classroom language games

Il Linguaggio dell’Aula
‘Children will have little opportunity to use the language outside school. It
is important therefore that within the classroom provision is made for
real and simulated activities that will develop and expand the language
learning process’
Draft Curriculum Guidelines
p.13
Classroom language can be taught through games. The
following games are a selection of those that can be
used to teach or reinforce classroom language.
Pascaline Horan MLPSI © In-career Booklet 11 2003
GAME: SIMONE DICE
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNITS: LISTENING, SPEAKING
TOPIC: CLASSROOM LANGUAGE
MATERIALS: CHART WITH FREQUENTLY USED TEACHER
COMMANDS
‘Simone Dice’ is the Italian version of ‘Simon Says’. It can be used to
teach classroom language and to familiarise the children with commands
and instructions used regularly in the classroom, either in the course of
the school day or during the language lesson. The teacher can pick which
commands to focus on and these can be added to or replaced by new
instructions as they are being introduced to the children. The teacher
may also decide, as the children get used to the game, to interchange the
use of singular and plural forms and this can be discussed with the
children. As the children learn the commands they can take turns being
‘Simone’. Less able children will probably volunteer more readily if there
are charts with examples of commands displayed in the classroom. The
teacher should decide with the children before the game which commands
are to be ‘acted out’ and which commands are to be mimed.
Examples of possible commands:
Simone Dice….
Alzati /alzatevi
In piedi!
Rimani in piedi / rimanete in piedi
Siediti / sedetevi
Alza la mano / alzate le mani
Apri il libro / aprite i libri
Pascaline Horan MLPSI © In-career Booklet 11 2003
Chiudi il libro / chiudete i libri
Stai fermo/ state fermi
Girati / giratevi
Scrivi una parola / scrivete una parola
Scrivi il tuo nome / scrivete i vostri nomi
Leggi una frase / leggete una frase
Metti lo zaino sul tavolo / mettete gli zaini sui tavoli
Mostrami il righello /mostratemi il righello
Sali la scala / salite la scala
Apri la porta / aprite la porta
Cancella la lavagna /cancellate la lavagna
Disegna un gatto / disegnate un gatto
*******
GAME: HANGMAN
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNITS: SPEAKING, WRITING
TOPIC: CLASSROOM LANGUAGE, THE ALPHABET
The teacher teaches or revises the names of classroom objects.
A student comes to the board and draws enough underlines for the
letters of a word s/he has selected from the words taught.
The class volunteers letters, pronounced in Italian.
For every wrong guess the child draws successively the parts of the
hangman until the man is hanged or the class has guessed the word.
Pascaline Horan MLPSI © In-career Booklet 11 2003
GAME: MOSTRAMI/PORTAMI
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNIT: LISTENING
TOPIC: CLASSROOM LANGUAGE
MATERIALS: CARDS OR FLASHCARDS WITH THE NAMES OF
CLASSROOM OBJECTS
E.g. la parete, la porta, la carta geografica, la biblioteca, il gesso, il
quaderno di storia, la gomma, lo zaino, la penna, l’atlante, la puntina da
disegno etc.
The teacher introduces the vocabulary of the classroom objects or
revises the names of the classroom objects using flashcards.
The class is divided into two teams. The teacher calls out …..
Mostrami la biblioteca, Portami il gesso etc. to a member of each team in
turn. If the child does the correct action his/her team wins a point. The
team with the most points wins the game.
********
GAME: LA SCATOLA DEGLI OGGETTI
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNITS: READING, SPEAKING
TOPIC: CLASSROOM LANGUAGE
The teacher teaches or revises the names of classroom objects using
flashcards.
The class is dived into groups. The teacher picks a number of flashcards
with the names of classroom objects and places them on the blackboard.
Each team must collect up the named objects as fast as possible. The
first team to finish their collection wins the game.
Pascaline Horan MLPSI © In-career Booklet 11 2003
VARIATION:
The class is divided into groups. Each group picks a number of cards from
the pile of cards with the names of classroom objects written on
them…e.g. six cards. Within a certain time the teams must try to collect
up all the objects named and place them in a box provided for each group.
