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LESSON PLAN – ONLINE GAMES TO TEACH VOCABULARY TO YOUNG LEARNERS

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Natalia Talarowska

on 29 October 2014

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Transcript of LESSON PLAN – ONLINE GAMES TO TEACH VOCABULARY TO YOUNG LEARNERS

ONLINE GAMES
TO TEACH VOCABULARY
TO YOUNG LEARNERS

by Abeer Ali Okaz
Pharos University in Alexandria
Al Shri Al Omomi, Qism Sidi Gabir
Alexandria Governorate, Egypt
Lesson plan

LESSON PLAN
By the end of the lesson, students should be able:
to recognize farm animals (cow, pig, duck, dog and sheep)
identify their babies (calf, piglet, puppy and lamb)
identify their dietary habits
identify their place of living
Age group:
kindergarten
Time:
55 minutes
Materials:
Internet connection; LCD projector; score board; 2 sets of card pictures; blue
tac; A5 sheet with farm animals pictures; pictures of more farm animals (from game);
copies of worksheet for baby animals; colored markers; newspaper sheets/ or colored
cardboards; glue sticks.
WARM UP
Divide the class into 2 groups: A and B.
Give each group a set of 10 card pictures.
Divide the board into two parts: A and B.
Give each group 5 pieces of blue tac.
Tell groups that they will listen to the ‘Old Macdonald had a farm’ song, and they will hear the names of 5 out of the 10 animals they have.
Ask groups to run to the board to stick the picture of the animal they hear under their group’s name
Time:
10 minutes
START THE FUN
Divide the class into pairs.
Explain the task: in pairs, students will practice the vocabulary of farm animals.
Ask pairs to click on the link below.
http://www.eslgamesplus.com/farm-domestic-animals-vocabulary-esl-memory-game/
Encourage pairs to work quickly on finding the matching pictures.
Time:
10 minutes
Time: 5
minutes
Introduction
Nowadays, most pupils and
students use any gaps during
their lessons to play all sorts
of games.
Can teachers
enter the games to
their timetable?
Most students, particularly young ones, have a short attention span, and they quickly lose interest
Monotonous lessons decrease students’ enthusiasm for learning
Of course they can!
Why is this so important?
The standard classes
do not bring the
element of surprise.
~ Harmer 2007
Moreover:
Harmer (2007) suggests that teachers should to prepare
“a rich diet of learning experiences”
in which students can learn from a variety of sources.
Thus, introduce of online games to class activities will encourage students to keep focused on language learning.
One of the ways to reduce boredom and get students more involved in learning is by integrating online games.
Why are online games a useful tool?
Most online games for young learners are free and easy to access. Also, every time students know they are going to the computer lab, they usually get excited and motivated. While playing, students will focus on the games and hence absorb the target language subconsciously. Online games can encourage introvert students to interact easily
with others and contribute towards their independence
(Lee, 2000)
. Playing online games enhances all language skills as students are going to read, write, listen and communicate in the target language.
Tips to consider.
Besides being fun, games
must have a pedagogical/ language
and skill focus. The teacher
needs to plan ahead such
aspects as organization,
material, equipment,
teaching focus.
The teacher needs to
decide on the following:
The number of computers available in the lab because sometimes students may need to
share and work in pairs or teams.
The students’ proficiency level.
The choice of vocabulary or grammar that the teacher needs to practice with the
students.
Task sheets that will keep the students on track.
The use of interactive input.
The language skills that the
game will enhance.
The purpose of the game,
its level of difficulty,
complexity of game rules and its
suitability for the students’
cultural background.
References

Harmer, J. (2007). The Practice of English Language Teachin Harlow: Pearson Longman.
Hong, L. (2002). Using games in teaching English to young learners. The Internet TESL Journal, 8(8). Retrieved January 29, 2014, from
http://iteslj.org/Lessons/Lin-UsingGames.html.
Lee, K. (2000). English teachers' barriers to the use of Computer-Assisted Language Learning The Internet TESL Journal, 6(12). Retrieved January 29, 2014, from
http://iteslj.org/Articles/Lee-CALLbarriers.html.
Wright, A., Betteridge, D., & Buckby, M. (2006). Games for Language Learning (2nd ed.) Cambridge: Cambridge University Press.
Natalia Talarowska
Ewa Matyjasek
Written by:
PRACTICE
1. Bring to class copies of the following worksheet
(http://www.cookie.com/kids/worksheet.html#Farm_Animal)
Ask students to name more animals from the game.
Provide each pair with pictures of these animals.
Ask pairs to use pictures to stick them on the A5 sheet on the wall.
At this point, count the points on the scoring board to announce some winners from both the group and pair work.
2. Give each student a copy of the worksheet, some colored pens, and ask them to match the animals to their baby animal. Students can work alone or with a friend.
3. Show on the big screen the following video about baby farm animals.
4. Go over the completed task again with students to make sure they got the answers all correct.
Full transcript