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

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

Its Game Time: Using Games in the ESOL Classroom Presented by: Tiffany Young & Jessica Castro Fu n n Fu ct a F

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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. 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. 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. 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. 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. Memory Description: Students match pictures. Language Domain(s): (for nonEnglish speakers) 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 Picture Cards/Dice *Recommendation: eeBoo brand story cards & Rorys 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 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 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 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 Dont Say It/Taboo Description: This is a word guessing game. The students have to get their partners to guess the word on the students 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 arent allowed to say Content specific vocabulary can be used 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 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 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.

Contact Us Jessica Castro: [email protected] k12.ga.us Tiffany Young: [email protected] .k12.ga.us Please take a short survey.

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