Additional Info

• Name: Street Games - Körebe

• OVERVIEW

• Linguistic dimension

• CEFR Level: B1
• Linguistic dimension - Skill(s): Reading; Writing; Speaking; Listening
• Duration: 2 x 45 minutes
• Target language: English or any other modern language

• ICT dimension

• ICT resources:

  www.youtube.com/watch?v=xfZITSllMfQ

  Power Point or similar programme

  Pictures- google images

  Windows Movie Maker or similar programme

  Internet access

  Smart phones, tablets, cameras 

• ICT competences: 1. Writing an email about a traditional street game from their own country 2. Making a video about a traditional street game from their own country.

• Detailed description of the task

• Situation / theme(s): A traditional street game played in Turkey.
• Product requirements or prerequisites: In order to implement this lesson computers/ tablets are necessary so that the learners can use the free software suggested.
• I can...:
  • write simple connected text on topics which are familiar or of personal interest.
  • connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions; briefly give reasons and explanations for opinions and plans.
  • deal with most situations likely to arise whilst travelling in an area where the language is spoken, enter unprepared into a conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events)
  • understand texts that consists mainly of high frequency of everyday or job-related language, understand the description of events.
  • Understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc.; understand the main point of may radio when the delivery is relatively slow and clear.
• Product: Students should be able to write an email about a street game played in their country.
• Product requirements or prerequisites:

  In order to implement this lesson computers/ tablets

  are necessary so that  the learners can use the free software suggested.

• Process:

  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)

              www.youtube.com/watch?v=xfZITSIlMfQ

                    ( 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.

  “Hi _________,

  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.

  See you,

  Amy “

   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.

• Division of roles (optional): Pair work, group work.
• Consolidating activities suggested or follow up plan:

  Students can search for streets games played in other countries.

• Success factors or evaluation criteria:

  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

• Authors: Aslı Lüle
• Acknowledgements: Aslı Tarakçıoğlu

• Didactic added value of the task and other information

• Practical hints for teachers:

  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.

• Additional methodological or didactic comments:

  It is not  necessary to use all of the suggested activities, the teacher can choose accordingly.

• Reasons why this task is a model of best practices:

  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!

• Impact that it is expected to have on the teaching practices and attitudes:

  Encourage teachers to adopt TBLT and CEFR in their practice and implement ICT in the teaching approach.

• Reasons why this task travels well:

  This task may be implemented in some other syllabus besides language one. Students are encouraged to describe something traditional.

• Rationale and/or theoretical underpinnings of the task: The lesson is organised in the 3 cycles (pre-task, task, language focus).