Playing time

Welcome to a new learning adventure in which you are going to improve your English skills and your ICT ones.

This project is about the different ways of Playing in English-speaking countries: traditional games,  board games, sports and clubs.

Along this project, you will enjoy learning together with your classmates and becoming the next game inventors.

Play stone. Alexas_Fotos. Pixabay. CC0

The target of this project is to cooperate in the classroom to learn about and try English games and sports as well as inventing your own game!

Time to be creative and open your mind!

General information

This project will be worked in a collaborative way. There will be pair work, team work and individual work. This means that the knowledge will be created by you following the teacher's explanation, but especially by self-investigation and interaction among you and your partners.

Along the pages there are different types of activities you have to do, presentations, work in groups or pairs and even individual exercises.

You have logos that help to understand, don´t worry about the text under the pictures, it´s the title of the photo:

Teamwork

TIME FOR ...

Teamwork team. Geralt. Pixabay. CC0

Work with your group. Remember these points:
- Respect the roles: coordinator, secretary, speaker, time keeper.
- Speak in English.
- Don´t be noisy.

All class time

TIME FOR...


Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

All the class must work together with the teacher. Remember:

  • Don´t be noisy.
  • Raise your hand to talk.
  • Pay attention.

Individual activity

TIME FOR...


Girls read . Kidaha. Pixabay. CC0

You have to work alone in an exercise or activity. Concentrate and don´t waste your time.

Pair work

TIME FOR...


Chalkboard blackboard. Prawny. Pixabay. CC0

You work with a partner. It is very imporant to work helping each other, don´t do it individually.

Feedback

TIME FOR...

Feedback confirming. Geralt. Pixabay. CC0

This is the moment to stop and think what we have done. Use the information you are working with.

What are we learning?

TIME FOR ...

Success Gradual. Geralt. Pixabay. CC0

At the end of every page you have to create a video of your progress.  Talk about the activities you are making and the things you are learning in the pages.

Use the vocabulary you learnt.

This is a groupwork activity, and you will do it in a computer. First, prepare what to say and to show. For example, make a drawing or write down important words on a piece of paper.

The program we are using is OBS Studio, here you have a video tutorial on how to use it, it´s quite simple, right?

Save your results in your group folder with the name of the page.

OBS Studio Tutorial for Kids. The authors. CC BY-SA

Project

TIME FOR ...

Poject group. Geralt. Pixabay. CC0

This is your final task. Remember to work with your group and present it in front of the class.

100 % completed


One hundred. Geralt. Pixabay. CC0

Congratulations! You finished all the tasks. Review your progress on the topic.

The final task is the presentation and putting into practice of your own game. You can elaborate a Google Slides that help you present your game. You have a tutorial here:

Google Slides Tutorial for Kids. The authors. CC BY-SA

Remember we will participate in The Little Inventors' challenge (Accessed on 10/06/2018), that encourages children aged 5–12 to share their ideas with the world, from the helpful and practical, to the wacky and bonkers!!!

Ready, steady, go!

    

Running sprint. Ryan McGuire. Pixabay. CC0

Let`s do our best!

Licencia de Creative Commons

World Play Day

Playing all over the world

TIME FOR...


Chalkboard blackboard. Prawny. Pixabay. CC0

Did you know there is a Play Day?

Nowadays there are days dedicated to celebrate many different things: Children's Day, Peace Day, Environment Day...

  • Have you ever celebrated it?
  • Where do you think it is celebrated?
  • When is it celebrated?
  • Who started it? When?
  • Why do you think this day is important? What do we celebrate?

Perhaps this video can inspire you a little bit...

World Play Day 2017. Instituto de Apoio àCriança. (Accessed on 11/06/2018).


Think about the answers with your group and write them in a piece of paper.

TIME FOR...

Feedback confirming. Geralt. Pixabay. CC0

Now it's time to present your ideas to the other groups. Listen to them carefully and RESPECT all the ideas.

You are going to find the answers in the next activity!! GOOD LUCK!!

What is the World Play Day?

TIME FOR...


Girls read . Kidaha. Pixabay. CC0

Read the World Play Day article from the Play and Playground Encyclopedia (Accessed on 11/06/2018) carefully and then try to complete some parts of the article with your memory. If you don't remember everything you can read it again.

Kindergarten children. Regenwalke0. Pixabay. CC0

If you have problems with the vocabulary, you can look it up in the Cambridge dictionary.

When you finish, you will find feedback to the previous questions!! GOOD LUCK!!

The World Day, sponsored by the (ITLA), is held on the 28th of to commemorate the day the ITLA was proposed in 1987. Unlike most official “days,” the World Play Day is more of an of connecting generations through play than a day of scheduled or planned events.

During the 8th International Toy Library Association Conference in Japan in , Dr. Freda Kim, a teacher and play advocate, suggested the World Play Day. Two years later in 2001, the date was during a board meeting in Florence, Italy and has been celebrated yearly since then.

Dr. captures the essence of the day when she suggests, “ a child to play to-day. a child play to-day. with a child to-day."

In 2011, Dr. Kim expanded the for play to especially include children in disaster and war zones.

