3) If you’re not sure what to do for your lesson,

use a game!4) Children might feel nervous if they are asked

to compete in a game, so you should not use games.

5) Competition is fun and can be used appropriately.

Discuss: Do You Agree or Disagree?

Page 6: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

5 Reasons We Should Use Games in the English Classroom

1) Games are FUN! They help to lower the affective filter.

2) Games are MOTIVATING! They provoke interest as students learn through play.

3) Games are CHALLENGING! They can challenge students to be responsible for their learning and knowledge in a new way.

4) Games are INTERACTIVE! They create situations in which students interact with each other.

5) Games are REPETITIVE! All people learn through repetition.

Page 7: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

How should we select appropriate learning games?

1) 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 before

2) Create a game or use a game that someone else has created that will allow your students to meet that objective.

Page 8: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

How should we select appropriate learning games?

3) 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?4) Consider the materials and time that you

will need. Make sure to leave time at the end for reflection as a class.

Page 9: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

To survive as an English teacher you need to know the “rules of the game”. . .

Page 10: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

• Competition is cool! Speed games Quality games/contests

• Guessing games• Mingling• Inner/outer

circle• Line pairing• Debates• Agree/Disagree

General Strategies

Page 11: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Partner’s Name

Time of Day Daily Routine

Maria Jose Afternoon She does her homework

Jonathan 6:30 am He brushes his teeth

Example: Mingling Strategies

Page 12: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

General 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.)?

• If I didn’t have to worry about money but still needed a job, which job would I pick?

• Should governments provide financial support to people?

Page 13: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

• Alternative independent games or conversation “pull out of a hat” topics for fast and/or bored students

• Board games: can be used to practice almost anything! Have the students create their own

questions on cards first You can make it a race between teams

General Strategies

Page 14: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Example: Board Game Template

Page 15: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Example: Conversation Board Game

Page 16: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

• English relay race (speak and/or write)

• Blind Picture Description• Pictionary• Charades• Running Dictation • Broken Telephone• I Love my Neighbor

Who. . .

Specific Games

Page 17: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .
Page 18: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

• Mirror Words• Pass the Ball to Learn Vocabulary• The Money Game• Teacher Says• Vocabulary Review Game• Touch and Go Game• Shake Dance Game• Taboo• Crocodile Game• Round Robin• Red light, green light

Specific Games

Page 19: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

• Taboo• Round Robin• Red light, green light• Spell word with bodies

Camp/Physical Games

Page 20: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

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 Rather”

Page 21: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Game 1: Board Game “Would you Rather”

Page 22: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Questions:• 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 Rather”

Page 23: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

• Board Race Video

Questions:• 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 Race

Page 24: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Game 3: Mirror Words

• Mirror Words

Questions:• 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?

Page 25: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Game 4: Pass the Ball to Learn Vocabulary

• Ball Game

Questions:• 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?

Page 26: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Game 5: The Money Game

• The Money Game

Questions:• 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?

Page 27: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Game 6: Teacher Says

• Teacher Says

Questions:• 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?

Page 28: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Game 7: Vocabulary Review Game

• Vocabulary Review Game

Questions:• 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?

Page 29: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Game 8: Touch and Go Game

• Touch and Go Game

Questions:• 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?

Page 30: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Game 9: Shake Dance Game

• Shake and Dance Game

Questions:• 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?

Page 31: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Game 10: Charades

• Charades

Questions:• 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?

Page 32: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Game 11: Taboo

• http://www.youtube.com/watch?v=Lmmzm7XjqBI

Questions:• 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?

Page 33: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Game 12: Crocodile Game

• http://www.youtube.com/watch?v=r7dwHHacVHs&feature=related

Questions:• 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?

Page 34: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

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 group• Each 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 Pictionary”

Page 35: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

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 Pictionary”

Page 36: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

GAME 13: “Blind Caricature Pictionary”

Page 37: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

GAME 13: “Blind Caricature Pictionary”

Page 38: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .
Page 39: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Questions:• 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 Pictionary”

Page 40: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

GAME: “Where’s Waldo”

Page 41: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

English Personality Adjectives:•Friendly•Talkative•Quiet/Calm•Shy/Timid•Realistic•Practical•Traditional•Decisive

•Organized•Responsible•Honest•Good-looking•Logical•Compassionate•Kind•Serious•Cautious•Brave

•Imaginative•Creative•Athletic•Adaptable•Disorganized•Go-with-the-flow•Carefree•Intuitive•Funny

•Sensitive•Hard-working•Spontaneous•Intelligent/ Smart•Cooperative•Independent•Confident•Clumsy•Talented

• On 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 I’m Looking For?

Page 42: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Part/s of Speech Synonym Antonym

Definition/s: (Include part of speech and two complete definitions from the dictionary) 1)

2)

Use the word in 2 sentences:

1) 2)

Draw a Picture:

Word

Write the word six times: 1) 2) 3) 4) 5) 6)

Game 14: Mingling Game: Are You Who I’m Looking For?

