Welcome! Adobe Connect – games to Please school into the ... · noughts. team and the . crosses. team. Students take turns from each team choosing a box to answer a question on

NSW Department of Education

Term 1 2020We will start at 3:30pm

Adobe Connect – games to bring your classroom to life

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A new approach to state-wide Adobe Connects!

Languages NSW (7-12)

Meet the team

Elisabeth RobertsonCoordinator, Languages and Culture

Evia KyriacouA/Languages Adviser

Coreena AllenLanguage Officer

Maxine Acosta-OstrzyckiLanguage Officer

Marcela AyasLanguage Officer

Shanelle IngramR/Language Officer

Letter

Games in the classroom support: • interaction between students and the teacher in a relaxed manner• positive relationships, a sense of community and trust in the classroom from which future

interactions can be developed and students feel more able to have a go and take risks• team work skills through helping each other and negotiating through play• development of macro skills, in a fun way that can be utilised when communicating with other

target language speakers• pronunciation and structure practice, in a non-threatening environment• specific language targets, away from devices (though some games like Quizlet require

devices)• creativity and variety for teachers, with minimal resources or planning time• a change of pace in longer lessons• fun!

Games – a valuable tool in your lessons

Game types

card games

board games

online games

physical games

• Is it a meaningful language learning activity? −What goals do you have for the students through participation in this activity?

• How will you encourage participation for everyone? −Ensure adaptions and/or scaffolding for students with disabilities, and visuals and directions are

clear.

• What space and equipment will you use? −Consider if the activity will be indoors or outdoors, require computers, wi-fi, student mobile phones,

and so on. Do you have a back-up plan?

• What strategies do you have in place for classroom management?−What expectations and information do you need to provide to the students for the activity to run

smoothly (about the game and the language use expected)?

−How will you introduce the game to the class?

Games – key considerations

How to play: • The teacher divides the class into 2-4 teams. • Teams choose an ‘in’ person to come and sit facing the class, with their

backs to the board. • The teacher writes a mystery word in the target language on the board.• Teams take turns in giving one word clues to help the ‘in’ person from their

team be the first to guess the word on the board. Clues cannot mention any part of the target word and can only be one word. A point is awarded to the group who guesses the word first.

• Take turns until all students have had a turn. Language goals: • recalling and building vocabulary• speaking pronunciationExtension:Students compose a short passage or fun poem with vocabulary from the game which includes adverbs, adjectives, sentence starters and conjunctions in target language.

Guess the word

milkshake

How to play: • Students in pairs or small groups are given piles of

cards with different verb conjugations which they will find a matching pair for whilst playing snap. This is particularly good for languages with challenging conjugations such as French.

Language goals: • reading

• grammatical structures

Extension: This game can be varied to match word meanings, sentence endings and character recognition. Students can also create their own matching pairs and play.

Verb conjugation snap

How to play: • Teachers select a ballet style song e.g. By the Beautiful Blue

Danube by Strauss and create a PowerPoint with time phrases on it in the target language (or they can be called out, if preferred, for listening practice).

• Play the music or integrate it into your PowerPoint on slide auto advance mode and have the class move their arms to show the correct times as they read or hear them.

Language goals: • drilling time/character recognition in scripted languages

• time phrases

• reading (listening as an adaption)

Time ballet

How to play: • Divide the class into groups of up to 6. Randomly

distribute 6 cards from the game pack to each player then place the remaining cards face down on the pile. The player to the right of the dealer goes first by asking another player if they have a specific card, for example “Do you have the dog of the Smith family?”

• If the player has the card, they must say “Yes, I do” and give it to them. If not, they say “No, I don’t” and the player draws another card. Play moves to the right.

• When a player collects a complete family, they may play that set on the table as part of their turn. Play continues until all families have been completed. The player with the most completed families wins.

Language goals: • drill family terms and character recognition in scripted

languages• ownership terms• requests – Do you have? No, I don't have…, Yes I do

have…• reading and pronunciation practice

Family gathering card game

Family gathering card game – cards

Family name

All the family members for each family are listed here

Family member

How to play: • Draw the grid on the board with categories.• Students are divided into 2 teams – the noughts team and the

crosses team. Students take turns from each team choosing a box to answer a question on that topic. A correct answer allows the team to place a ‘nought’ or ‘cross’ for their team in that box. Play continues till one team gets three in a row.

• Students can each take a turn as their team plays, or they can answer as a group if it is a tougher question, it is up to you.

• Questions may be about vocabulary, characters, grammar or even listening passages. Pot luck questions can be based on anything at all including culture, pop culture, geography or history.

Language goals: • vocab and structure drilling on any topic areas• speaking, listening, writingExtension:Questions could be linked to video and audio files or YouTube clips to incorporate listening skills. Students could also have group challenges to answer some categories.

Pot luck – noughts and crosses with a twist

WEATHER SHOPPING NUMBERS

ADJECTIVES POT LUCK

TIME WORDS

DIRECTIONS AROUND TOWN

LIKES AND DISLIKES

How to play: • Teachers create an obstacle course in the classroom,

hall or playground.

• Students work in small groups of 3-4, with one student blindfolded. The rest of the group must guide the blindfolded person through the obstacle course by giving directions in the target language.

• Each member should take turns in giving directions in the target language.

Language goals: • giving directions, positions and commands

• speaking and listening

Blindfolded obstacle game

How to play: • Students are given clues in the target language leading to a journey of different locations

around the school. Before the game put signs or choose markers around the school. Write directions from each sign or marker to the next for students to read and move to the locations in order.