"By allowing children to play you are helping them to a adulthood.”

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Celebrating this special day...

TIME FOR...

Teamwork team. Geralt. Pixabay. CC0

Have you ever celebrated World Play Day in your school?

Let's have a look at three schools celebrating this special day. Then discuss with your group about it:

  • Do you recognise the games they are playing?
  • Do you know the names?
  • Did you play them?
  • Do you like them?
  • What differences do you see between the three schools?
  • What cultures do you think they are?
  • Are they different to your school? Why or why not?

 

World Play Day 1. IMad Um. (Accessed on 11/06/2018).

World Play Day in Portugal. ITLA Conference 2017. (Accessed on 11/06/2018).

World play day . Letcee. (Accessed on 11/06/2018).

With your group, write down a proposal with different ideas to celebrate the next World Play Day in your school.

You can find inspiration in the previous videos or asking other students in the school but REMEMBER to involve all the students in the school and the teachers because the essence of the day is to interact.

Jassen card game. Annca. Pixabay. CC0

What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Playing time page.

Save your recording in your group folder with the name: Progress 1.

Success Gradual. Geralt. Pixabay. CC0

Traditional English games

Traditional games vs. modern games

TIME FOR...


Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

What are traditional games?

  • What's the difference between traditional games and modern games?
  • Can you tell one or two examples of each?
  • Do you like traditional games?
  • Which is your favourite one?
  • Do you prefer traditional or modern games? Why?

TIME FOR...


Chalkboard blackboard. Prawny. Pixabay. CC0

Do you know this game?

Look at the picture below and discuss with your partner.

  • What is its name?
  • Is it a traditional or modern game?
  • Can you explain the instructions to play?
  • Have you ever played it? When and who with?
  • Did you like it? Why or why not?

 

Tic tac toe. Pixel 2013. Pixabay. CC0
Well done! Now you can have a look at the answers and know everything about this game!

Action games

TIME FOR...

Teamwork team. Geralt. Pixabay. CC0

What are action games?

There are different types of traditional games. Action games are very popular. But do you know any of them?

  • If you know, tell your group about one.
  • If you don't know, don't worry, we are going to work on some of them.

Play play. 422737. Pixabay. CC0

Each group is going to work on one game.

1- Have a look at these websites and choose the game you prefer (choose one you never played before). When you decide tell your teacher so that all the groups work on a different game.


2 - Summarize the game in a chart in your notebook. You can use a model like this:

Name of the game
Number of players
Equipment
Instructions

3- Decide how you are going to present it and practise. You can include a demonstration.

4- Present it in front of the class and listen to the other groups´ games.

5- Play all the games with your class!!!

6- In some games you will have to choose someone to be "it" (the person who is going to count, catch...).

Let's learn a very popular rhyme to decide who is "it".

“Eeny, Meeny, Miny, Moe”

Eeny meeny miny moe.
Catch a tiger by the toe.
If he squeals let him go.
Eeny meeny miny moe.

Now you can practise saying it. Watch the video and pay attention to pronunciation!!

Eeny, meeny, miny, moe. McMillan ELT Spain. (Accessed on 12/06/2018).

Hand games and skipping games

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Teamwork team. Geralt. Pixabay. CC0

Hand games and skipping games are two types of traditional games. Some of them are very simple and others a bit more difficult.

  • What's the difference between them?
  • What's the similarity between them?

Perhaps these pictures can inspire you...

 

Two girls playing skipping rope. Maksym Kozlenko. Wikimedia. CC BY-SA                                                                        Team friends. Shelley shang. Pixabay. CC0

  • Can you give an example of a hand game or a skipping game?
  • Have you ever played?
  • Which one do you prefer?
  • Is there a similar game in your language?

Working on a game...

Each group is going to work on one of these games. Two of them are hand games and the other two are skipping games. You will know when you starting working on it!

  • Cinderella.
  • Teddy Bear.
  • A sailor went to the sea.
  • Miss Mary Mack.

This time your teacher decides the name of your game. When you know it, scroll down and find the activity with the name of your game!

Creating your own rhyme...

When you finish, try to invent a rhyme for a hand or skipping game or you can change the rhyme you worked on with some new words.

Then, sing it to the class and listen to the other groups rhymes.

Are you ready to sing?

TIME FOR...

Feedback confirming. Geralt. Pixabay. CC0

Well done!

The difference is that skipping games involve skipping a rope and hand games involve moving your hands.

The similarity is that both games involve singing a rhyme.

Skipping rhyme - Cinderella

While listening to the rhyme, complete the gaps.

Cinderella jump rope song. Suzanne Lugo. (Accessed on 12/06/2018).

Cinderella, dressed in
Went to kiss her
Made a
And kissed a
many
Did it ?
One, two, three, , five . . .

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Skipping rhyme - Teddy bear

While listening to the rhyme, fill in the gaps.

Teddy Bear Jump Rope. Seaaiiruhh. (Accessed on 12/06/2018).