Alternatively the team that finishes first wins and gets the highest
number of points and the second team the second highest number etc.
The teacher checks that the objects in the box are correct by getting
each team to call out the names of their objects.
As the children’s knowledge of classroom objects improves adjectives can
be included e.g. una matita rossa.
*************
GAME: PICTOGRAM
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNIT: READING, SPEAKING
TOPIC: CLASROOMLANGUAGE
MATERIALS: FLASHCARDS WITH THE NAMES OF CLASROOM
OBJECTS
The teacher teaches or revises the names of classroom objects.
The class is divided into two teams. A member of each team in turn comes
out and selects a card from the pile of flashcards which are faced
downwards. The child must then draw the object on the blackboard and
his team has one guess as to what it is and scores two points if correct.
If not, team B have a go and are awarded a bonus point if correct.
VARIATION: The members of both teams pick cards at the same time
and start at the same time at opposite ends of the blackboard. The team
that guesses their word correctly first wins the points.
********
Pascaline Horan MLPSI © In-career Booklet 11 2003
GAME: TOMBOLA / BINGO
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNIT: LISTENING, SPEAKING
TOPIC: CLASSROOM LANGUAGE
The teacher teaches or revises the names of classroom objects.
Each child selects the names of six objects and quickly draws them on a
grid sheet. The teacher then calls out the names of all the classroom
objects and as the children hear the name of their objects they place a
counter on the correct picture. The first child to cover all their objects
wins. The game can be continued until more children finish so that a
second and third place is also awarded.
The teacher checks that the correct words are covered by getting the
child/children who win/s to call out their words.
********
GAME: CHE COSA HAI?
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNITS: LISTENING, SPEAKING
TOPIC: CLASSROOM LANGUAGE
MATERIALS: CLASSROOM OBJECTS
The teacher teaches or revises the names of classroom objects stressing
masculine or feminine endings and explaining the difference between la
and una if desired .The game can be played using either form or both
forms.
The teacher teaches how to ask someone for a classroom object and the
different responses possible….both positive and negative.
Pascaline Horan MLPSI © In-career Booklet 11 2003
Stage 1: Hai una matita?/Hai la matita?
Sì, ( ho una matita/ho la matita)
Stage 2: Hai un libro?/il libro
No, ( non ho un libro/il libro)
Stage 3: Hai una penna/la penna?
Sí (c’è l’ho) No, (non c’è l’ho)
Around the room in turn each child must ask for an object from the child
sitting beside them and the children practice first the positive response
and then the negative response and finally either response as they wish.
The teacher produces a bag/box in which s/he has placed a number of
objects. The class is divided into two teams. Each team takes it in turn to
ask the teacher if a certain object is in the bag /box. If the answer is
positive then the team receives the object. The team with the most
objects at the end of the game wins.
As the children become accustomed to the game and know the basic
responses, the teacher can teach alternative responses and / or add
colours to the objects:
Hai una penna /penna rossa?
Sì, certo, prendi.
Hai un temperamatite?
Sì, eccolo.
Hai una gomma?
No, non ho una gomma. Mi dispiace.
Alternative ways of asking for an object can also be taught:
Mi dai la matita per favore?
Sì, certo, prendi
Grazie.. prego
Pascaline Horan MLPSI © In-career Booklet 11 2003
GAME: POSSO?
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNIT: SPEAKING
The teacher teaches or revises the names of classroom objects.
The teacher revises the different ways of asking for something.
Mi dai la penna per favore?
Eccola.
Hai una penna?
Sì, eccola
Posso prestare la penna?
Sì, certo.
The teacher collects up a classroom item from each child. The children
must ask for the item they own in turn and if they are successful they
score a point for their group.
********
GAME: CHE COSA HO IN MANO?
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNIT: SPEAKING
TOPIC: CLASSROOM LANGUAGE
MATERIALS: CLASSROOM OBJECTS
The teacher/child hides an object behind his /her back. The class must
guess what the object is by asking questions. The class can be divided
into two teams if desired and as the correct object is guessed the team
scores a point.
Che cosa ho in mano?
Pascaline Horan MLPSI © In-career Booklet 11 2003
Hai una matita?
No, non ho una matita.