• In groups of 3-4, students start at a different location or marker and find their way to the next using the clues. Students should write what they find at each place. This could be a sign around the school, it could be a sign the teacher placed there for the activity, the teacher may create a QR code link to a question in the target language or piece of information about the country for students to use their phones to scan and find answers.

• The first group back to the classroom with the correct answers in the fastest time wins.

Language goals: • giving directions, positions and commands

• reading and writing

Extension: Students may write their own amazing race adventure around the school to share with other groups for writing skill development.

Amazing race around the school

How to play: • Teachers create cards with different key words on them before the lesson.

These should be the same for each group. The key words can be adapted to focus on any area of learning.

• In groups, students are given key words which they will identify in sentences called out by the teacher. The teacher calls out a sentence in the target language that contains one of the key words. The student from each group holding that key word must run to the front of the room and write down the sentence they heard. They can ask for help from one of the team members if they can’t remember the full sentence. The team that writes down the sentence correctly first gets a point. As an extension, students could translate the sentence into English.

Language goals: • listening for key information• writing• character reading and writing for scripted languagesExtension: Students could write the sentence on mini whiteboards and create a short story or add additional information to the phrase to develop grammatical skills.

Running dictationbicycle cinema

lunch late

• I rode my bicycle to the beach last week.

• I watched a funny movie at the cinema.

• Let’s eat lunch now, I’m hungry.

• My bus was late because it was raining.

How to play: • Students try to identify moods based on facial expressions by either

cutting faces out of magazines or using pictures printed out.

• Groups discuss the pictures in the target language to identify what they think that person is feeling and put the faces into piles based on different emotions. The more subtle the expression, the more interesting the conversation in the target language. If they need some support in doing so, word lists or open books could be useful.

Language goals: • interacting (speaking and listening)

• expressing emotions and reasons why (What are they feeling? Why are they feeling this way?)

Extension:In small groups compose a story in target language as to what happened to cause that emotion. Display stories on the board and see if students can match the story with the appropriate picture/emotion.

Face time

How to play: • Actions such as ‘washing the dishes’ are written and put into a bag

(these can be written by teachers or students). • Divide the class into two teams. Bring one student from each team

to the front of the class and ask one of them to choose an action from the bag. Have both students mime the action to their team. The first team to shout the correct answer wins a point. Repeat this until all students have mimed at least one action.

• You can use your thumb to point forwards or backwards to indicate a past or future tense of a verb.

Language goals: • drilling tenses and verbs• reading, speaking and listeningVariation: If your students are a bit shy with mime and drama this could be played as Pictionary on the board with students drawing the action rather than miming it.

Mime game

How to play: • A student tries to identify what the prompt (or secret item) is through clues given by each

member of the group describing what their own is like, for example:

−PET – student A says “Mine is brown”, student B “Mine is cute”, student C “Mine is smelly” and so on.

−MOBILE PHONE – student A says “Mine is old”, student B says “Mine is black” and so on.

Prompts could be items such as a car, hair, favourite holiday place.

Students will not want to give obvious clues as the longer it takes the player in the hot seat to guess the mystery word, the more points they receive. The player in the hot seat is able to guess after each clue and gets one point for each clue they have been given. This continues on until the player in the hot seat guesses the answer or everyone has given two clues. The game ends when the players have completed the agreed upon number of rounds. The player with the least amount of points wins the game.

Language goals: • drilling vocab and structures

• listening and speaking

• describing words

What’s yours like?

How to play: • The class is divided into groups (2-4 would be ideal, but this game can also be

played individually with small classes). The teacher reads out a prompt to the class, such as “Things…you wish you were allowed to do.” This can be read in English or in the target language.

• Each group writes a response in the target language, gives it to the teacher, who reads them aloud to the class. Each group takes turns in going first each round to guess which group wrote which response. If the group guesses correctly, they continue to guess the match ups until incorrect, at which time the group to their left tries guessing. Groups whose responses were correctly identified are eliminated from the round and cannot make guesses. The round ends when one group has not been matched to a response.

• 1 point is awarded for each correct guess. 6 points are awarded to the group who successfully avoided detection. The teacher can determine the number of rounds. The highest score wins.

Language goals: • drilling vocab and structures• writing and listeningExtension:Students could choose the most engaging responses or prompts and create a short role play of the situation.

Things

Things you wish you were allowed to do.

Things you shouldn’t say by text.

Things you would like to ask Siri.

Things a monster does in the closet whilst waiting to scare you.

Things that are cool about being able to speak a foreign language.

Things that would make a good potato chip flavour.

•Chinese whispers•Simon says•speed dating•Guess who?•celebrity heads

Just to refresh your memoriesSome oldies but goodies

•snap •hangman•battleship •find your partner•vocab/sentence grab game

Selecting teams, players and recording points• Give students matching stickers/coloured card/tokens for each group.• Classroom Teammates by iDoceo for iPad and iPhone.

Selecting teams, players and recording pointsClassroom Roulette by iDoceo for iPad and iPhone is a colourful electronic spinning wheel that will help engage your classes with random selections. You can configure your own lists with students, quizzes or any other combination. You can use Japanese and Chinese characters too.

ROCK PAPER SCISSORS – first recorded use was in the 1600s in China and commonly used in Japan as Jan Ken Pon.

If students can’t decide on a winner or to quickly resolve disputes…

NSW Department of Education

Questions?

Thank you!

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