元培醫事科技大學應用外語系專題報告
指導老師：林雪如
Designing Christmas Board Games to Motivate Young Learners in Learning Vocabulary
Student：連思璩 Christine、傅語婕 Niki、杜氏明玉 Lisa 學號：1042417008、1042417005、1042417004
1 中 華 民 國 108 年 5 月 22 日
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Topic: Designing Christmas Board Games to Motivate Young Learners in Learning Vocabulary
Student: 連思璩 Christine Lien、傅語婕 Niki Fu、杜氏明玉 Lisa Do
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3 Designing Christmas Board Games to Motivate Young Learners in Learning Vocabulary Abstract
Learning English is a long period of process. Just like we learned Chinese, our mother tongue, we started with English listening and speaking. We need to practice and practice, so as to speak it out like the native speakers. However, English listening and speaking skills are the weakness of most students in Asia, including Taiwan. Owing to the popularity of the digital devices and multimedia, people now use various ways to practice their speaking ability. Even though people have more chances to practice and improve their speaking skills, the helps of the digital devices and multimedia are still limited. In my opinion, the key is peer interaction and learning. In other words, students need the partners and the environment that close to a real world when learning. Without interaction with other people, the latest devices or Apps would be just other forms of textbook. In order to solve this problem, there are numerous studies and researches regarding the advantage of board games. Using board games during class can improve student’s listening and speaking skills. These researches also encourage many frustrated teachers and inspired new teachers to enrich their teaching materials. In this research, we design a series of board games about Christmas. Christmas board games are designed to teach students about the western tradition and the story about this holiday. Christmas board games offer the useful teaching resources such as drawing Christmas carol and read a story about Santa and Jesus which can meet the needs of both the students and teachers.
Key words: board game, Christmas
4 Table of Contents
Chapter 1: Introduction …………………………………………… 6 1. Literary Reviews 2. Motivations of the Study
Chapter 2: English Education in Taiwan ………………………… 11 1 Comparing Taiwan Education System (In the Past and Nowadays) 2 The Problems of English Education in Taiwan 3 Solutions of English Education in Taiwan
Chapter 3: Board Games as A Language-learning Tool………….16 1 Benefits of board game for Listening skill 2 Benefits of board game for Speaking skill
Chapter 4: Lesson Plans of Christmas Board Games ……………18 1. Lesson 1: Who Has the Bell 2. Lesson 2: Where is Santa 3. Lesson 3: Santa Clause is on Christmas Tree 4. Lesson 4: What will you do on Christmas Day 5. Lesson 5: The birth of Jesus
Chapter 5: Conclusion………………………………………………29
Reference…………………………………………………………….30
5 Chapter 1 Introduction
The aim of this study is to design a series of self-made Christmas-themed board games for the first-grade and second-grade students in the elementary school. In Chapter 1 of this study, the literary reviews about Christmas tradition and how board games play a significant role in education will be specifically illustrated. In Chapter 2, we will prove how student-centered teaching method suit for modern students. The evidences which prove that board game is the beneficial teaching tool for the language learners will be presented in Chapter 3. In Chapter 4, we display the sample of Self-made Christmas board games.
1. Literary Reviews 1.1 History of Board Games
1.1.1 The Origin of “Board Games” Long time ago, board games were designed for the royal family. The aristocratic played board games if they want to have some fun. These board games were not only entertaining but it also very educational. The world’s oldest known board game was Royal Game of Ur. Royal Game of Ur, which was the popular race game, was invented in Mesopotamia (modern Iraq) 4,400 Years ago. Besides the Royal Game of Ur, Senet is another ancient board game that originally created in Egypt. Playing Senet is quite popular among the aristocratic. One anonymous painter recorded a picture about Queen Nefertari, the queen who ruled Egypt from 1304 to 1237 B.C, playing the Senet on the interior wall of a pyramid in the Valley of Queens in Egypt. In medieval India, people from the upper class played Pachisi to kill time. Pachisi was designed as the the royal game of India. It was made of carved ivory and ruby gem stones. The last example was Go, the strategy board game. Go was invented by the Chinese Emperor Yao (2346 to 2255 BC) and was considered one of the four cultivated art that Chinese scholars and gentlemen should develop. To sum up, the ancient board games only stayed on exclusive leisure for the upper class.
