C4C FINAL CONFERENCE - Clil

C4C - CLIL for Children STRATEGIC PARTNERSHIPS (KEY ACTION 2) Project number: 2015-1-IT02-KA201-015017

www.clil4children.eu

C4C FINAL CONFERENCE

22 June 2018FLORENCE



GAMES IN CLIL

Adriana LazarUniversity of Pitesti, RO



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Games help students in their intellectual, emotional and physical development.

While playing, students:• control their body,

•coordinate their movements, •think about new situations, •organize their thoughts, •and interact with others.

It is proved that the integration of games in class is motivatingfor students, they learn more effectively and from their

mistakes.

INTRODUCTION



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Teacher’s preparation before the game:

• design different learning activities to introduce new concepts,•set the time of playing,

• prepare the materials that will be necessary to play, • establish the relations in the group,

• set the place or setting where the game will take place.

During the game:•guide students towards a final goal

•allow mistakes

“the motivational psychology involved in game-based learning allows students to engage with educational materials in a

playful and dynamic way” E. Crespillo Álvarez, “El Juego como Actividad de Enseñanza Aprendizaje,” Estudios Pedagógicos,

68, pp. 14. Agosto-Octubre, 2010

PRE-GAME PREPARATION


DURING THE GAME

When players know what is expected of them and what the

successful outcomes are, they

play more effectively.

Choose a player who you think will

understand your instructions easily and therefore will be able

to set the example that the game needs.

Start with the basic version of the game

and gradually introduce complexity.

Repeat a CLIL game many times with

different language and content

generating new learning

experience for the players.

Model Play Introduce your

activity

Review, refine, repeat and eliminate


LET’S PLAY


Hidden words

Materials: Pen and board Organisation: Pair work, group workAim: To develop reading skills and pronunciation and to revise vocabulary.Description: This activity is designed to challenge children’s ability to readsentences and find the names of animals hiding in the sentences. They can usetheir imagination to write their own sentences and practise the pronunciation ofdifferent sounds.Preparation: You need to write the sentences on the board before the lessonstarts (which you can cover up with a big piece of paper if you like) or presentthem in a different way such as on a PowerPoint slide or on flashcards/handouts.Procedure:1. Ask the children to name all the animals that they know in English. Write the

names on the board.2. Write the sentence ‘Close the door at once!’ on the board. Ask the children

to read it and to find an animal hidden in the words. If they cannot find theanimal, tell them it is ‘rat’ and ask them to search again. When they havefound it, underline the word rat on the board: ‘Close the door at once!’

3. Explain to the children that they are going to read more sentences withanimals hidden in them. In pairs, they have to find the animals in thesentences.

4. Children work in pairs or groups to identify the animals hidden in thesentences. The team to finish first is the winner.

SCIENCE AnimalsAge: 8+Time: 20-25 min


Example sentences

1. He arrived in America today. 1. He arrived in America today.

2. Eric owes me 10 cents. 2. Eric owes me 10 cents.

3. That will be a real help. 3. That will be a real help.

4 She came late every day. 4. She came late every day.

Teaching English Young Learners Activity Book Activities 47 © British Council 2012

http://www.puzzle-maker.com/WS/index.htm



Example sentences

1. We made errors in each exercise. 2. If I shout, he’ll hear me. 3. She dresses naked dolls. 4. At last, I, Gerald, had won. 5. He called Nikko a lazy boy. 6. In April I only went to Spain.






Your turn!

• revise any set of vocabulary, such as colours, clothes, furniture

• extend the activity by asking the children to draw the animals and label them or by asking them to tell an animal story

• create puzzles - http://puzzle-maker.com/WS/index.htm

When do you think

Hidden Words

Game can be used, in

a CLIL lesson?



Materials: Sticky note pads or slips of paper and adhesive tape (you will need three times the number of children in the class). Cards with parts of the body (pictures and words). Organisation: Individual work, pair work, group work, whole class. Aim: To present and practise the words and pronunciation referring to parts of the body Description: This activity leads to a game in which the children label each other with parts of the body. Preparation: You will need to prepare one card each for each child in the class with either a picture of a part of the body or the word for it. Make sure each picture card has a corresponding word card.


LABEL ME!SCIENCE: Body

PartsAge: 7+Time: 45 min



Procedure 1. Give one card to each child randomly. Ask each child with a word card to

find the child with the corresponding picture card.2. Ask each pair to say what part of the body they have, correcting

pronunciation if necessary (but don’t insist at this stage).3. Give the children one minute to write down or draw as many parts of the

body as they can. Words in English are worth three points, words in L1are worth two points and a drawing is worth one point. Ask the childrento call out the words they have and write them on the board, helpingwith the English and the pronunciation where necessary.

4. The labelling game can be played either in teams or pairs. Distribute anequal number of sticky notes or paper slips to pairs or teams of childrenand ask them to write down the name of a different part of the body oneach piece of paper (you can decide at this point to erase the words fromthe board or leave them up, depending on the children’s level). Give atime limit for the preparation of the labels so that the children stay on-task.



