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David Bish: Using LEGO® as an English language learning tool

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Eaquals Riga 2017

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David Bish: Using LEGO® as an English language learning tool

  1. 1. Using LEGO® as an English language learning tool David Bish Director of Academic Management EF Education First Dr Diana Cojocnean Babes-Bolyai University, Napoca
  2. 2. Using LEGO® as an English language learning tool
  3. 3. Tableau Task ideas
  4. 4. Scaffolding
  5. 5.  Hands on  EFL tasks with LEGO®  Concept & Pilot Course Design  Sample stories and projects  What we from the study Workshop outline
  6. 6. Concepts  LEGO Education: • Social constructivism • Realism • Flow  Story building activities: • Task Based Framework  Building Challenge: • Project Based Framework
  7. 7. The pilot course  Summer 2016  Newland Park Academy, UK  EF and LEGO Education  6 two-week younger-learner ‘immersion’ courses  Using LEGO sets in a semi-formal way as an EFL tool
  8. 8. EF Newland Park
  9. 9. Create yourself
  10. 10. Materials
  11. 11. Syllabus GO! B1 StoryStarter 3) Food for thought Writing a recipe Designing a pop-up restaurant Giving instructions, sentence stress Cookery actions, foods and eating places Local foods New) And while we were eating… Day-to-day storytelling Recounting group social occasions Social conversations Imagining reactions of other people 10) Communications and Technology Listing important inventions Writing an email to a computer helpdesk The passive, sentence stress Technology vocabulary Local communications CU4) The latest technology Tech theme. Discussion of importance of ICT 11) Past times Writing about museum exhibits Relative clauses, pronouncing pauses History vocabulary, descriptive adjectives Local history BTS7) Night in the museum Collaborative storytelling Expressing dramatic events Using adjectives to build an atmosphere 15) Tell me a story Writing the end of a story Writing a story in text messages Past simple vs past continuous Books and story genres and conventions Local books and stories DDS4/5) The old man’s gift/Runaway kitten Day-to-day storytelling Retelling classic tales Writing an ending for a story 17) The world of sport Writing a biography of a sporting hero Writing and explaining the rules of a sport Modals of obligation (must, should, have to, ought to) Personalities, Sports, places Local sports DTS8) Super stadium Day-to-day storytelling Group problem solving Considering people’s needs Describing a space
  12. 12. Task Types
  13. 13. Storybuilding ③②① Talk as you build
  14. 14. Storytelling https://youtu.be/4gsq2EBoKZ0
  15. 15. Project
  16. 16. Project
  17. 17. Project Pirate Ship Group https://youtu.be/FUeIe1Aa5jc
  18. 18. Project Maze Group https://youtu.be/hKrEznZL0lo
  19. 19. EFL learning outcomes  Inter-student communication  Engagement in task completion  Building confidence while speaking  Contextualizing language structures and vocabulary  Increase in interest and motivation
  20. 20. Challenges  Difficulty in monitoring all groups  Students staying on the given task  Storytelling difficulties for lower levels  Learned classroom behaviour is hard to overcome.  Assertive and higher level students dominated the storytelling phase
  21. 21. Lessons Learned Students can get into a state of flow. Learners become more expressive given the opportunity to be creative. They are not going to come up with what you expect but that is OK.
  22. 22. Conclusions Use of LEGO in an EFL classroom can: Create a context favorable to socialized language learning Enhance children’s collaboration in group task and projects Engage children in natural language use Facilitate the production of narratives Boost students’ confidence while speaking in English
  23. 23. Any questions? David.Bish@EF.com

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