6 1.1.2 Define “Board Games” According to Werriam-Webster Dictionary, board game in 1854 was define as a game of strategy,such as checkers, chess, or backgammon, played by moving pieces on a board”1(“Board game”,def.). Gobet in the first systematic study about psychology and board game declared that “Board games are games with a fixed sets of rules that limit the number of pieces on a board, the number of positions for these pieces, and the number of possible moves”2(Gobet, Retschitzki and Voogt 2). From the words above, Gobet implied that board game will provide the basic training of the brain. In Wide Awake, a monthly American Children's magazine in 1892, Lewis, an American game designer, once mention that board game was popular because of its convenience and mobility.3 She mentioned that board game can be set like the portable blackboard, and varied size from one to two in a half feet square, the shape depended upon the figure represented 4(Lewis 434). In conclusion, we know that board games are made in different sizes, shapes, and materials of objects; and they can be carried and traveled around easily. At the beginning, board games were created for the aristocratic to kill time, but soon they are designed for the educational purpose. Nowadays, board games became commercial goods by bringing much more fun for people.
1.1.3 Types of “Board Games” After the Industrial Revolution, board games became more and more popular. One of the reason is that board games can be made by machines, instead of handmade. The other reason is that people had more money after industrialization, so people at that time have less work to do and more time to play. The first American board game publisher was found in the US in1823. Since then, there have been hundreds of smaller companies producing countless board games in this country. The board game publishers produced many significant board games. Many people had played board game in their childhood. In A Board Game Education, Hinebaugh mentioned that “board games are classified into three categories” 5(Hinebaugh 4). They are war
1 Dictionary by Merriam-Webster: https: http://www.merriam-webster.com/dictionary/board%20game 2 Gobet, Fernand , Jean Retschitzki and Alex de Voogt. “ Moves in Mind: The Psychology of Board Games” Psychology Press, 2004:2 3 Wikipedia: https://en.wikipedia.org/wiki/Wide_Awake_(magazine) 2018,12,30 ( Wide Awake was a monthly American children's magazine, founded in 1875 by Daniel Lothrop.) 4 Lewis, A. G. ”The Easter-Tree.” Wide Awake, Apr.1892:434 5 Hinebaugh, Jeffery. A Board Game Education. US: R&L Education, 2009.
7 game, race game, and alignment game. In Hinebaugh’s definition, the aim of war game is to capture or desotry your opponent. The best example of the war game is Go. Speaking of the race game, Chutes and Ladders is the typical example. The purpose of the race game is to reach the destination. When it comes to the alignment game, the target of this game is to create a specifics pattern (4). Tic-Tac-Toe is the typical example of the alignment game.
1.2 Origins of Christmas 1.2.1 The Birth of Jesus Christmas is the most famous holiday in the world. It commemorates the birth of Jesus Christ, and is annually celebrated on December 25th. Gresham notes the myth of the virgin birth of Christ. he states that “In the year of Rome 743 was born Jesus of Nazareth, a man in whom, because of his moral and thaumaturgic pre-eminence, his followers, so far s they were Aramaic-speaking Jew, quickly recognised their promised Messiah”(Gresham 310)6. According to New Testament and the belief of Christian Church, Jesus of Nazareth was born without human father. The churches believe that Jesus was conceived by Holy Spirit and given birth by the Virgin Mary. After Jesus grow up, he became a Jewish preacher and religious leader, also Bible reported there were many miracles of Jesus’ healing (Charlesworth )7. Have you wondered why people celebrate Christmas on December 25th? If your answer is because it was baby Jesus’ birthday, then you are probably needed to learn more about the history of religion. The first recorded celebration of Jesus’ birth took place in 125 A.D. During the first several centuries after the birth of Jesus, Christianity spread throughout the Europe. However, the holiday which celebrated Jesus’ resurrection is Easter. Though the bishop of Rome declared to celebrate the birth of Jesus, it was still in many different days. By 325 A.D.. Constantine the Great, the Emperor of the empire of Rome, finally announced that Christmas would always be celebrated on December 25th(Mattern 19)8.
