Game

1. Game Objective – Constructing a story about a game References to pictures and games used: The boy http://www.cartoon-clipart.com/cartoon_clipart_images/cartoon_child_playing_with_his_pet_dog_0515-1004-1303-5652.html The egg game http://www.funstufftosee.com/eggs.html Dr. Ania Lian Charles Darwin University, E-mail: ania.lian@cdu.edu.au Semester 1 - 2012 Question Mark http://momofftrack.com/2011/04/opinions/question-mark-2/ Eggs in a basket http://www.bujaboutique.com/index.php/baskets/eggs.html The frog game http://www.digyourowngrave.com/frog-jumping-puzzle/ Geography game http://www.yourchildlearns.com/mappuzzle/seasia-puzzle.html

2. This PowerPoint illustrates an example of an online resource. • It can also be used in class. • The student may be able to work with the resource alone. At any stage they can be supported by a teacher. • The resource is an example of principles discussed during the semester. It certainly can be developed more and function as a good learning support.

3. Task: A student is encouraged to create his • or her electronic recording of how they played their favourite computer game • Objective – Constructing a story about an event • Sequence of activities: • Activity 1 An egg game (introduction) • Activity 2 A frog game (building up) • Activity 3 A geography puzzle (allows for a greater complexity) Activities 2 & 3 to be developed • Skills: Presentation skills • Developing a story about an event • ICT • Introducing students to computer games • Information Literacy • Learning to develop a complex text from simple statements. Focus on linguistic elements facilitating text expansion (e.g. connectors, adverbial phrases, prepositional phrases). • Life-long learning • Learning about the potential of the internet, a place to store and find games and learning resources • Critical thinking • Recording gams, while talking about it, requires selecting coordination of multiple cognitive systems Dr. Ania Lian Charles Darwin University, E-mail: ania.lian@cdu.edu.au Semester 1 - 2012

4. Diversity was accounted in this resource especially in the skill teaching the students the life-long learning values of this resource and its activities. The objective was to ensure that as few as possible assumptions are made regarding students’ understanding of the activity and its relevance to their lives. • Inclusion was accounted in a number of ways: • The resource focused on skills that, together, can be transferred to other activities that allow for students’ self-expression and creativity. • In general, texts contain more information than the linguistic structures that we often aim to teach. In this resource, the activities do not introduce new texts. The aim of the activities is to reduce cognitive load. This is done best by focusing on a single text. Other text can be introduced much later, when students are ready for new information, which new texts will necessarily bring with them. • Learner-centredness was accounted for with the resource illustrating a range of activities that can be created to support students in: • perceiving gaps in their ability to complete the task and • attending to these gaps • These activities included the use of pictures, movies, sound, exaggerated tone of voice which helps students relate emotionally to the activity, dialogue, the possibility to record their voice and in so doing engage in the dialogue, supported writing,

5. Sam playing games

6. Sam http://www.cartoon-clipart.com/cartoon_clipart_images/cartoon_child_playing_with_his_pet_dog_0515-1004-1303-5652.html

7. What is your name? My name is …. http://www.cartoon-clipart.com/cartoon_clipart_images/cartoon_child_playing_with_his_pet_dog_0515-1004-1303-5652.html

8. These are the games I play! Click Click Click

9. You play now! Click Click Click

10. Did you play? What happened? Did you click on START? Did you see the eggs? Were the eggs in baskets? How many baskets did you see?

11. Record your voice! Did you play? What happened? Did you click on START? Did you see the eggs? Were the eggs in baskets? How many baskets did you see?

12. Did you play? Yes, I did. I did well. What happened? Yes, I .. Did you click on START? Did you see the eggs? Yes, they .. Were the eggs in baskets? .. How many baskets did you see?

13. Did you play? Yes, I did. I did well. What happened? Yes, I did. Did you click on START? Yes, I did. Did you see the eggs? Yes, they were. Were the eggs in baskets? Three. How many baskets did you see?

14. I played What happened? I did well. I saw an egg .. I clicked on START .. I saw three baskets .. I threw the egg into the basket .. Is he ready to record his game? It was fun!

15. I played What happened? I did well. I saw an egg I clicked on START I saw three baskets I threw the egg into the basket Is he ready to record his game? It was fun!

