2.4 Preschool Games
Zoo Animals Jigsaw Space Jigsaw
Fruits-n-Veggies Jigsaw
Toys Jigsaw Playground Jigsaw Match Three: Letters A-G Preschool Stories
Types of games: The “magic matchbox” game-this is guessing game played by teams to practice numbers. Exponent: how many? There are
Additional benefits: genuine communication; hidden drilling; teamwork
Language needed: numbers 1to 11
Time: 10 to 15 minutes
Material: 1matchbox; 11 toothpicks per person
Preparation 1) the teacher challenges the students to count the 11 toothpicks in his/her hand. To model the game, the teacher then puts some into the matchbox, shakes it and asks the students to guess how many are inside. 2) the teacher explains how to play the game in the students native language if necessary. 3) the teacher divides the class into two teams, giving each team an English name, example. The roosters and monkeys. Then the teacher write the team names on the board for scoring during the game. 4) if the class has a large number of students, this is one way to get smaller teams. Choose 10 players from each team by chanting together a ‘choosing rhyme’ such as the following: 1)one, two, three, four,
2) O-U-T, OUT!
3) (the student chosen is the one you are pointing at on the word OUT!)
5) Each player secretly puts no more than 11 toothpicks into his/her matchbox.
During the Game 1) The first player from the Roosters stands up, shakes the matchbox in his/her hand. His/her team members shout together ‘How many?’ The monkeys then give the answer by replying ‘there are’
2) If the guess is the correct number, the monkeys wins a point. If not, the Roosters get the point.
3)then switch roles. This time the monkeys ask and the Roosters guess.
4) the game continues until all the players get a turn.
5) The teacher keeps a record of the points on the board. The team with the most points wins.
Category writing game: divide the classroom into two or three groups. Each group chooses their “captain”. The teacher writes on the board a word like “FRUIT” or “COLORS” or “ANIMALS”, etc. Each group has to tell their captain to write down as many words as they can which belong to that category. They have 1 or 2 minute. Each group takes 1 point for each word. Correct Spelling is very important in this exercise!
Color game: this is good one for teaching the names of colors to young children. Arrange various colors of construction paper in a circle. Play some music and have the children march around the circle. Stop the music and all the children must sit down next to a color. Pick a color and sing (to the tune of “Twinkle Twinkle Little Star”): “Who’s beside the color (insert name of color)? Please stand up , if it’s you”. At that point, the child next to the color mentioned stands up. Continue until all of the children get a turn.
Banana race: Children just love this! It is basically a QUIZ game in which you ask children questions (target vocabulary) like: “What’s this? What fruit is red and round? How many chairs are there in the classroom?” or the teacher simply draws items on the board, makes animal noises so that they guess. You can work with students or split the class into small groups/teams if you have a large class. The teacher draws on the board a race track and each team or student will be a BANANA waiting at the Starting Line. They will approach the goal line as they answer each question. Each right answer equals a step towards the Goal Line. The BANANA who arrives there first, WINS!
Conclusion
Many schools and authorities were beginning to adapt their existing initiatives to develop the four capacities more fully. A number of schools have taken a fresh look at work already underway and adjusted the rationale or added a dimension to address the four capacities more fully. For example, in one education authority, the well-established program for teaching philosophy to primary pupils has been used to incorporate aspects of other curricular areas, notably listening and talking. Teachers were clear about the overall aim of lessons, and pupils in schools using this approach well were able to use their enquiry skills in other curricular areas with confidence. A number of head teachers used the Heads Together virtual community very successfully to exchange ideas and experiences in their approaches to the curriculum. This proved a valuable source of mutual support and helped build confidence. The exemplification of good practice contained in this report aims to encourage others to look closely at the learning needs of their pupils and consider ways to meet these needs more effectively. Primary schools which had begun to use curriculum flexibility effectively exhibited the following features. Schools had a clear rationale for the use of additional time, including procedures for supporting the effectiveness of initiatives. Planning for learning outcomes for pupils was clear. Parents and the local community were involved in projects and in celebrating pupils’ successes. The use of time was closely monitored in terms of outcomes for pupils. Positive relationships, often including the use of humor, were strong within the class and school. All pupils, including those with additional support needs, were included in initiatives. Pupils were encouraged to make links between different areas of learning.
Further professional development of staff at all levels is still needed to ensure that schools make full and appropriate use of the opportunities for flexibility in curriculum delivery offered by Curriculum for Excellence. Schools need to employ a range of formal and informal measures for evaluating outcomes for evaluating outcomes for pupils to ensure that progression is clear and learning maximized. Only then will pupils benefit fully from the exciting and engaging developments in learning rendered possible by Curriculum for Excellence.
List of literature
1) Sarah Phillips “Young Learners” 2000. Oxford[1;2;3]
2) Opal Dan “To teach young learners” 2000. Macmillan [4;5]
3) Donaldson, M. Human minds: An exploration.1992. London: Penguin.[10]
4) Fisher, R. Teaching children to think.1990. Oxford: Blackwell.[11]
5) Hughes, A. English across the curriculum: Theme-based learning in the primary classroom. In New Tendencies in Curriculum Development. Kohn, J & Wolff, D. 1993.Szombathely: Commission of the European Communities. [17]
6) Hughes, A. Effective foreign language teaching at the primary level. In Raya, M, J. Faber, P. Gewehr W. Peck, A. J. (Eds.). Language Teaching in Europe.2001. Frankfurt am Main : Peter Lang[15]
7)Tough, J. Listening to children talking.1976. London: Wardlock.[18]
8) Williams, M. and Burden, R. L. Psychology for language teachers1997. Cambridge: Cambridge University Press.[19]
9) Bruner, J. and Haste, H. Making sense.1987. London: Routledge.[12]
10) Bruner, J. Child's talk: Learning to use language.1983. Oxford: Oxford University Press.[14]
11) Cameron, L. Teaching languages to young learners.2001. Cambridge: Cambridge University Press.[8]
12) Chomsky, N. Review of verbal behaviour language. In Language.1959[16].
13)Cummins, J. Linguistic interdependence and the educational development of bilingual children. In Review of Educational Research.1979.[18]
14) Donaldson, M. Children's minds.1978. London: Routledge.[19]
15) Ellis, G. and Brewster, J. with Girard, D. The primary teacher's guide.2002. London: Penguin.[5]
16) Gardner, H. Multiple intelligences: The theory in practice.1993. London: Harper Collins[15].
17) Lenneberg, E. Biological foundations of language.1967. New York: John Wiley & Sons.[16]
18) Piaget, J. Six psychological studies.1967. London: London University Press.[6]
19) Vygotsky, L.S. Mind in society.1978. Cambridge, Mass.: Harvard University Press.[8]
20)Khan, J. ‘Using games in teaching English to young learners’1996.[3;6]
21) In Brumfit, C, Teaching English to Children. From Practice to Principle England:1996. Longman[4]
Supplementary Material
LearnEnglish Kids
http://www.britishcouncil.org/kids
This site has a wide variety of activities and ideas for use when teaching English to young learners. There are also materials and resources available to download.
Pre K-12 English Language Proficiency Standards
http://www.tesol.org/s_tesol/seccss.asp?CID=113&DID=1583
The TESOL (Teachers of English to Speakers of Other Languages) website has up-to-date information about the guidelines that K-12 students must acquire (by language proficiency level and grade level).
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