1.2.2 Christmas Tradition and Customs For over two thousand years, people annually celebrate Christmas in their own ways. In Dreyer’s book, he said, “Anything you do over and over becomes a
6 Gresham, J.Machen. Virgin Birth of Christ. US: James Clarke & Co., 1958. 7 Charlesworth,James H.The Historical Jesus: An Essential Guide.Nashville:Abingdon Press, 2008. 8 Mattern, Joanne. Celebrate Christmas. US: Enslow Publisher, 2008.
8 tradition”9Christmas tradition may have different celebrations from area to area, country to country. The well-known Christmas celebrations are lighting a Christmas tree, decorating an advent wreath, hanging a Christmas stocking, setting out cookies and milk for Santa Claus on Christmas Eve, giving cards, exchanging gifts, singing carols, preparing a Christmas feast for the family. All of the Christmas traditions reinforce the value of Christmas: unity and love, the act of service, and thought of Christ (Dreyer, Chapter 23). Dreyer also stated that each Christmas symbol has its very own meaning. For example, Christmas tree means eternal life, star light means the star told of Christ’s birth, and candy cane means the staff of Shepherds who visit the baby Christ. Moreover, bells mean ringing out to bring lost sheep back to the fold. The Chrismas color also has symbolic meaning. For example, green means an eternal life and red means the blood of Christ. Last but not least, gifts has also the symbolic meaning of savior and it symbolizes the wise men’s gift to the Christ Child God’s greatest gift to us. (Chapter 25).
2. Motivations of the Study High technology may be more efficient and play an important role today, but some researcher argue whether the modern educational equipment give positive effects in language learning. The answer is still unsure. A study indicated, “When using educational technology we should be primarily focused on the educational value of the tools and applications we use” (Stošić,, 112)10. Take board games for example, board games bring potentially effects of vocabulary learning, especially for students who are just starting out to learn English. The students in the beginning level are in the phase of building a big quantity of the vocabulary; therefore, when learning English with the help of the board games such as Scrabble, the world famous spelling-word board game, students may memorize the words in the much easier and faster ways. Students love games because playing games is much more exciting and interesting than being lectured by the teachers. When playing games, students learn new words very fast, and will be not so nervous in the classroom. By playing games, students get a chance to practice their listening and speaking skills. Lewis and
9 Dreyer, Robin Redmon. Christmas Traditions, Legends, Recipes from Around the World: Making New Traditions and Renewing the Old. US:Author House, 2016. 10 Stošić, Lazar. “The Important of Technology in Teaching.” Educational ”International Journal of Cognitive Research in Science, Engineering and Education, 3. 1, (2015):111-114
9 Reinder emphasize the importance of the student-centered teaching method and they believe a basic teaching priciple is to “start with what students know, and move on from there” (Lewis and Reinder 12)11. Their argument inspire our team to design board games as teaching tools with some interesting themes. For the puspose of improving students’ English speaking and listening skills, the aim of this study is to design a series of Chirstmas board games for the 7-year-old students who are just starting out to learn English. We mix commercial board games and tradition English-learning tools to invent a new board game. Besides, we choose Christmas as the topic to learn from the western culture. Christmas is the biggest religious holiday that celebrated in many western countries. The Christmas board games designed in this research contains many resources that can be used in an EFL curriculum. This board game includes stories, unique characters, Christmas carols, literature, mascots, and symbols. In addition, our target students will be able to engage in some interesting activities. In the first lesson, students will remember vocabulary easily by playing the game of Mack-O-Mole. In the second lesson, students will be much more familir with the sentence pattern by playing the game of Memory Toast. In the last lesson, we edited a story about the birth of Jesus. After telling story, students will review the story by playing the game of Monopoly.
11 Lewis, Marilyn and Hayo Reinders. Using Student-Centered Methods Teaching Teacher-Centered Students.2nd ed. Canada: Pippin Publisher, 2008.