16. GAMES !

18. The dog is … The dog is … The dog is …

19. Matching More on http://www.englishclub.com/esl-games/matching.htm http://www.manythings.org/ac/ More on http://www.eslgamesworld.com/members/games/grammar/

20. http://eslgamesworld.com/members/games/pronunciation/index.htmlhttp://eslgamesworld.com/members/games/pronunciation/index.html http://www.manythings.org/ac/deep.html

21. What happened? Go BACK Yes I did. I did well Yes Idid

22. What happened? Go BACK Yes, I did. I did well Yes, I did Yes, I did Yes, theywere

23. What happened? Go BACK Yes, I did. I did well. Yes, I did. Yes, Idid. Yes, they were. Three.

24. Did you play? Yes I did. What happened? I did well Did you click on START? Did you see the eggs? Were the eggs in baskets? How many baskets did you see?

25. Go BACK http://www.youtube.com/watch?v=KEPfNmRFZBA&feature=youtu.be

26. Go BACK http://www.youtube.com/watch?v=zKxS1ViAQQE

27. Go BACK http://www.youtube.com/watch?v=PAGk65intXw

28. Go BACK Start

29. Go BACK An egg Eggs in a basket

30. Go BACK There are three baskets One on the top One in the middle One on the bottom

31. Using generic skills as tools for helping to map out students’ learning needs Go BACK • A map of this kind can help you expand your initial assumptions about the learning needs • of your students. To do so: • First, identify the task that students need to produce in their regular class for which need assistance with English. • Second, identify the skills required and the potential needs that these skills will involve. • Third, develop activities addressing these needs Examples: Skills involved Possible learning needs Text delivery; fluency, comprehension of texts, turn-taking Presentations, Explanations Discussions, Narrations, Comprehension Communication Strategies Structural coherence, Format and genre rules, Search skills Structural issues, Format, Searching for info Information Literacy Real World Link of Activities Illustrating the value of activities to professional, social and private contexts of life Life Long Learning/ ICT Consideration of diverse perspectives Arguing Relevance Critical Thinking

32. Developing a story Go BACK Possible learning needs Skills involved Text delivery; fluency, comprehension of texts, turn-taking, etc. Presentations, Explanations Discussions, Narrations, Comprehension Communication Strategies The game supports the skill of presentation and needs such as: delivery, fluency and comprehension. In the egg- game, three activities are included which illustrate the final objective of the activity – Creating a story about one’s engagement in a computer game No listening comprehension activities as such of those stories are included. However, students’ comprehension is assisted through questions, spoken and written. These questions focus the student on the steps of the story that matter. Students’ fluency is assisted through activities which prompt students to record their speech and compare. However, more focused activities are required to go beyond those drill-like exercises.

33. Developing a story Go BACK Skills involved Possible learning needs Structural coherence, Format and genre rules, Search skills Structural issues, Format, Searching for info Information Literacy The games support the skills of structuring sentences and text. It also teaches a stepwise progression of constructing a text, i.e. its format and therefore genre. In the egg-game, students are supported in structuring sentences through text and voice examples, and a storyboard game. Students are supported in constructing a well-formed text (its form) through exercises which assist them in placing sentences in boxes, thus implicitly illustrating their sequential development. Students are not supported in perceiving differences between a story genre and another type of a text. However, this game can be used for this purpose in other activities – this is why the genre aspects is in red and therefore marked as relevant.

34. Go BACK Developing a story Skills involved Possible learning needs Illustrating the value of activities (and the possible ICT skills involved) to professional, social and private contexts of life Life Long learning / ICT Real World Link of Activities • In order to account for the principle of Diversity, the egg-games support students by: • Illustrating the value of computer games to children. Samdoes so by exemplifying three games and showing how much he likes to play those games; • Illustrating the value of the activity itself which aims to support students in producing an electronic recording of how they played their favourite computer game. It does so by showing that children can show to other people how they did that and they can display their achievements using youtube, class websites or community websites. • Illustrating that presentations are cool and that everyone can create and display them, children, boys, girls; not just adults as seen on other activities. • Illustrating that presentations are common; they are everywhere, and especially, on the Internet. • Illustrating that presentations are fun and can be done to share between friends and a wider community (purpose) • Illustrating that ICT skills are easy and “cool”, as children can do a lot with a few tricks. • Illustrating the potential of simple ICT applications like screen recording (available also on smartboard)

35. Developing a story Go BACK Skills involved Possible learning needs Consideration of diverse perspectives, consolidating multiple skills Arguing Relevance, Managing cognitively complex tasks Critical Thinking • The egg-game activity offers tools that aim to students in consolidating a number of skills that are necessary for creating an electronic recording of how they played their favourite computer game. These include: • Playing and understanding the game itself • Construction of a story; • The ability to tell the story. • Next challenge is to do it.