Teddy Bear, Teddy ,
Turn .
Teddy Bear, Teddy Bear,
Touch the .
Teddy Bear, Teddy Bear
Touch your .
Teddy Bear, Teddy Bear
That will .
Teddy Bear, Teddy Bear,
Go .
Teddy Bear, Teddy Bear,
Say your .
Teddy Bear, Teddy Bear,
Turn out the .
Teddy Bear, Teddy Bear
Say good !

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Hand game - A sailor went to the sea

While listening to the rhyme, complete the gaps.

A sailor went to sea, sea, sea. Active music. (Accessed on 12/06/2018).

A sailor went to

To what he could sea, sea, sea

But all that he could sea, sea, sea

Was the of the deep blue sea, sea, sea.

A went to chop, chop, chop

To see what he could

But all that he could chop, chop, chop

Was the bottom of the deep blue chop, chop, chop

A sailor went to

To see what he could knee, knee, knee

But all that he could knee, knee, knee

Was the bottom of the deep knee, knee, knee

A sailor went to sea, , knee

To see what he could sea, chop, knee

But all that he could sea, chop, knee

Was the bottom of the deep blue , chop, knee

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Hand game - Miss Mary Mack

While listening to the rhyme, finn in the gaps.

Children's song Miss Mary Mack. Patty Shukla. (Accessed on 12/06/2018).

Miss Mary
All dressed in
With silver buttons, buttons, buttons
All down her

She asked her
For 50
To see the elephants, elephants, elephants
Jump over the

They jumped so
They reached the
And they didn't come back, back, back
'Til the 4th of

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What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Playing time page.

Save your recording in your group folder with the name: Progress 2.

Success Gradual. Geralt. Pixabay. CC0

Typical board games

Classic vs. modern board games

TIME FOR...


Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

What are board games?

  • What's the difference between classic and modern board games?
  • Can you tell one or two examples of each?
  • Do you like board games?
  • Which is your favourite one?
  • Do you prefer traditional games or board games? Why?

TIME FOR...


Chalkboard blackboard. Prawny. Pixabay. CC0

Do you know this game?

Look at the two pictures below and discuss with your partner.

  • What is its name?
  • Is it classic or modern?
  • When was it created?
  • Can you explain the instructions to play?
  • Have you ever played it? When and who with?
  • Did you like it? Why or why not?

1    2 

 Monopoly Canadian. Erika Wittlieb. Pixabay. CC0                                                                                  Scrabble Education. Wokandapix. Pixabay. CC0

Well done! Now you can have a look at the answers and know everything about these games!

Typical English board games

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Teamwork team. Geralt. Pixabay. CC0

English board games for kids

There are different types of board games. Some of them are classic because they were created a long time ago and they are very popular. But do you know any of them?

  • If you know, tell your group about one.
  • If you don't know, don't worry, we are going to work on some of them.

Play wooden blocks. Skitterphoto. Pixabay. CC0

Each group is going to work on one game.

1- Have a look at these websites and choose the game you prefer (choose one you never played before). When you decide tell your teacher so that all the groups work on a different game.


2 - Summarize the game in a chart in your notebook. You can use a model like this:

Name of the game
Number of players
Equipment
Instructions

3- Decide how you are going to present it and practise. You can include a demonstration (use your imagination to create the necessary material or find an online version to show).

4- Present it in front of the class and listen to the other groups´ games.

5- Play all the games with your class!!! (look for the game in the school and if you don't have it, use your imagination to create the necessary material or find an online version to play).

Parts of a board game

Question

TIME FOR...


Girls read . Kidaha. Pixabay. CC0

Depending on the game, the material to play is different. But there are some parts that are common to a lot of games. Do you their names? Let's guess!

What's this?

Figures games. Inspired Images. Pixabay. CC0

Hint

You use it to count.

Answers

Dice

Counter

Cards

Feedback

Question

What's this?

Jassen card game. Annca. Pixabay. CC0

Hint

You write what you win.

Answers

Board

Rules

Score

Feedback

Question

What's this?

Un Card Game. Sofi Layla. Pixabay. CC0

Hint

They tell you what to do.

Answers

Cards

Dice

Counters

Feedback

Question

What's this?

Cube play.PIRO4D. Pixabay. CC0

Hint

You roll it.

Answers

Dice

Board

Score

Feedback

Question

What's this?

Monopoly play. Doerge. Pixabay. CC0

Hint

The "basis" of a board game.

Answers

Score

Counter

Board

Feedback

Our own Snakes and Ladders

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Teamwork team. Geralt. Pixabay. CC0

As you learnt before, Snakes and Ladders is a very famous classic English game .

Snakes and ladders2. Druyts. Wikimedia. CC BY-SA

We are going to make our own Snakes and Ladders so we can play it whenever we want in class.

  1. Print one sample for each group (Snakes and ladders board game. j4p4n. Wikimedia. CC0).
  2. Write questions and actions in half of the squares related to the topic you are working in class.
  3. Change your game with another group.
  4. Play it with your group!

Here you are another idea!

If you want to play with the whole class or during the breaks or rainy days you can make a big card or paper board (remember to play barefoot) or draw it with chalk or paint on the playground!!

You can find inspiration in the following pictures...

Do you dare?