10 Chapter 2 English Education in Taiwan
1. Comparing Taiwan Education System (In the Past and Nowadays) Taiwan’s education became much more popular during Japanese colonization. With the popularity of schools, more and more people had the chance to be educated. As the reference from Wikipedia, “school attendance for Taiwanese children increase from 3.8% in 1904 to 71.3% in 1943 and literacy in Taiwan became common.” 12 Taiwan had been colonized by Japan for about 50 years since 1895. At that time, Japan intended to turn into this island to a “model colony.” As a result, a great public effort, including education, was made in order to improve the economy of this island. A study indicated that “Japan used education as a tool to expand its influence over members of society, and attempted the frequent use of Japanese and Kominka ( Japanization ) in daily life to penetrate the awareness of people in the colonies.” 13 Japan’s education was from German. Germany educators deeply believed that a teacher-centered class was good for students. Johann F. Herbart, one of German philosopher whose pedagogy entitles the teacher with the main role, and educators, whose Herbart‘s (Huang 4)14. Therefore, Taiwan’s education concept also developed under Japanese rule. Even though lots of education reforms have been introduced into Taiwan’s school systems for almost 20 years, Taiwan’s education was still deeply influenced by Japan. During the class, students will well-behaved if they are under the management of the teachers with Japanese teaching style. Japanese teaching style is autocratic; however, it is effective and works fast. Over the past years, education in Taiwan places too much emphasis on the exams. In order to survive during the exams, most Taiwanese students attended various cram schools since they were elementary school students. In these cram schools, the goal of teaching is to help students get high grades. Students
12 Wikipedia: https://en.wikipedia.org/wiki/History_of_education_in_Taiwan#cite_note-2, 2018,12,21 (Gary Marvin Davison. A short history of Taiwan: the case for independence. Praeger Publishers. p. 64. ISBN 0-275-98131-2. Basic literacy came to most of the school-aged populace by the end of the Japanese tenure on Taiwan. School attendance for Taiwanese children rose steadily throughout the Japanese era, from 3.8 percent in 1904 to 13.1 percent in 1917; 25.1 percent in 1920; 41.5 percent in 1935; 57.6 percent in 1940; and 71.3 percent in 1943. ) 13 Peng, Huan-Sheng & Chu, Jo-Ying “Japan’s colonial policies-from national assimilation to the Kominka Movement: a comparative study of primary education in Taiwan and Korea(1937-1945)” International Journal of the History of Education 53.4 (2017):441-459 14 黃廷富， 〈教師中心論"與”學生中心論”的兩次世紀大對決來探討啟智班教學的合理 走向〉，《台東特教》， 43 期(2016-6)， 頁 4。
11 attending the cram schools are divided into smaller groups so that cram school teachers can adapt their teaching methods to each student’s need.
1.1 Compare Teacher-centered to Student-centered Teaching Methods A teacher-centered teaching method, known as “Conventional Education,”15 is still widely used in Taiwan’s schools. It has been successfully adapted in every level of school over decades. When the classroom operates with a teacher-centered instruction, the teacher will be the center of the classroom. The jobs for students are to listen to the teacher exclusively and take a turn to recite the textbook. The more lessons students can memorize, the higher grades they can get. The traditional teaching method aims to make sure students get their rewards based on their performance. Student-centered teaching method aims to create an environment, which facilitates a more collaborative way for students to learn. It focuses more on each student’s needs rather than assuming all students are at the same level. During the class, the students lead the learning process. Instead of being as “the taker,” students now become “the giver.” They all have the chance to answer other students’ questions and give each other feedback. The teacher here becomes as a resource when needed. Some people think the teachers will lose controls and fear that the part-time teachers will replace the formal teachers’ position because the teachers are not so important in the classroom (Bashir,1998)16. “However, that this is not true, that teaching and learning are closely related and that the purpose of teaching is to enhance teaching.” (Harden, R.M. and Crosby, Joy 3)17 Student-centered teaching methods can be helpful and more efficient to the individual students. If the individual students are taken care by consideration, they will be active and motivated to get knowledge and skills in a new environment.18
15 Wikipedia: https://en.wikipedia.org/wiki/Traditional_education 2018,12,23 (Traditional education, also known as back-to-basics, conventional education or customary education, refers to long-established customs that society traditionally used in schools.)