Hai una gomma,
No!
Io lo so! Una penna!
********
GAME: I SPY
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNIT: SPEAKING
The teacher teaches or revises the names of classroom objects.
This game can be played individually or in groups. Each group or child
takes it in turn to say that they see an object and that it starts with a
specific letter. The other children or groups guess what the object is in
order to score a point. Extra points can be given if the child or group can
spell the word guessed.
IL VOCABOLARIO / VOCABULARY:
Vedo qualcosa nell’aula e comincia con la lettera ..p
È la porta?…
No, non è la porta.
È la parete?
No, non è la parete.
È la penna?
Sì, è la penna.
Pascaline Horan MLPSI © In-career Booklet 11 2003
GAME: DOV’È LA MATITA?
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNIT: SPEAKING
MATERIALS: CLASSROOM OBJECTS, POSITIONAL WORDS.
The teacher revises the names of classroom objects.
The teacher teaches the phrases vicino a and lontano da by using
classroom objects. The teacher should probably concentrate on two or
three focal points in the classroom..eg. the door, the window and the
computer. Eventually the teacher puts the phrase Vicino alla finestra on
the blackboard and the pupils list all the objects that are vicino alla
finestra….the teacher does the same for the door ..Vicino alla porta.
The teacher repeats the exercise with lontano da.
The teacher puts an object in a specific place and describes where it is
using the phrases on the blackboard e.g. È vicino alla porta. È lontano dalla
finestra. The children describe where objects are, in a similar way.
One child is chosen to leave the room and the pencil is hidden.
When the child returns s/he must find out where the pencil is by asking
questions of the class.
Examples of questions:
È vicino alla finestra?….. È vicino alla porta? È vicino al computer.
È vicino al lavandino?
È lontano dalla porta? È lontano dalla finestra
The class answer by saying.. sì è vicino alla finestra…no, non è vicino alla
porta
The children can also be taught più vicino and più lontano so they can use
them in the game. E.g. the child who is searching can ask.. più vicino?
after s/he has followed the directions given by the class…and they can
answer …sì, più vicino…etc.
Pascaline Horan MLPSI © In-career Booklet 11 2003
GAME: HIDE THE …
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNIT: SPEAKING
A range of objects is placed on the teacher’s table. The child who has
been chosen to find the object studies the objects and then leaves the
room. The class then tell the teacher which object to hide in Italian and
where to hide it, if they are able, also in Italian. The person who is
outside comes back in and must identify the object that is missing and
set about finding it. As the search goes on the class repeat the name of
the object raising their voices if s/he comes near the object…and
lowering their voices if s/he moves away.
ILVOCABOLARIO / VOCABULARY:
Cosa mettiamo sulla cattedra?….mettiamo questo/quello?
Adesso cosa abbiamo sulla cattedra?
Cosa manca?
Manca la matita.
********
GAME: LABELS ON BACK
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNIT: SPEAKING
The teacher teaches or revises the names of classroom objects.
The teacher pins a label with the name or picture of a classroom object
to the back of a pupil and s/he must guess what the object is by asking
questions. The class answer the questions of the child.
IL VOCABOLARIO / VOCABULARY
Pascaline Horan MLPSI © In-career Booklet 11 2003
È grande? Di che colore è?
Dov’è nell’aula?
È la matita?…No,….È il quaderno?
Sì, è il quaderno.
GAME: IL GIOCO DEI CARTELLINI
STRAND: COMMUNICATIVE COMPETENCE
SRAND UNITS: LISTENING, SPEAKING
TOPIC: CLASSROOM LANGUAGE
MATERIALS: Flashcards with commands / instructions frequently used
by the teacher.
The teacher introduces the new commands or revises commands already
known by he children using flashcards.
The teacher or the children suggest possible mimes if necessary,
exaggerating to give better dramatic effect.
The class is divided into two teams. Each child in turn comes forward and
takes a flashcard from the pile of flashcards which are faced downwards.
S/he must read out the command and do / mime the action stated. If
they succeed in doing/miming the correct action their team scores a
point. The team with the highest score wins.