 

Gamification techniques 5. Samuel Mann. Wikimedia. CC BY                                                                                                            Ecole Ludger-Duvernay 69. Jeangagnon. Wikimedia. CC BY-SA

What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Playing time page.

Save your recording in your group folder with the name: Progress 3.

Success Gradual. Geralt. Pixabay. CC0

Sports

Football

Question

Is this football?

TIME FOR...

Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

Lidl- Proudly supporting Ladies Gaelic Football. Lidl Ireland. (Accessed on 07/06/18).

- What differences can you see in Gaelic football?

Let´s watch now another kind of football:

A Beginner's Guide to American Football. NFL. (Accessed on 07/06/18).

- Did you know American Football? It is really different, isn´t it?

TIME FOR...

Chalkboard blackboard. Prawny. Pixabay. CC0

So, are you sure you know all about football? Work with your partner in these questions.

Football:

Answers

this word means the same in the USA and in the UK.

it is a sport only men can play in the USA.

it is a different sport in the USA, the UK and Ireland.

Feedback

Question

What is soccer?

Answers

It is the American word for British football.

It is the Irish word for British football.

It is the Scottish word for British football.

Feedback

Question

Gaelic football is a professional sport played in:

Answers

the USA and the UK.

Ireland and the UK.

the USA and Ireland.

Feedback

Question

Gaelic football:

Answers

the players wear lots of protections.

it is a female sport.

the players can use the hands to bounce and pass the ball.

Feedback

Question

American football finals:

Answers

can be played in the UK and the USA. It´s the Super Bowl.

can be played in Ireland and the USA. It´s the Super Bowl.

are played in the USA. It´s the Super Bowl.

Feedback

ROLE PLAY

Prepare a simulation in which you play football (Gaelic, American or British).

Your classmates have to guess what you are playing.

Also, explain a rule of the game when they get it.

Do you need to refresh vocabulary on sports? Let´s play:

Cricket: bat and ball games

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Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

What sports similar to cricket do you know?

- A bat is used to hit the ball.

- The rival team has to catch the ball quickly.

Scotland Beat England For The First Time Ever | Scotland v England ODI 2018 - Highlights.

England & Wales Cricket Board. (Accessed on 07/06/2018).


Cricket is similar to baseball!

TIME FOR...

Chalkboard blackboard. Prawny. Pixabay. CC0

Read the introduction and the box on the right in the Wikipedia articles about cricket and baseball (Accessed on 07/06/2018).

Cricket and baseball

True or false about cricket and baseball. Look for the information in the Wikipedia articles above.

Question 1

Cricket  and baseball were first played in England.

Question 2

Baseball was played first and cricket second.

Question 3

Baseball is more popular in the UK and cricket in the USA.

Question 4

Team members in cricket are 11 the same as in British football.

Question 5

Cricket is popular in Australia and India.

Question 6

Baseball was only once an Olympic sport.

Question 7

Both baseball and cricket are ball and bat games.

TIME FOR...

Teamwork team. Geralt. Pixabay. CC0

Female cricket in India

Adapted from 100 Women: It’s not a sin for women to play cricket. BBC (Accessed on 07/06/2018)

Cricket is the most popular sport in India but the women's version of the game doesn't generate as much interest and for many sections of the society is not appropriate.

After the brilliant performance of Indian team at the 2017 Women's Cricket World Cup, many female players are coming forward and taking the game up professionally.

The BBC met the female cricketers of Indian states Jammu and Kashmir:

100 Women: It’s not a sin for women to play cricket. BBC. (Accessed on 07/06/2018).

Describe a woman from the video.

Each group has a woman appearing in the video.

Step 1. Read the information your woman says.

Step 2. Describe your woman.

Step 3. What is she doing in the game?

Step 4. What does she ask for?

Step 5. What do you think about her?

Step 6. Prepare your presentation to tell the group about your player.

TIME FOR...

Feedback confirming. Geralt. Pixabay. CC0

Gather in a sheet of paper the things the women ask for female cricket.

- Prepare in your group a poster.

- What do you think about the situation of female sports?

What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Playing Time.

Save your recording in your group folder with the name: Progress 4.

Success Gradual Career. Geralt. Pixabay. CC0

Scouts

The biggest club

TIME FOR...


Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

Do you know about the Scout movement? You can see it in many American films and cartoons.
- Did it start in the USA?
- What is B-P?    a) British Petroleum.   b) Bird Power.   c) Baden Powell.
- How old are the Scouts?    a) More than 100 years .   b) Less than 100 years.   c) 200 years.
- Did girls form part at the beginning?
- How many people are engaged at present?

Meet Baden-Powell. World Scouting. (Accessed on 11/06/18).


TIME FOR...

Teamwork team. Geralt. Pixabay. CC0

Meeting B-P

Let´s know a bit more about this man, the starter of the Scouting movement.

In your group you have to prepare a brief presentation about one aspect of his life.

  • Born and death: places, dates and life spam.
  • Infancy and childhood.
  • Jobs and passions.
  • Scouts origins.
  • Scouting around the world.

Follow these helpful steps:

STEP 1: First, watch the video and organize the information. If you need more go to the Scouts web page (accessed on 11/06/18).