16 Bashir,Tariq H. “Dangerous liaison: Academic’s attitude towards open learning in higher education” Open Learning 13.1(1998):43-45 17 Harden, R.M. and Joy Crosby. “AMEE guide No 20 :The good teacher is more than a lecturer-the twelve roles of the teacher.” Medical Teacher 22.4(2000):334-347 18 Filatova, Olga A.”Cultural Attributes of Student to make student-centered approac successful.” International Journal of Languages, Literature and Linguistics 1.1(2015-3):20-24
12 2. The Problems of English Education in Taiwan 2.1 The Major Struggles for Taiwanese Students in Learning English In Taiwan, English plays an important role in 12-year compulsory education. Many Taiwanese students have to study English since they were in elementary schools. Even though Taiwanese spend lots of time studying English, Taiwan is so far behind the rest of Asia in English language proficiency. Most Taiwanese students are frustrated in learning English. When learning English, students are so bored with the grammar and speaking lessons. In my view, English grammar seems not easy for Taiwanese learners because English sentence is more systematic than Chinese. If we don’t pay attention to sentence structures and the grammar, it is hard for us to learn and write the English in the correct way. As for speaking lessons, Taiwanese students have low self-confidence in their oral performance; as the result, they are reluctant to express their own ideas during the class.
2.2 Can the Education Reform Level Up English Ability? Taiwanese government and parents do their best efforts to provide students fruitful English-learning resources. Education reform has been increasingly focusing on the improvement of English language skills in Taiwan. According to Taiwanese education policy, English has become a compulsory subject for Taiwanese students from the third grade to the first year in college since 2005. That’s why parents in Taiwan spend a lot of money sending their children to English cram schools after class in order to get a better English language skill when their kids are still elementary school students. Besides, college students have to prove their English ability by passing the language test (CEFR: A2 or above) before they graduate. However, it was widely known that a good test result doesn’t mean good communication ability in English. College students in Taiwan nowadays are equipped with Level A2 of CEFR which means they can do simple communication, but they are afraid to express their ideas in English in real life. From my personal viewpoints, Taiwanese students’ English performances, especially their communication skill, are still far behind than other Asian countries.
3. Solutions of English education in Taiwan Board games can be used to help learners. With the help of the board game, students can not only have more chances to practice their language skills but also
13 reduce their anxiety when speaking English.19 Moreover, in Jr. Lee Hyginus Lester’s research, the study shows that students become more positive when they use the board games as an English-learning tool during the class. (11)20 There are two types of board games. The first one is the board games which are designed to be educational. Take Scrabble for example. Scrabble is the world famous board game which is designed to develop language arts skills. Students’ word-spelling ability can have a greater improvement after playing Scramble. The second one is the board games which are made for fun. Jenga, the popular family wood stacking game, for example, is made for fun and laughter in the beginning, but it is modified to be a teaching tool in a classroom now.21(4)
3.1 Application of Board Games Most of board games are for fun or teaching basic knowledge and information to children. Some board games have been created in language classrooms as a teaching tool. This idea can be proved by Jeffery P. Hinebaugh, the author of A Board Game of Education. Jeffery wrote the same idea in his book,“....the key to the success of developing these core educational skills through board games is the fact that the games are fun to play” (45). Meanwhile, several studies showed that a board game can help students learn English. For example, the study of the State University of Malang showed that the students in Indonesia have the same problem as Taiwanese students do. Jayaniti stated “The fact is that there are many Indonesian students who cannot speak well and do not participate actively in class even they have learnt English for years”22. In the study, the researcher developed the board game called Hello School Board game, which is for improving the student’s English speaking ability. Another example is Janga, the commercial board game adapted by Hedberg23.