Examples of commands:
Alzati
Siediti
Guarda
Pascaline Horan MLPSI © In-career Booklet 11 2003
Apri la porta
Corri
Canta una canzone
Ascolta
Disegna un fiore
Disegna il sole
Chiudi la porta
Mostrami una matita
Fai un salto
Sali la scala
Apri la finestra
Chiudi la porta
Portami il cancellino
Dimmi il tuo nome in italiano
Tira il dado
Getta qualcosa nel cestino
Cammina
Metti il gesso sulla cattedra
Batti le mani
********
Pascaline Horan MLPSI © In-career Booklet 11 2003
GAME: LE REAZIONI
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNITS: LISTENING, SPEAKING
MATERIALS: CHART WITH REACTION EXPRESSIONS
Teacher teaches or revises phrases that are used to react to statements:
eg. Che peccato! Meno male! Evviva! Urrà! Non ci credo! Stai
scherzando!
Auguri! Complimenti! Prego! Impossibile! Magari! Forse! Speriamo!
Spero di sì! Spero di no! Buon Compleanno!
The teacher makes statements that the children have to react to in
turn…in teams / in groups / individually
EXAMPLES OF STATEMENTS:
Domani è Sabato… Nevica….. Mi piace l’inverno… Grazie….
Piove….
Ho mal di testa….Ho vinto il Lotto/ il gioco…Domani fa caldo…
Ieri ho visto David Beckham/Christina Aguilera….Non c’è scuola domani…
Oggi è il mio compleanno………Mi piace andare a scuola…..
Mi piace fare i compiti..
*********
ACTIVITY: CLASS SURVEY
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNIT: SPEAKING
MATERIALS: CLASSROOM OBJECTS
The teacher teaches or revises classroom objects.
Pascaline Horan MLPSI © In-career Booklet 11 2003
A leader is picked in each group to find out if the members of the group
have specific objects in their pencil cases or schoolbags. When each
group has obtained the information they must report back to the teacher
and class so that the information is collated.
IL VOCABOLARIO / VOCABULARY:
Hai la/ una penna rossa?
Sì, ho una penna rossa,
Hai un temperamatite?
No, non ho un temperamatite.
Quanti bambini hanno una penna rossa?
Quanti bambini hanno un temperamatite?
GAME: SOPRA O SOTTO!
STRAND: COMMUNICATIVE COMPETENCE
STRAND UNIT: SPEAKING
The teacher teaches or revises the names of classroom objects.
The teacher chooses one object e.g. a pen and using a chair or a table
explains sopra and sotto.
The class is divided into two teams. Each person in turn must identify
where a classroom object is…either sopra o sotto.. giving the full phrase,
if possible.
IL VOCABOLARIO / VOCABULARY:
Dov’è la penna?
È sopra la sedia.
NOTE: The same game can be used to teach davanti a /dietro a/sul/
accanto a until eventually all the positional words can be used in one
game.
Pascaline Horan MLPSI © In-career Booklet 11 2003
Gli Oggetti dell’aula
DISEGNA GLI OGGETTI DELL’AULA:
La penna
La matita
Il temperamatite
Le forbici
La gomma
Il pennarello
Il righello
L’astuccio
Lo zaino
Il quaderno
Il libro
Cosa hai nell’astuccio?
Ho …………………
……………………..
……………………..
………………………
……………………….
……………………..
……………………….
………………………
…………………………
Pascaline Horan MLPSI © In-career Booklet 11 2003
Il Linguaggio dell’aula
DISEGNA GLI OGGETTI DELL’AULA:
La lavagna
La sedia
Il banco
La finestra
La porta
Il computer
La
biblioteca
La parete
La cattedra Il lavandino L’armadietto
Il
televisore
La mensola
Il
videoregistratore
Pascaline Horan MLPSI © In-career Booklet 11 2003
Il
registratore
L’orologio
Pascaline Horan MLPSI © In-career Booklet 11 2003
Il nome
La penna
rossa
La penna blu
Pascaline Horan MLPSI © In-career Booklet 11 2003
La matita
La gomma
Il righello
Il
temperamatite
Pascaline Horan MLPSI © In-career Booklet 11 2003
Picture bingo cards:
Pascaline Horan MLPSI © In-career Booklet 11 2003