STEP 2: Select the part of the video you want to show when you are talking. Write down the time of the pictures or information you want to show.

STEP 3:  Decide the part or role of each member, you can do a performance as well, imitating B-P.

STEP 4:  Prepare an opinion about the explanation you gave. Be ready to explain what you think?

STEP 5:  Practice it a few times! Work with order and following the rules.

TIME FOR...


Feedback confirming. Geralt. Pixabay. CC0

Discuss about Scouting:

  • Do you know Scouts groups in your town or region?
  • Do you want to join scouts?
  • Do you know other big organizations?
  • What values do you think the Scouts pursue and promote?

Scouts and nature

Clean Environment. Wild0ne. Pixabay. CC0

TIME FOR...


Chalkboard blackboard. Prawny. Pixabay. CC0

#EarthHour

Scouts are good friends of nature and they have the commitment to take care of our planet. Watch this video:

Scouts join Earth Hour 2018. World Scouting. (Accessed on 26/05/18).


As you see, on March the #EarthHour takes place. Buildings and landmarks go dark for an hour.

The Scouts are in favour of this action. Reflect about these questions and be ready to defend your answer:

- Why do scouts take part in this action?

- Do you think it is useful? What is the main objective of it?

- Is it only for saving energy?

- Did you know about it? Do you do it at home?

Girl Scouts Prairie Planting. PRO USFWS Midwest Region. Flickr. CC BY

Do you feel inspired by the Scouts?

Think of initiatives to raise awareness or other ideas for real changes in society that help the environment.

Follow these steps:

STEP 1:  Think of problems that are harming the environment.

  • In a piece of paper write down problems you see daily.
  • Now select two or three you consider more important or urgent to solve.

STEP 2:  Now you have to think of possible solutions or campaign to raise awareness about the problem you selected.

STEP 3:  Prepare a presentation with some pictures. You can have a slogan. Such as "No cars. No fumes."

STEP 4: Imagine you are Scouts activists and want to convince Politicians or a group of citizens about the need of change.

STEP 5: Present your ideas in front of the classroom.

Badges: American girl Scouts

TIME FOR...


Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

First let´s introduce the girl Scouts levels:  check the name of each level and the ages (Accessed on 11/06/18).

Badges are the way to recognise the level and the skills of scouts. For every skill or activity you take part in you win badges and patches you show in the scout uniform.

Watch these girls explaining about their badges:

Girl Scouts 101 - Badges, Patches & Pins and Fun Patches. T Nugteren. (Accessed on 11/06/18).

It´s a little difficult to understand, so here you have the main ideas and the time at they say them:

  • The American flag patch shows they are American girl scouts (00:15).
  • A badge of the club shows information about it. The colour shows the scout level (00:27).
  • The stars show how many years they have been in the club (00:43).
  • You earn "cookie" badges for participating in "the cookie program" each year (01:12).
  • The "skill building" badges go at the bottom of the vest (01:18). 
  • The centennial pin is in their left shoulder (1:43).
  • Alyssa and JC show you the back of the vest (2:20).
  • You can see badges for participation in meetings or activities, and also about your interests. For example the "overnight camp" badge (2:30) or the cookies donations patch (2:46).

TIME FOR...


Teamwork team. Geralt. Pixabay. CC0

Girl Scout Levels

Let´s know a bit more about the levels and what girls do at each level:

In your group you have to prepare a brief presentation about a level:

  • Daisies
  • Brownies
  • Juniors
  • Cadettes
  • Seniors
  • Ambassadors

Follow these helpful steps:

STEP 1: Read the information about your level. Use the symbols to understand better.

STEP 2: Prepare what you are going to say and what pictures or information you want to highlight.

STEP 3: Decide the part or role of each member, it´s very important to divide the presentation in equal parts.

STEP 4: Practice it a few times! Work with order and following the rules.

Have you finished soon? Then watch the video in the next part.

TIME FOR...


Feedback confirming. Geralt. Pixabay. CC0

Discuss about Scouts levels:

  • What do you think about selling cookies?
  • Do you think they can get the money they need in other ways?
  • Can you see the link with nature in each level?
  • Talk about empowerment.

Scouting is fun, do parents think so?

#Cubs100. Scouts. (Accessed on 11/06/18).

What do you think about this UK Scouts video?

What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Playing time page.

Save your recording in your group folder with the name: Progress 5.

Success Gradual Career. Geralt. Pixabay. CC0

Let's play

Are you ready to play?

TIME FOR... 

Teamwork team. Geralt. Pixabay. CC0

Make a version of a game

Now that you know a lot about games, is time to play your own game.

Jessika Collie and Jaelyn Derrickson. Tom Czerwinski. U.S. Air Force. CC0

Let´s start with a game we know. You can choose from the "Traditional English games" page or the "Typical board games" page.

  • You can choose any kind of game, from a cards game to an action game.
  • Make a small modification to make it better.
  • Try it. Does it work? a) YES: good! keep with your idea.    b) NO: change your idea.
  • Think of a name.
  • Play and see if it´s fun!

PLAYING TIME

Try the games with your classmates.  Two groups can show each other their games.

Have fun and don´t be  competitive!