19 Hung, Hsiu-Ting “Gamifying the flipped classroom using game-based learning materials” ELT Journal 72.3 (2018):296-308. 20 Lee.H “SMARTies:Using a board game in the English classroom for edutainment and assessment”Malaysian Journal of ELT Research 8.1 (2012): 1-35. 21 Hedberg, Karl “Authentic Games in the Classroom: An Approach to Teaching Grammar to Young Learners ” Academic reports of the University Center for Intercultural Education, the University of Shiga Prefecture (2010-12): 105-110. 22Jayanti, Nuzulia Mega. “Developing A Board Game for Speaking Activities of Grade VIII Junior High School Students.” Diss. State University of Malang. 2012. 23 Wikipedia: https://en.wikipedia.org/wiki/Jenga 2019,01,06 (Jenga is a game of physical skill created by Leslie Scott, and currently marketed by Hasbro. Players take turns removing one block at a time from a tower constructed of 54 blocks. Each block removed is then placed on top of the tower, creating a progressively taller and more unstable structure.)
14 Janga provides a different way for teacher to teach grammar in a much more interesting way.
15 Chapter 3 Board Game as a Language Learning
There are many benefits of board game in language learning. First of all, board games make students more motivate. According to Zimmerman, a “game is a voluntary interactive activity”24(Zimmerman 160). People become more motivated when they think they are playing. Second, when students are playing a board game, they feel relaxed and less stressed. Playing board game can also improve memory. A study in The New England Journal of Medicine found that playing board games or cards and doing crossword puzzles have significant benefits for our brains25.The last, board game is a great tool in the classroom to gain new knowledge and stimulate social skills. Each board game offers knowledge depending on the category of the board game. All of the board game players find self-confidence when interacting with the opponents. The research result showed that a interactively- designed board game “can help shy children become more assertive and more accepted by their Peers.”26 Numerous studies have proved that board game is a great tool in language learning. It creates an easy learning atmosphere, and also improves student’s language skills. 1. Benefits of board game for Listening skill Listening is the key for language learners to understand the concepts that have been taught. Before communicating in a foreign language, learners should know how to listen effectively. While playing the board game, learners need to follow the rules of the board game. By repeating the easy steps over and over again, students listen and learn new words without any pressures (Sigurðardóttir 15)27.
2. Benefits of board game for Speaking skill Using a board game in the classroom provides language learners a chance to
24Zimmerman, Eric.Narrative, interactivity, play, and games: Four naughty concepts in need of discipline. In Wardrip-Fruin, N. and Harrigan, P. (Eds.). First Person: New Media as Story, Performance, and Game.US: Cambridge, MT: MIT Press,2004 25Verghese, Joe, M.D., Richard B. Lipton, M.D., Mindy J. Katz, M.P.H., Charles B. Hall, Ph.D., Carol A. Derby, Ph.D., Gail Kuslansky, Ph.D., Anne F. Ambrose, M.D., Martin Sliwinski, Ph.D., and Herman Buschke, M.D.“Leisure Activities and the Risk of Dementia in the Elderly.”The New England Journal of Medicine 348 (2003) :Jan 5 2019
16 practice their speaking fluently. Fluency is a major quality that shows one’s ability to speak or write well. If one just read aloud the content of the lessons, the pre-made conversation, it is not enough to deal with predictable everyday conversations. A communication board game provides a freer and closer to reality environment between classroom and real world (Hadfield 8)28.
28 Hadfield, Jill. Beginners’ Communication Games. UK: Pearson Education Limited. 1999.
17 Chapter 4 Lesson Plans of Using Christmas Board Games in Teaching English
Lesson 1: Who Has The Bell?
Topic Lesson 1: Who has the bell Target Vocabulary:12 Words about Christmas Grammar: Personal Pronoun and Present Tense ( have / has ) Sentence Pattern Learn the Present tense 1. I have a / an . 2. She / He has a / an . 3. Do you have a/an ? 4. Does she have a /an______. Activity Board Game : SlapSanta The Pack: 48 word cards Players: 2.3,4,5+ Lesson Plan Time Teacher’s Guide Teach the new words10 minutes Prepare the word cards.(See Figure 1) Read the word cards. Introduce the game 5 minutes The 48-card pack is used. The goal is to win all the cards and practice the present tense. Deal cards one at a time face down, to each student until all the cards have been dealt. Beginning on the dealer’s left, each student lifts one card at a time from their piles and places it face up in the center of the table. At the same time student practice the sentence pattern. For example” I have a bell. When two cards (pair) played to the center are the same word, everyone shout “ Merry Christmas”, also slap the word cards. The
18 first student to slap his hand down on the word takes it, as well as all the cards beneath it. The student winning these cards turns them face down, places them under their pile of cards, and shuffles them to form a new, larger pile. When more than one student slaps at a card, the one whose hand is directly on top of the jack wins the pile.. When a player has no more cards left, they remain in the game until the next pair is turned. Thestudents may slap at the pair in an effort to get a new pile. If the player fails to win that next pile, they are out of the game. 25minutes Play the games.
