This document discusses using games in the classroom for CLIL (Content and Language Integrated Learning) lessons. It provides reasons for using games, such as offering flexibility, promoting interdependence and independence, helping break down barriers between subjects, and generating student interest and engagement. However, it notes games should only be used if the objectives are well-defined, the game is appropriate, fun for students, and easy for them to play with clear learning purposes. Educators should consider the language, age, timing, grouping, student background, materials, and type of game. It provides examples of game websites for different ages and lesson examples that use games.

1. EXAMPLES OF CLASSROOM USE
USING
GAMES IN
THE
CLASSROOM

2. Why using games in CLIL
lessons?
There are some REASONS for using
GAMES in our CLASSROOM
G A M E S C A N…
• OFFER FLEXIBILITY OF:
Approach Programme
Aims
• BE USED CONSTRUCTIVELY:
Each game can have a different purpose.
Also even “FUN” is purposeful.
• SORT OUT PROBLEMS:
The kind of problems found in

3. • PROMOTE INTER-DEPENDENCY as well as an
INDEPENDENCE OF PERSONAL IDENTITY.
• HELP BREAK DOWN ARTIFICIAL BARRIERS
BETWEEN SUBJECTS:
Simulation and improvisations provide an
opportunity to extend links between subject or
interest areas.
• GENERATE INTEREST:
Games need enthusiasm and motivation students.
CREATE active and participating classes.
• GENERATE INTEREST:
Games need enthusiasm and motivation students.
CREATE active and participating classes.
• ENCOURAGE LEARNING PROCESS
Reviewing previous lesson and promote effective
communication teaching and learning.

4. WHY NOT using games in CLIL lessons?
DO NOT USE IT IF:
• OBJECTIVES ARE NOT WELL DEFINED
• YOU HAVEN’T DECIDED WHAT SORT OF
GAME WILL BE APPROPRIATE IN EACH
LESSON.
• NOT FUNNY FOR STUDENTS
• NOT EASY FOR STUDENTS TO PLAY.
• THE LEARNING PURPOSES AND OBJECTIVES
AREN’T CLEAR.
• NOT CLEAR THE LENGTH OF THE GAMES.
• COMPETITIVE OR COOPERATIVE GAMES

5. What to consider when using games in the CLIL
lessons?
•The language : topic, vocabulary, structures.
•The age.
•Timing: what moment of the lesson.
•Grouping.
•Students’ background and experiences.
•Materials.
•Type of game.

6. ACTIVITIES
There can be activities for any stage or topic
of the lesson starting from the warmer up
to the end of the class and dealing with
any topic you like.
With the new technologies there is a huge
variety of game activities useful for any
lesson and also for all ages
Click on the web sites for game activities for
children aged 5-7 (first cycle)
• Phonics: http://www.starfall.com/
• Classroom activities:
http://www.eslkidstuff.com/Classroomgame

7. ACTIVITIES
Click on the web sites for game activities
for children aged 8-11(second cycle)
• Vocabulary:
http://learnenglishkids.britishcouncil.org/
en/fun-games/wordshake
• Parts of the body:
http://learnenglishkids.britishcouncil.org/
en/language-games/balloon-burst/human-
body
There are also some activities the students

9. HOW TO FIND /MAKE THE RESOURCES
• Looking for websites in internet.
• Looking for books in the library.
• Asking other colleges what do they know or
use.
• Looking for different kind of materials, places.
• Give the pupils some tips to prepare the
games at home and bring them back to the
classroom.

10. ACTIVITIES

11. BIBLIOGRAPHY
• Gamesters’ handbook “140 games for
teachers and group leaders”
• Donna Brandes and Howard Phillips.
• Usborne Learning Games. “Reading and
counting activities for young children.”
• Usborne Book of Puzzles. Picture Puzzles.
• 50 Activities for kids with ADHD (Magination
Press) www.maginationpress.com
• Physical Education Key Stage 1. Blueprints
• Children’s Games. Jessica Davies
• The great games book. A&C Black Publishers.
• Primary Playground Games (ages 4 to 11)