TIME FOR...

Feedback confirming. Geralt. Pixabay. CC0

Are you having fun?

  • Remember all children have the right to play.
  • Do you think your game can become popular in your school? Why not playing it in the break?
  • Are these games better than video games?
  • Do you like playing alone or with friends?

Your own game

TIME FOR ...

Poject group. Geralt. Pixabay. CC0

The final task is to invent a new game.

Create a game and present it to the class. You can create any kind of game, even a sport. You have to make all the materials and write the rules needed. Of course, put it in practice with your friends!

Little Inventors: Ingenious Children's Challenge! Little Inventors. (Accessed on 13/0618).


Your game presentations will be printed to create a book and videos of your game can be uploaded to your school web or video channel. Additionally, your games can get an award as they are going to be sent to Little Inventors (Accessed on 13/06/2018). Good ideas can be part of the web and maybe your game become famous all over the world!

STEP 1. Do you need inspiration?

Watch the video of Little Inventors (Accessed on 13/06/2018) to see how the process of inventing something works.

  • Have you thought of any of the inventions?
  • Which ones do you think are useful? Which ones are fun?
  • Where can you get inspiration and ideas?
  • Is it useful to make drawings explaining how your game can work?

Quidditch pictogram. Abjiklam. Wikimedia.CC0

Quidditch, Boston Common. J. Nathan Matias. Flickr. CC BY-SA

STEP 2. Choose a type of game or sport

First, you can review the "Traditional English games", the "Typical board games" or the "Sports" pages to decide what type of game you want to make in your group.

You can ask your family or friends for popular games, check books and search on Google. Consider that the game you are creating has to be easy to play and to understand! Don´t pretend to do a magic sport such as Harry Potter´s Quidditch.

It can be based on another game or sport, but try to be original. Remember: simple and fun is the ideal.

STEP 3. Rules, drawings and material for your game/sport

When writing the game/sport, remember to specify all the rules and basic information. Make it as simple as possible to encourage people to play it: use short sentences and simple language to help your classmates understand.

You may need to draw a board or a set of lines, even a sketch of a pitch or court such as this Quidditch pitch:

Terrain Quidditch HP. Suzelfe. Wikimedia. CC BY-SA

STEP 4. Try the game/sport

Explain the game to a group and try to play the game:

Ask for help if you need it, please don't get angry or sad if it doesn´t work. Just try to take notes to make adjustments or consider starting with another idea.

While you are playing you can take pictures or record videos for the final presentation.

Bossaball. Pedroromero2. Wikimedia. CC BY-SA

STEP 5. Present your game/sport

You are going to tell your class how to play the game/sport, so don't forget to tell them about the rules, the place or materials needed and other basic characteristics.

You can make a demonstration in the class or you can include in your Google Slides a demonstration with your pictures or videos that help you explain better. You can play it in the class.

To finish we are going to make a digital and a printed book with all your presentations and we will donate it to the Shcool's Library.

In the break you can show your game to the children of the school or maybe in PE some sport can be done!

LET'S PLAY AND ENJOY THESE GREAT NEW GAMES AND SPORTS!

Kids Day - Lawn Games. Mid-Atlantic Center for the Arts & Humanities. Flickr. CC BY-SA

Your learning progress

Listen to all your group recordings inOBS STUDIO to review your progress in this topic. Well done!!!

One hundred. Geralt. Pixabay. CC0

Guidelines for teachers

Methodology, timing and attention to diversity

This resource is one of the five OER (Open Educational Resource) part of the project Real Life English.

  • OER 1: Bright ideas.
  • OER 2: Breaking news.
  • OER 3: Sightseeing is cool.
  • OER 4: Tastes of the world.
  • OER 5: Playing time.

Our purpose is to compensate the inequality regarding opportunities to interact in real English speaking situations in their daily life context. Bring the outside world into the classroom by means of realia, that is, real material not designed for teaching, but for fostering a global and significant learning by providing contextualization, motivation and awareness of the language usefulness for students.

Our project was created following the Guide for creators of Open Educational Resources by the EDIA project (promoted by the Cedec). It is designed to be applied in the subject of English as a second language in the 5th and 6th level of Primary Education. It focuses on a Project Based Approach, as students will first activate their previous knowledge and learn through discovery by developing different tasks to end up with a project.

This methodology is active (using ICTs and audiovisual materials as well as fostering the students constant reflection and discussion) and flexible to be adapted to the students needs and the class circumstances in relation to the tasks, time and groupings, contributing this way to attention to diversity.

This OER is divided in 8 main parts, each of them contains several tasks which can be worked independently. Although they are thought to be developed in one session each part, the time can be adapted depending on the level of detail required on each task. Some of them can need previous work and others may need to be finished in following sessions. Every OER follows the same structure:

  • Part 1: Students instructions.
  • Part 2: Activating curiosity and previous knowledge.
  • Part 3, 4, 5 and 6: developing tasks.
  • Part 7: Group project and progress self-revision.
  • Part 8: Teacher guidelines.

For each activity a different type of grouping is suggested by means of the following logos (explained in the student instructions). 