5. If the game is played in teams, each team selects a volunteer to be labelled(the model). The team members line up facing the model. On the word‘Go’, the first member in the line chooses a label, runs to the ‘model’,sticks the label on the correct part of the model, runs back to the lineand touches the next child on the shoulder. The second child thenchooses a label and so on until the team finishes all the labels. No child inthe line should move until the previous child has touched them on theshoulder. The team with the most correct labels is the winner.

6. If the game is played in pairs or small groups, the children can take it inturns to label each other.

7. Practise the new vocabulary with the whole class by having the childrenstand in a circle. Call out the name of a part of the body; the childrenhave to touch the correct part on their own body. Any child who touchesthe wrong part is ‘out’. You can gradually increase the difficulty by, forexample, going more quickly or calling out one part but touching adifferent part. The last child left in is the winner



• presenting the parts of the body:1. Put the children into groups of 4–5 and give three small pieces of paper to each member of the group and one large piece of paper to each group. Tell them to write the name or draw one part of the body on each piece of paper.2. Each group folds up the pieces of paper, collects them together and passes them to another group so that each group has a new set of body parts.3. Each group opens all the pieces of paper and has to draw a monster using all the parts of the body on the pieces paper. So, for example, if the group has three pieces of paper with ‘eye’, their monster has to have three eyes. At the end of the activity each group will have its own monster that can be coloured in and displayed on the wall. You may also ask the children to label the parts of the body on their monsters.4. You may also ask the children to label the parts of the body on their monsters.• revising parts of the body and colours with younger children, called Make a Sponge Bob:1. Each child should bring a small sponge to school and some crayons or markers. The teacher needs to bring toothpicks and a picture of SpongeBob (optional)2. Draw a picture of SpongeBob on the board or show the children his picture. Ask them if he’s happy or sad, big or small, what colour he is (if revising colours too). 3. The children make their own SpongeBobs by drawing his trousers, his belt and then his face. Help them to insert the toothpicks for arms and legs. 4. The children present their SpongeBob and name the parts of the body.

VARIATIONS OF LABEL ME



www.theteachertoolkit.com

Purpose: encourage students to learn basic math factsPrepare: select math operations and numbers; create Number CardsDivide: groups of 3-6 studentsPlay: • Shuffle the cards and place the draw pile in the center of the group• Players each take 1 card from the top of the pile and display it face up in front of

them• Players think about the result of adding, subtracting, multiplying and, dividing the

two numbers on their card• Players look around at other players’ cards and calculate the solutions on other

cards to find a match to the solution on their card (same solution, different operation)

• If Player A finds a match to a solution on their card with another player, then Player A calls “Gator” and states both equations to prove the capture

• If correct, Player A captures Player B’s stack of cards. If incorrect, Player A has to give up his (or her) stack to Player B

Ending: when the teacher calls time or when the draw pile is empty. The player with the most cards in their pile wins the game.

GATOR GameMATH

Age: 7+Time: 5-10 min

http://www.theteachertoolkit.com/



HOT POTATO

Activity Time: 2-5 minutes a roundMaterials required: A soft ballNumber of students: More than twoSkills practiced: Listening, speaking and Vocabulary.Level: All levelsWhen introducing this game for the first time you should show the class the ball and ask them “what is it?” they of course respond that it is a ball and then I tell them “No it is a hot potato!” Divide the class into two groups or more depending on the class size. Put 2 minutes or more on a timer. Then give them a category such as animals for young learners and when they get the ball they have to say an animal and pass the ball to the other team. No words can be repeated. So they have to keep the ball until they answer. They have to keep the ball away from their team because when the timer runs out, whatever team is holding the hot potato loses the point.Category suggestions:Items in the classroomAnimals Buildings (i.e Bank, Cinema etc)Colours Jobs (Teacher, policeman etc) Fruit



Materials: Sets of cards with words and drawings/pictures of fruit (or other vocabulary group), one set for each group of four. Organisation: Group work, whole class. Aim: To introduce and practise vocabulary, to practice pronunciation. Description: This is an adaption of the classic card-matching game sometimes called Pelmanism. In this version the children have to find picture/picture combinations, but there are a number of variations(picture/word, etc.). Preparation: You will need to create sets of cards – at least 6 cards with 3 animals (2 cards for each animal) in each set. To explain the activity we are using animals as the vocabulary set, but you can choose whichever vocabulary you like.

Memory Game SCIENCE ANIMALSAge: 6+Time: 30 min



Procedure:1. Show the picture cards to the children and repeat the words all together.

2. Divide the class into groups of four and give each group a set of cards. One child in each group shuffles the cards and lays them face up on the desk, on 2 columns, for 2 seconds.

3. The children take it in turns to turn over two cards to try and find a matching picture. If the child is successful, they say the name of the animal and take the card and turns over two more cards. If they are not successful, the cards are turned face down again and the next child has a turn. The child with the most cards at the end is the winner.

In activities where the children are working in groups, especially in competitive games such as this one, it can be useful to nominate one child in each group as the group leader and give them responsibility for leading the activity and monitoring it.

