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Games - CLIL


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CLIL workshop
Teacher: Angeles Cabrera Hernandes
Valsequillo, Gran Canaria
November, 2017

Published in: Education
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Games - CLIL

  2. 2. You have to go towards a person in a group and in 90 seconds you have to talk about the things you have experienced during your stay in Gran Canaria and you like. And when the time is over, you have to tell to the others how many likes you and your partner got in common. Then, you go to another person and so on...
  3. 3. FISH AND CHIPS • We have prepared a list of Canarian well-known pairs of words. • These could either be well-known places in the islands or Canarian features or widely used collocations such as ‘fish and chips’ or ‘bread and butter’. • We have written one word from each pair on each card and we’re giving each person a card. • You should then fix their card, using blu-tac or a safety pin to the back of another person in the group, without telling them the word on the card. Each person should now have an unknown word on their back. • Your task is then to find out what the word is. You may only ask other members of the group ‘yes/no’ questions. “Is it a person?”, for example. At this stage you can only ask one question to each member of the class before moving on to the next student. This should ensure the maximum amount of mingling. • When you have worked out what your word is, your task is to find their partner.
  4. 4. DIGITS 3 • Players stand in a circle and without looking at each other must count from 1 to 10. Only one person may say a number at a time, if two or more people say the same number then the team must start from the beginning. • Once this is established we’re presenting the list of the Spanish names given to the people from every island and you have to memorise.
  5. 5. YOU CAN’T TAKE ME We are going to take a group of 10-12 people and a picture of a volcano. Each player chooses one part of the volcano and the group as a whole has to think a way to represent the volcano.. After choosing a part, each player practices ‘being’ that part. Each player must think of at least one good reason why his/her part is important in a volcano. Tell them to ask themselves what would happen if the thing were not there. The rest of the group become audience. The teacher goes to the representation of the volcano and exclaims, “Oh, my god, look at all this useless stuff! I've got to get rid of some of this junk!" "I think I'll take THIS thing away." The player replies, "NO, YOU CAN'T TAKE ME!" "Why not?" The player answers, without mentioning the name of their object, in this form: "If you take me away..." followed by something that would go wrong without that part in the volcano. (For example, if the player is pretending to be the throat of the volcano, she might say, "If you take me away, the lava can’t go out of the volcano." Once all the players have had their say, the audience tries to guess which part of the volcano it is.
  6. 6. RUNNING DICTATION IN 3s • The students are divided into groups of three. One of them is going to be the secretary who writes questions and answers; another will be the question hunter, and the other one will be the answer hunter. • We will stick a text about the Trade Winds on the walls. • The questions will be hidden around the class. • The question hunter will be the first one to look for one question. When he/she finds a question, he/she must memorize it and come back to dictate it to the secretary, and then the answer hunter must look for the answer on the papers on the wall. • The first time the answer hunter must wait for the first question, but then, he/she can look for the answers as the question hunter goes on looking for more questions. • The first group to find all the questions and answers is the winner.
  7. 7. PASS THE PARCEL • You’re going to be given a list of words with their definitions and you’ve to remember them. • We’ve written down a selection of words you have to learn during related to The Canary Islandas and we’ve put them in a bag. • People have to sit in a circle. • We’re going to play the music. As music plays, you have to pass around the vocabulary bag. • When the music stops playing, the personwho has the bag has to select a word from the bag and define the word to the rest, just remembering what you have read. • If the person guesses the word keeps the card and the game continues. • The person who has the most cards at the end wins! If the person doesn't know how to define the word, it can be replaced with another or put back in the bag.
  8. 8. TRUE AND FALSE CHAIRS • We’ve prepared True/False statements. For example: a.- New York is the capital of the United States b.- There are 18 chairs in the classroom • You will have two chairs in front of the class with “True” on one chair and “False” on the other. • We’re going to divide the class into two teams (A and B) and organized the two teams in two lines a few meters away from the two chairs. • We’ll read a statement and the first person in line for groups A and B will have to quickly decide if the statement is true or false and run to be the first to sit in the True or False chair. • The team who sits in the correct chair first, wins a point. • The team with the most points wins.
  9. 9. Hot Seat We’ve splitted the class into 2 teams. Each team has to choose one person to sit in the Hot Seat, facing the classroom with the board behind them. We’ll write a word on the board. One of the team members of the student in the hot seat must help the student guess the word by describing it. They have a limited amount of time and cannot say, spell or draw the word. Continue until each team member has described a word to the student in the Hot Seat.
  10. 10. CODEWORD • Students are divided in groups of 7-8. • They stand in a line, one behind the other. • The last student in the line is given a sentence related to the topic they have worked in the classroom. • Using their finger, the person at the back must write the first letter of the first word on the back of the person in front. • That person does the same until it reaches the front and the person writes it down. • If one student doesn't understand the letter that his/her mate has written on his/her back, they have to ask him/her to repeat the figure until he/she knows what it refers to. • Repeat until you have the revealed the whole sentence. • When they think they have got the sentence, they first student in the line must show it to the teacher. • If the group has it right it will have 5 points if it is the first to finish, 4 points the next one and so on.