TIME FOR ... teamwork

Teamwork team. Geralt. Pixabay. CC0

TIME FOR... all class work


Blackboard. OpenClipart-Vectors. Pixabay. CC0

TIME FOR... individual work


Girls read. Kidaha. Pixabay. CC0

TIME FOR... pair work


Chalkboard blackboard. Prawny. Pixabay. CC0

Most of the work will be in teams, as the basis of the project is cooperative learning because of the multiple benefits it implies from the point of view of attention to diversity as well as motivation and creativity, among others. (See EL PROGRAMA CA/AC (“Cooperar para Aprender / Aprender a Cooperar”) PARA ENSEÑAR A APRENDER EN EQUIPO. Implementación del aprendizaje cooperativo en el aula. Pere Pujolàs and José Ramón Lago). Nevertheless there will also be some time for class work, pair work and individual work as they complement teamwork to help the student's development from a global perspective.

Objectives

Our goal is to reach an integrated communicative competence as well as an intercultural awareness that help students realize, understand and value the acquisition of the English language.

For this purpose the four language skills (listening, speaking, reading and writing) will be worked in an integrated way, as it happens in real life. Students will interact with authentic material to bring the learning process as natural as possible.

At the end of the project the students will have worked on the following aims:

  • Knowing and using vocabulary regarding board and traditional games, sports and free time activities.
  • Interacting in games and learning songs and basic aspects of games using the present/past simple of some verbs.
  • Writing rules for games and presenting a game in a video.
  • Interacting with certain autonomy when having a conversation and giving opinion.
  • Cooperating and sharing feedback with other students.
  • Recording and being aware of their own progress.
  • Becoming familiar with cultural aspects and developing an intercultural awareness.
  • Interacting with real English material and becoming aware of this language usefulness.

Learning standards and Key competences (LOMCE) - common to the 5 OER

The following learning standards and key competences are based on the LOMCE (Organic Law 8/2013, 9th December), more concretely on the Decree 105/2014, 4th September, that establishes the curriculum for Primary Education in Galicia.

These standards correspond to the curriculum of the English subject in the 5th level of Primary Education.

PLEB1.1. Comprende o sentido global e a información máis importante de textos orais, con estruturas coñecidas e léxico de uso cotiá adecuados á súa idade, procedentes de medios audiovisuais ou da Internet.

PLEB1.3. Identifica a información máis relevante en interaccións orais nas que participa que traten sobre temas familiares procedentes de diferentes medios de comunicación e da Internet.

PLEB2.1. Participa de forma activa en situacións reais ou simuladas de comunicación, previamente preparadas e ensaiadas, sobre temas do seu interese, sobre persoas da súa contorna inmediata, cunha pronuncia e entoación comprensibles.

PLEB2.4. Produce textos orais propios, sinxelos e breves (p.e. cancións, conversas telefónicas, dramatizacións) utilizando distintos soportes multimedia.

PLEB3.2. Comprende a idea principal dun texto escrito sinxelo, con apoio visual, procedente dos medios de comunicación adaptados á súa competencia lingüística e acorde coa súa idade. 

PLEB4.4. Amosa interese polo uso guiado das TIC para producir textos e presentacións e transmitir información escrita. 

PLEB4.6. Produce mensaxes escritas breves: notas e avisos, instrucións ou normas, cartas, felicitacións, carteis, folletos, cómics o descricións de lugares, gustos ou afeccións.

PLEB5.1. Identifica aspectos básicos da vida cotiá dos países onde se fala a lingua estranxeira (horarios, comidas, festividades…) e compáraos cos propios, amosando unha actitude de apertura cara ao diferente.

PLEB5.2. Participa en actividades de aprendizaxe individuais e colectivas, respecta as ideas dos e das demais e contribúe ao traballo en grupo.

PLEB5.15. Compara aspectos lingüísticos e culturais das linguas que coñece para mellorar na súa aprendizaxe e lograr unha competencia integrada a través de producións audiovisuais ou multimedia e de manifestacións artísticas.

PLEB5.14. Comprende e usa adecuadamente o vocabulario necesario para participar nas interaccións da aula ou fóra da aula, ler textos próximos á súa idade e escribir con léxico traballado previamente.

Contribution to the development of the seven Key Competences:

  • Competencia en comunicación lingüística:

É a competencia máis directamente relacionada coa aprendizaxe dunha lingua e que, como mencionamos anteriormente, a nosa meta é alcanzar unha competencia comunicativa integrada.

Por isto, traballaremos todas as destrezas da lingua, comprensión e expresión oral, e comprensión e expresión escrita, priorizando a súa interrelación, pois é así como aparecen nas situacións reais de comunicación, e non de manera illada.

Ao longo de todas as secuencias didácticas propiciaremos non só a comprensión e expresión unilateral, senón tamén a comunicación bidireccional con outros interlocutores.

  • Competencia matemática e competencias básicas en ciencia e tecnoloxía:

Traballaremos nocións espaciais (direccións), temporais (hora, secuenciación), conceptos matemáticos básicos como os números e os símbolos (diñeiro) así como o razoamento lóxico.