Memory Game SCIENCE ANIMALSAge: 6+Time: 30 min



• Children stand in two lines facing the board.Secretly show the last child standing in each line aflashcard. This child then whispers the name of thisflashcard to next child and so on up the line. Thechild at the front runs to the board and draws orwrites the word. They then go to the back of theline. Repeat the procedure several times.

Flashcard whispers



http://www.playingclil.eu

Purpose: help students remember concepts related with a given topic; apply their knowledge of the content in order to successfully represent them; create an imaginary situation in which their pose can be justified.

Prepare: Make sure the group has enough space to move freely. Play music in the background.Model the way players are supposed to move once the game starts.Play: •The teacher asks the players to walk around the space, constantly changing the shapes of their bodies, exploring unusual poses (consider adding instrumental music to help their imagination). •The teacher suddenly calls out Freeze! at which point all the players freeze in their current pose. •The teacher asks the players to justify their pose. For example, a person posing with their arm raised high above their head might be ‘cleaning cobwebs from the ceiling’ or ‘raising his hand in a classroom’ or ‘playing golf and just putted a birdie’. •The player has to try to imagine a situation in which their pose makes sense. •After the teacher asks about 3 or 4 people to justify, unfreeze everyone and let them walk around again, posing and contorting some more. •Repeat!

Freeze and justifySCIENCE ANIMALSAge: 5+Time: 5-10 min

http://www.playingclil.eu/



Have the group form a circle.The facilitator is a part of the circle and starts the activity by telling the group his/her name and a name of an animal that starts with the same letter. For example, Katherine/Kangaroo.Then, the next person in the circle repeats the first person’s name and their animal, then their own name and an animal. For example: Katherine/Kangaroo, Maureen/Muskrat, David/Dog.Each person must go back to the first person in the circle and say everyone’s name and animal, and then their own.The last person has the hardest job as they have to memorize the most names and the most animals before they can say their own.Tips for Discussion and ProcessingThis is a fun introductory icebreaker. It can also start a good discussion on how we can remember things if we associate them with something else.

Name Game

ANY SUBJECTAge: +8Time: 15 min



http://www.clil4you.eu

TRUE OR FALSEPurpose: help students gain knowledge of the parts of a plant and their function – the

students will be able to differentiate between what is true and what is false.

Prepare: Create Post-its with sentences about plants.Divide: groups of 4 studentsPlay: •Students will have 5 minutes to draw as many living and non-living things they can think of. They can use two different colours to draw pictures that belong to one group or to the other one. Then they will watch a video about living and non-living things. •The teacher says a sentence, after a very short group discussion, a member of each group will write down if the sentence is true or false. (Worksheet 5)•The students draw a large plant . They write the parts of the plant and they stick a post-it with a sentence about the function of each part of the plant. The post-its are given to them by the teacher. If the teacher wants to complicate the activity , students will have to write the information.VIDEO: https://www.youtube.com/watch?v=tXadLteW9wYPP: ”Ppt plantsTRUE / FALSE Worksheet for Activity 5

TRUE OR FALSE

SCIENCE PLANTSAge: +8Time: 30 min

http://www.clil4you.eu/

https://www.youtube.com/watch?v=tXadLteW9wY



This a great game to practice animals and verbs and can be adapted to practice other key areas for young learners. A great game to practice animal vocabulary and great fun!A student reads a sentence that includes and animal and an action.

e.g “The elephant is eating a banana”

2. The student mines the whole sentence or parts, while the other students guess what the sentence is.

3. Students take turns miming different sentences.

ANIMAL MIME



http://www.crickweb.co.uk/ks2science.html

https://uk.ixl.com/math/year-1/are-there-enough

http://www.adaptedmind.com/index.php

http://www.education.com/game/speed-counting-11-20/

Let’s look at some ONLINE GAMES

http://www.crickweb.co.uk/ks2science.html

https://uk.ixl.com/math/year-1/are-there-enough

http://www.adaptedmind.com/index.php

http://www.education.com/game/speed-counting-11-20/



The Consortium

The Language Center srl of Todi (Italy),www.wellanguage.com (MAIN CONTRACTOR) Instituto Politécnico de Castelo Branco, Castelo Branco (Portugal), www.ipcb.pt Universitatea din Pitesti, Pitesti (Romania), www.upit.ro Uniwersytet Lodzki, Lodz (Poland), www.uni.lodz.pl Giunti O.S. Organizzazioni Speciali, Florence (Italy), www.giuntios.it Direzione Didattica , Todi (Italy),www.direzionedidatticatodi.it Direzione Didattica Aldo Moro of Terni, Terni (Italy),www.direzionedidatticaaldomoro.gov.it Szkola Podstawowa nr 199 im. Juliana Tuwima, Lodz (Poland),www.sp199.edu.lodz.pl Scoala Gimnaziala Alexandru Davila, Pitesti (Romania),http://scoala14pitesti.scoli.edu.ro Agrupamento de Escolas Gardunha e Xisto, Fundão (Portugal),www.aesg.edu.pt

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