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It’s Game Time: Using Games in the ESOL Classroom

It’s Game Time: Using Games in the ESOL Classroom. Presented by: Tiffany Young & Jessica Castro. Contact Us. Fun Fact. Fun Fact. Fun Fact. End. Start. Fun Fact #1. Board games reduce ELLs’ speaking anxiety.

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It’s Game Time: Using Games in the ESOL Classroom

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  1. It’s Game Time: Using Games in the ESOL Classroom Presented by: Tiffany Young & Jessica Castro

  2. Contact Us Fun Fact Fun Fact Fun Fact End Start

  3. Fun Fact #1 Board games reduce ELLs’ speaking anxiety. Chang, S., & Cogswell, J. (2008, April 3). Using Board Games in the Language Classroom [Scholarly project]. Retrieved August 27, 2018, from https://www.rtmsd.org/cms/lib/PA01000204/.../Using_Board_Games_Handout.doc Long, Mei & Min, Yeo. (2016). Effects of Board Game on Speaking Ability of Low-proficiency ESL Learners. International Journal of Applied Linguistics and English Literature. 5. 261-271. 10.7575/aiac.ijalel.v.5n.3p.261.

  4. Fun Fact #2 When speaking anxiety is reduced, performance increases and improves. Chang, S., & Cogswell, J. (2008, April 3). Using Board Games in the Language Classroom [Scholarly project]. Retrieved August 27, 2018, from https://www.rtmsd.org/cms/lib/PA01000204/.../Using_Board_Games_Handout.doc Long, Mei & Min, Yeo. (2016). Effects of Board Game on Speaking Ability of Low-proficiency ESL Learners. International Journal of Applied Linguistics and English Literature. 5. 261-271. 10.7575/aiac.ijalel.v.5n.3p.261.

  5. Fun Fact #3 Playing board games improves ELLs confidence and motivation to speak. Chang, S., & Cogswell, J. (2008, April 3). Using Board Games in the Language Classroom [Scholarly project]. Retrieved August 27, 2018, from https://www.rtmsd.org/cms/lib/PA01000204/.../Using_Board_Games_Handout.doc Long, Mei & Min, Yeo. (2016). Effects of Board Game on Speaking Ability of Low-proficiency ESL Learners. International Journal of Applied Linguistics and English Literature. 5. 261-271. 10.7575/aiac.ijalel.v.5n.3p.261.

  6. Fun Fact #4 Students practice communication skills while playing board games. Chang, S., & Cogswell, J. (2008, April 3). Using Board Games in the Language Classroom [Scholarly project]. Retrieved August 27, 2018, from https://www.rtmsd.org/cms/lib/PA01000204/.../Using_Board_Games_Handout.doc Long, Mei & Min, Yeo. (2016). Effects of Board Game on Speaking Ability of Low-proficiency ESL Learners. International Journal of Applied Linguistics and English Literature. 5. 261-271. 10.7575/aiac.ijalel.v.5n.3p.261.

  7. Fun Fact #5 Board games can be adapted to various English language levels and content areas. Chang, S., & Cogswell, J. (2008, April 3). Using Board Games in the Language Classroom [Scholarly project]. Retrieved August 27, 2018, from https://www.rtmsd.org/cms/lib/PA01000204/.../Using_Board_Games_Handout.doc Long, Mei & Min, Yeo. (2016). Effects of Board Game on Speaking Ability of Low-proficiency ESL Learners. International Journal of Applied Linguistics and English Literature. 5. 261-271. 10.7575/aiac.ijalel.v.5n.3p.261.

  8. Memory • Description: Students match pictures. • Language Domain(s): (for non-English speakers)

  9. Heads Up • Description: Teacher has premade word cards. One student will put the card on his/her head. The others will describe the word as the student with the card tries to guess the word. • Language Domain(s): Speaking, Listening, Reading • Variations: • Use content specific vocabulary • Use pictures • Writing option: With teacher direction, students will make their own word cards

  10. Picture Cards/Dice *Recommendation: eeBoo brand story cards & Rory’s story cubes • Description: Students will look at picture cards or picture dice. They will either tell a story about the card/dice or write a story about the card/dice. • Language Domain(s): Speaking, Writing • Variations: • Lower language level option: Students will tell words about their cards/dice or choose describing words from a word bank • Medium language level option: Students will tell sentences about their cards/dice • Higher language level option: Students will receive multiple cards/dice to use in a story

  11. Guess Who • Description: A two player game where students attempt to guess which character their opponent has by asking specific yes/no questions. • Language Domain(s): Speaking, Listening • Variations: • Lower language level option: Give students sentence frames • Lower language level option: Give students a list of adjectives

  12. Boggle • Description: Students make words out of a matrix of letter dice. • Language Domain(s): Writing • Variations: • Speaking option: Students can work in teams to create words. • Lower language level option: Lower word lengths (two letter words, three letter words) • Higher language level option: Increase word lengths (four letter words, five letter words

  13. Scattergories • Description: Students roll a 26 letter die. Then they must come up with words for a variety of categories that begin with the letter rolled on the die. • Language Domain(s): Reading, Writing • Variations: • Choose easy categories • Create a die (cube made of paper) and use easier letters • Speaking option: Students can work in teams or with a partner • Lower language level option: Provide a word bank of options

  14. Don’t Say It/Taboo • Description: This is a word guessing game. The students have to get their partners to guess the word on the student’s card without using the word itself or five additional words listed on the card. • Language Domain(s): Speaking, Listening, Reading • Variations: • Low language level option: Students use the words that they aren’t allowed to say • Content specific vocabulary can be used

  15. Blurt • Description: Students race around a game board to win. Players listen to a definition and race to shout out the right word. • Language Domain(s): Speaking, Listening, Reading • Variations: • Use content specific vocabulary • Lower language level option: Choose the vocabulary and definitions used • Lower language level option: Provide pictures

  16. I Spy • Description: Students take turns “spying” something in the classroom. They must give their classmates clues to help them guess what is “spied”. • Language Domain(s): Speaking, Listening • Variations: • Give categories (colors, shapes, numbers, etc.) • Give students a list of choices to choose from (lower level) • Writing option: Teacher gives several clues and students have to write down their answers. • Reading option: Written descriptions given, instead of oral • Reading option: Hide vocabulary words around the room. Give clues to help students find the correct words

  17. Apples to Apples Junior & Big Picture • Description: Students match their best red apple card to the green apple card. The best match wins the round. • Language Domain(s): Speaking, Listening, Reading • Variations: • Create your own cards. • Teacher can guide the lesson. • Big Picture is best for lower language level students. • Junior is best for higher language level students.

  18. Contact Us Jessica Castro: castrje@boe.richmond.k12.ga.us Tiffany Young: youngti@boe.richmond.k12.ga.us Please take a short survey.

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