O traballo a través de textos informativos relacionados co mundo físico tamén permiten coñecer mellor os elementos da natureza e a influencia e as relacións que manteñen os seres humanos co espazo no que viven.

  • Competencia dixital:

Partimos da base de que o propio proxecto é un recurso dixital (elaborado con eXeLearning) e será visualizado na PDI da aula ou nos ordenadores individuais.

Ademais fomentaremos as destrezas para a busca, seleción e comprensión da información a través de medios dixitais e o uso de Internet.

Incluiremos tamén actividades a realizar con diversas ferramentas de Internet como Google Slides, Google Docs ou OBS Studio.

  • Competencias sociais e cívicas:

A lingua é a base da comunicación entre os seres humanos, polo que é dende esta área onde se pode contribuir fácimente ao desenrolo desta competencia básica, entendida como o conxunto de habilidades necesarias para a conviencia.

Deste xeito, que os nenos/as apredan a comunicarse cos demais e a comprender o que os demais lles trasmiten é fundamental para a súa formación como seres sociais, o que potenciaremos a través do traballo colaborativo para a realización dos proxectos.

O contacto con outras realidades diferentes á súa facilita tamén a erradicación de prexuizos e imaxes estereotipadas, que se interrelaciona coa seguinte competencia, a cultural.

  • Consciencia e expresións culturais:

Esta área inclúe especificamente un achegamento a manifestacións culturais propias da lingua e dos países nos que se fala. Traeremos o mundo exterior á aula e propiciaremos a inmersión na linguaxe, tradición e cultura no mundo de fala inglesa.

Por outra banda, queremos facer ao alumnado consciente da verdadeira utilidade da lingua estranxeira como instrumento de comunicación e de acceso á información, que lles permita comprender os elementos sociolingüísticos e culturais que condicionan aos falantes da lingua estranxeira e que informan de outras maneiras de ver, entender e apreciar o mundo.  Poderán así alcanzar unha consciencia intercultural que lles permita comunicarse  con certa sintonía cultural.

  • Competencia para aprender a aprender:

A aprendizaxe colaborativa é unha ferramenta moi potente no desenvolvemento desta competencia posto que permite que todos sexan á vez docentes e discentes. Se os equipos están compostos por membros con diferentes estilos de aprendizaxe, diferentes puntos fortes e débiles e diferentes personalidades calquera tarefa se convirte nunha experiencia completa para eles. Non soamente adquirirán diferentes estratexias de aprendizaxe senón a transmitir os seus coñecementos e axudar aos demais, o que supón unha doble aprendizaxe para eles.

Por outra banda, tamén adquirirán destrezas dixitais para a busca, seleción e comprensión da información, mediante o uso de Internet, de ferramentas de Google (Maps, Docs…), Office e outras online como Voki ou Match the Memory.

  • Sentido de iniciativa e espírito emprendedor:

Tódalas secuencias didácticas plantexadas baséanse nunha aprendizaxe por descubrimento guiado que remata coa tarefa final, que é un proxecto colaborativo, fomentando así a autonomía, o espírito crítico, a iniciativa, a poñerse no lugar dos outros e a decidir entre varias cuestións.

Ademais o recurso “Bright ideas” xira arredor de iniciativas que cambian o mundo para fomentar o camiño do emprendemento entre o alumnado.

Hardware resources

You can easily adapt the activities to your classroom requirements either you have:

- A computer or tablet per student.

- A computer per group.

- Digital Whiteboard per class.

In the last two cases you will need to print the individual activities or do them as a group.

You will also need microphones, headphones and speakers.

Digital resources

All along the resource we are going to use the following programmes and websites:

-  Google Slides for presentations (you need to create a Google account for all the class).

Google Slides Tutorial for Kids. The authors. CC BY-SA

- OBS Studio to record the daily progress (it is an open source free software and you need to download it first).

OBS Studio Tutorial for Kids. The authors. CC BY-SA

-  The Little Inventors' challenge (Accessed on 10/06/2018), that encourages children aged 5–12 to share their ideas with the world, from the helpful and practical, to the wacky and bonkers.

Assessment

All along the resource three different types of evaluation will be integrated, depending on the moment:

  • Initial evaluation: at the beginning to analyse the previous knowledge.
  • Formative evaluation: through the different tasks during all the sessions to see the progress.
  • Final evaluation: at the end with the final project to see the results.

 

The evaluation instruments will be:

  • Self-evaluation and co-evaluation: self correction of tasks, sharing correction with the classmates, group or individual reflection after a task, recording and critical listening of their work, among the main strategies. Depending on the task, a different type of evaluation is suggested by means of the following logos (explained in the student instructions):

TIME FOR... feedback


Feedback confirming. Geralt. Pixabay. CC0

 TIME FOR ... daily progress

Success Gradual. Geralt. Pixabay. CC0

100 % completed


One hundred. Geralt. Pixabay. CC0
  • Direct observation.
  • Final project and rubric to evaluate it. This activity is distinguised by this logo:

TIME FOR ...

Poject group team. Geralt. Pixabay. CC0

Find attached the Rubric to evaluate the final project.

Licensed under the Creative Commons Attribution Share Alike License 4.0