Power Point or similar programme
Pictures- google images
Windows Movie Maker or similar programme
Smart phones, tablets, cameras
In order to implement this lesson computers/ tablets
are necessary so that the learners can use the free software suggested.
Warm up - Ask students to read and find out the missing word in the text. (power point)
“I remember playing games as a kid out in the _______, running around and having fun, without realizing I was keeping fit and exercising. I was enjoying myself in these games. I am sure that most kids prefer to be out with their friends rather than stuck in front of a computer screen and chatting with people they don’t even know in person. If they keep spending too much time in front of a computer screen, they will obviously put on weight. ___________ games is a collection of games we played out in the _________and sometimes indoors if it was raining.”
Speaking - Students discuss the advantages of playing street games.
Video - Watch a video about a street game and ask students to answer these questions:
(the questions should be presented on Power Point)
( konak belediyesi – körebe)
* Which country is it?
* What is the name of the game?
* How many children are there in the game?
* What do you need to play this game? ( equipments)
* Can it be played indoors too?
Writing – Give the hand out the handout below. Students work in pairs and read the unknown words up on the Internet.
Sorry for not writing to you for a long time but I’ve been very busy these days. We are doing a project about street games at school. We want to learn about different street games played in European countries. I’d be glad if you tell me about a typical Turkish street game.
Group Work – In groups of 4-5, students choose a traditional street game from their own country, and discuss the rules of this game. They play it in the playground and make a video of the game. (one student is the cameraman)
Peer-assessment – students watch all the videos and vote for the best one.
Students can search for streets games played in other countries.
Students have done it well if they have successfully produced the product and reach the designated outcome of the lesson, they made a considerable use of the suggested ICT tools and if they corresponded well to the CEFR criteria set for this lesson
Teachers should have tried all these sites and created accounts in order to avoid delays throughout the trialling.
Students should have been given time to familiarise themselves with the aforementioned ICT tools.
It is not necessary to use all of the suggested activities, the teacher can choose accordingly.
It is based on a street game that students enjoy playing in Turkey so that students in other countries can learn about it and then be inspired to think about traditional street games of their own countries. This is a great idea since so much indoor activity is favoured by our young digital natives!
Encourage teachers to adopt TBLT and CEFR in their practice and implement ICT in the teaching approach.
This task may be implemented in some other syllabus besides language one. Students are encouraged to describe something traditional.