Page 43: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Game 14: Mingling Game: Are You Who I’m Looking For?

Page 44: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

1. “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 I’m Looking For?

Page 45: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

• Now 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 I’m Looking For?

Page 46: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

3. “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 I’m Looking For?

Page 47: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

•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 I’m Looking For?

Page 48: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

AAddjjeeccttiivvee CCllaauusseess::

DDeessccrriibbiinngg aa PPeerrssoonn UUssiinngg ““WWhhoo””

USING AN ADJ ECTIVE (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 f orm 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 ADJ ECTIVE IN NEGATIVE FORM (e.g. “not expressive”):

1. Mary is a woman. 2. Mary is not/ isn’t expressive. 1.+ 2.= Mary is a woman who isn’t expressive.

Combine the two sentences to f orm an adjective clause that describes Mary:

Mary is a woman + who isn’t expressive. = Mary is a woman who isn’t expressive.

(Main clause) + (dependent clause)

USING A VERB (e.g. “work”):

1. J ohn is a man. 2. J ohn works. 1.+ 2. = J ohn is a man who works.

Combine the two sentences f or f orm an adjective clause that describes J ohn:

J ohn is a man + who works. = J ohn 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 don’t dance well. 1.+ 2. = I am a person who doesn’t dance well.

Combine the two sentences f or f orm an adjective clause that describes me:

I am a person + who doesn’t dance well (3rd person). = I am a person who doesn’t

(Main clause) + (dependent clause) dance well.

Page 49: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

UUssiinngg PPeerrssoonnaalliittyy AAddjjeeccttiivveess

&& AAddjjeeccttiivvee CCllaauusseess iinn aa SSeenntteennccee Combine 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 f riend. 2. This f riend is logical. 3.

1. I am looking for a good f riend. 2. This f riend is introspective. 3.

Page 50: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .
Page 51: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

AARREE YYOOUU WWHHOO II ’’MM LLOOOOKKII NNGG FFOORR??

Your Partner’s Name

Compatibility (YES!)

(Check “X” every time the person IS who you’re looking for, based

on his/her answers)

No Compatibility (NO!)

(Check “X” every time the person is NOT who

you’re looking for, based on his/her answers)

Page 52: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Questions:• 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 I’m Looking For?

Page 53: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

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 Telephone

Page 54: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Questions:• 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

Page 55: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

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 Chart

Page 56: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Grammar Auction

Sentence Correct 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?

Game 16: Grammar Auction Chart

Page 57: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Questions:• 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

Page 58: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

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 Race

Page 59: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Directions (continued):• Students can also write something (on a

wall, etc.) instead of speak• “Checkpoint” questions depend on English

proficiency level and interests/lives of the camp attendees. They shouldn’t 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 Race

Page 60: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

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 it’s 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 Race

Page 61: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Questions:• 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

Page 62: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

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 Game

Page 63: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

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 Game

Page 64: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Game 18: Running Dictation Game

Page 65: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Questions:• 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 Game

Page 66: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Grouping Strategies

Dividing into pairs:• Opposites attract• Commonalities• First Names• Line Ups• Finding “Twins”• Picture puzzles• Pair numbers, colors, or anything on

cards

Page 67: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Grouping Strategies

Dividing into groups:• Cries of animals• Values clarification (agree or disagree)• Shake, rattle, and roll• Form a band• Arm/Finger cross• Blue sky• Pictures/playing cards

Page 68: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Now for you to put your “game” skills to the test!

Drum roll please. . .

Page 69: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Your 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.

Page 70: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Your Practice Task: Please include the following components in your lesson plan:1) TOPIC, LESSON DURATION, AGE GROUP, NUMBER OF STUDENTS2) 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)

3) PROCEDURE/STEPS (includes teacher and student activity)

4) TIMING (how long each activity will take)5) ASSESSMENT/SUCCESS INDICATORS (student

demonstration of actual learning)6) MATERIALS (if any)

Page 71: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

• http://www.eslgamesworld.com/• http://www.eslcafe.com/• http://www.everythingesl.net/• http://www.teflgames.com/games.html• http://peopleleap.com/resources/links/

Websites for English Learning Games

Page 72: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

Thank you!Questions? Comments?

Page 73: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

• My website: www.peopleleap.com Go to “Resources” and “Amy’s Professional Blog”

• My email: [email protected]• Shaping the Way We Teach English Website:

http://oelp.uoregon.edu/shaping• American English Website:

http://americanenglish.state.gov• MOE Resources:

http://educacion.gob.ec/documentos-pedagogicos/

My Contact Info:

Page 74: Presented by: Amy E. Lingenfelter Senior English Language Fellow alingenfelter@peopleleap.com .

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