19 (Figure 1 Lesson 1: Who Has The Bell?)
20 Lesson 2: Where is Santa?
Topic Lesson 2：Where is Santa?
Target Vocabulary:12 Words about Christmas Grammar: What is an Interrogative Sentence? Sentence Pattern Learn the Present tense Where is ? ______is over there / here. Where is the ? The is over there /here. Activity Board Game : Whack-O-Santa The Pack: 12 word cards, 2 toy hammers Players: 2 Lesson Plan Time Teacher’s Guide Teach the new words 10 minutes Read the word cards.(See Figure 2)
The goal is to practice the sentence pattern. Face up the 12 word cars on the table. Introduce the game 5minutes 2 students sit at the opposite side. Hit the word card with hammer when teacher says the word. If word card is close to the student, he may say “ is over here”. If word card is far from the student, he may say “ is over there.” All the students take turn to play the game. 25minutes Play the game.
21 (Figure 2 Lesson 2: Where is Santa?)
22 Lesson 3: Santa Clause is on Christmas Tree
Topic Lesson 3: Santa Clause is on Christmas Tree Target Vocabulary: 24 Words about Christmas Grammar: Prepositions in English sentences Sentence Pattern Learn the Present tense: Place prepositions: in / on / under / behind / in front of / next to Activity Board Game : The wheel of Christmas The Pack: 6 preposition word cards, 1 spin, word cards of lesson 1 and lesson 2 Players: 2 to 6 Lesson Plan Time Teacher’s Guide Teach the new words 5 minutes Review the lesson 1 and lesson 2 Tho goal is to learn how to use the prepositions. Introduce the game 10 minutes Shuffle all the word cards of lesson 1 and lesson 2. Deal the cards to 2 piles (A and B) Draw one word card from each of pile A and pile B Spin the wheel. The wheel decide which preposition in your sentence. Use the preposition and two words to make a new sentence.( See figure 3) 25 minutes Play the game.
23 (Figure 3 Lesson: Santa Clause is on Christmas Tree.)
24 Lesson 4 ：The Lights on The Christmas Tree
Topic Lesson 4 ：The Lights on The Christmas Tree
Target Vocabulary: 6 Words about Christmas Culture: To teach students what family activities can do in Christmas. Sentence Pattern Learn the Present tense: What would you do on Christmas day? Activity Board Game : Matching Game The Pack: Word cards of Lesson 4, audio player Player: 2 Lesson Plan Time Teacher’s Guide Teach the new words 15 minutes To sing the song “The lights on the Christmas tree”29 (See Figure 4 and lyrics) The goal is to learn the culture of Christmas. Introduce the game 5 minutes Read 6 new word cards. Make 2 pair of the same words card on the table. Remember the position of each word. Take a turn placing the card face up on the table. Flip out the same cards. Pairing succeeded in taking the card away. Who owns the most cards become the winner. Cards become winners at best. 20 minutes Play the game.
29 Youtube: https://www.youtube.com/watch?v=2ybi7qkk-T0 2019,05,24(Song: "Lights on the Christmas Tree" Christmas Songs for Children Music: The Kiboomers Animation: Martu Mandy Vocals & Arrangement: Wendy Wiseman and Christopher Pennington from The Kiboomers) 25 (Figure 4 Lesson 4: The Lights on The Christmas Tree.)
