2. Workshop Outcomes
By the end of the workshop you will:
Have explored using games in the classroom
Be more aware of the issues related to choice of
games
Explored ways of exploiting and using songs and
chants in the classroom
3. What is a game?
Why do we use games in the
classroom?
4. What is a game?
A game is
• usually competitive
• rule governed
• goal defined
• has closure
• and is engaging
5. Why use games?
• Games are fun, and children learn well through play
• They create an enjoyable environment
• Games provide a real means for communication
• They can be task based or topic based
• They stimulate the use of language rather than the
analysis of language
• It is learning through doing
7. Songs
What types of songs and chants do you
feel are most effective in helping
children learn?
8. For example…
• Songs and chants that can generate TPR
• Ones that can be used as classroom signals: hello,
goodbye, quiet time, clean-up time etc
• Ones that can be used to mime a story to
• Ones that are exploitable in terms of visual prompts
• Songs with repeated lines
• Topic based songs
• Ones with language chunks
• Can you think of any examples?
10. Adapting songs
Like storytelling, it is okay to adapt songs and chants in the
class to suit level, language area you are looking at.
With songs it is not always necessary to have the music.
You just need a familiar tune to exploit and invent your
own words to.
It is not always necessary to stick to the rhyme of original if
this is not your objective of your lesson.
11. 5 Little Monkeys
Five Little monkeys jumping on the bed
One fell off and bumped his head
Mummy called the Doctor and the Doctor said,
‘No more monkeys, jumping on the bed!’
Four little monkeys…......
Three little monkeys…...
2 little monkeys….
1 little monkey…....
