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Fun and games
Fun and games
Fun and games
Fun and games
Fun and games
Fun and games
Fun and games
Fun and games
Fun and games
Fun and games
Fun and games
Fun and games
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Fun and games

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  • Çok güzel bir çalışma olmuş emeğinize sağlık.Rica etsem mail adresime gönderir misiniz?(aycanurt@gmail.com) Teşekkürler.
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  • 1. O FROM THE ARTICLE: The role of fun and games activities in teaching young learners by Shelagh Rixon, found in Brumfit, C. J. Moon and R. Tongue. (1997) (ed) Teaching English to Children. Essex: Longman.O Prepared by: Adriana, Angela and David
  • 2. O By “FUN AND GAMES” we can understand all those activities which involve play and enjoyment. For example: singing, clapping hands, solving puzzles, drawing and colouring. • Young children learn better through play. • Fun should have a role, rather than just be a feature of, children’s education.
  • 3. Four main objectives for foreignlanguage learning at the primary stageO Language learning should assist the educational objective of encouraging the conceptual development of the child.O Language learning should form part of the development of the child.O Primary school language learning should promote the formation of a possitive attitude to language learning in general.O Primary language learning should result in the acquisition of appropiate elements of the language.
  • 4. Language pay-offIt is one of the most obvious parameters toconsider.LANGUAGE LEARNED BY HEART AS PART OFAN ACTIVITYO What’s the time, Mr Wolf?OI went to market and I boughtOSongs
  • 5. Language picked up as a result of an enjoyable activityO Telling stories to students can result in natural language acquisition on their part, but one needs to be careful about the type of story used.
  • 6. Creative use of language in an activitySome activities allow more creative use of thelanguage, where ‘new’ utterances can beproduced by the child.O‘Find the difference’
  • 7. Language pay-off from conceptual engagementMany intelligence test puzzle-type activitiesalso involve language use, or can be made toask young learners to express the ‘answer’ inEnglish.
  • 8. O A simple reinforcement of time engagement. Clock sequenceO Putting words into categories can produce useful vocabulary revision. Animals: cat, horse, dog, mouseo Picture ‘dominoes’ which demands both lateral and logical thinking, together with an expression of that thinking in English
  • 9. Informal language analysis through puzzles and making activities Some activities in which the child plays with or through the language provide him/her with an informal way of looking at the form of the language itself. Activities such as O‘Find the word’ : a letter grid with hidden words O‘Dot-to-dot’puzzle OColouring puzzles OModel-making
  • 10. Cultural dimensionsO Most of the activities mentioned above exist in real life.O It is important to do some research into fun and games activities which already exist in the culture of English-speaking children.O Teachers need to make sure that children enjoy the activities.
  • 11. Choosing or adapting activities for your situation O Going outside the classroom ‘Simon says’ O Songs and rhymes

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