Lyrics of The Lights on The Christmas Tree: The lights on the tree go blink blink blink,' Blink blink blink, blink blink blink. The lights on the tree go blink blink blink, On Christmas Day. The presents at the house go rattle, rattle, rattle. Rattle, rattle, rattle, rattle, rattle, rattle.The presents at the house go rattle, rattle, rattle. On Christmas Day. The mom at the house goes bake, bake, bake. Bake, bake, bake, bake, bake, bake The mom at the house goes bake, bake, bake. On Christmas Day. The dad at the house goes snore, snore, snore. Snore, snore, snore, snore, snore, snore The dad at the house goes snore, snore, snore On Christmas Day. The grandma at the house goes kiss, kiss, kiss. Kiss, kiss, kiss, kiss, kiss, kiss The grandma at the house goes kiss, kiss, kiss. On Christmas Day. The grandpa at the house goes hug, hug, hug. Hug, hug, hug, hug, hug, hug The grandpa at the house goes hug, hug, hug. On Christmas Day
26 Lesson 5: The birth of Jesus
Topic Lesson 5 ：The birth of Jesus
Target Vocabulary:11 Words about Christmas Culture: Storytelling to The birth of Jesus Sentence Pattern Learn the Present tense： Learn sentence patterns into story dialogue Activity Board Game : Nativity Monopoly The Pack: dices, game board ( See figure 5) Lesson Plan Time Teacher’s Guide Teach the new words 10minutes Learn the story of the birth of Jesus The goal is to learn the origin of Christmas. Introduce the game 5 minute Roll the dice .The player with the highest roll goes first. Start in the START square and move clockwise around the board according to the number on the dice. If you land on a space with word, you need to read the word out loud. If you land on a space with a Santa Clause, you need to answer teacher’s questions. (Teacher prepares the questions in advance for reviewing the previous lessons.) If you land on a space with a gingerbread man, you need to go back to the START. Who get into the end of the board spaces first is the winner. 25minutes Play the game.
27 The Story of “ The Birth of Jesus” and Teaching pictures
Mary sits on stairs.Heavenly Father tells her.She is going to have a baby. Her husband, Joseph goes Bethlehem with Mary. Mary is pregnant with Jesus. They ride a camel. They ride a boat. Finally, they get there. All of the inns are full.There is no room in the inn. They say “ We have no more room. But we have a stable you could sleep in. It’s a place where animals live. There are sheep, camels, zebras and horses and cows and all those things. That night, Jesus is born in a manger. And shepherds go out to watch their sheep to make sure no wolves eat their sheep. All of a sudden, there is an angle floating down with bright light. Shepherds are all scared.The angel tells them to not be afraid. “Jesus is going to be born. Go and see him” 3 wise men and some other people come to visit Jesus. Baby Jesus is sleeping in the hay. Wise men bring Jesus three gifts .
(Figure 5 Lesson 5: The Birth of Jesus)
28 Chapter 5 Conclusion
The designed board games in this study are originally adapted from some popular card games and board games. For example, SlapSanta in Lesson 1 was adapted from the card game Slapjack. Slapjack is often a loud, raucous game. We use the feature of the game to motivate students to practice their speaking skills. In Lesson 1, we use the 12 new vocabularies as a substitute for the four suits. SlapSanta not only helps students to understand the relevance between the pictures and the vocabulary, but also guides teacher to use the student-centered teaching method to teach English. In addition, SlapSanta provides a comfortable and interesting environment for students who feel anxious when speaking English. Many studies and researches prove that board games bring a lot of benefits to language learning. Those studies describe that board game is beneficial to the improvement of grammar and reading skills. However, this study emphasizes that the designed board games are also beneficial to speaking and listening skills. Due to the shortage of time, this study lacks the survey data to support our argument. Nonetheless, this study might provide some inspirations for the teachers who are trying to help learners do better in listening and speaking skills with the help of games.
29 Reference
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33
Bell Candle
Bell Candle
Sleigh Snowman
Sleigh Snowman
Santa Stocking Claus Santa Claus Stocking
Reindeer Presents
Reindeer Presents
Gingerbread man Elf
Gingerbread Elf man
Christmas Candy can tree
Christmas tree Candy can
Christmas Snowman tree
Bell Candle
Present Candy can
Gingerbread
man Sleigh
Chimney Santa Claus Santa
Reindeer Elf
A B
A is B blink blink kiss kiss
rattle rattle hug hug
snore snore bake bake START