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Games and Total Physical Response (TPR) activities

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Introduction (reasons for choosing that particular game, the name of the game)
Explanation of how to set up the activity

the teachers role before the activity

the teachers role during the activity

the teachers role after the activity

language practice

targeted skills

resources used

time needed to put in practice the game.

Step 1:
Step 2:
Step 3:
etc.
Learners' reaction (how you anticipate that the learners would react, anticipate difficulties)
oicu Lavinia
One fine face : https://www.youtube.com/watch?v=6j-7oVHPeA4
Introduction: I have chosen this game in order for the pupils to get accustomed to the
vocabulary used when describing a face/facial features. (But also to review spatial cognition/
indicators. )
http://www.misaki.rdy.jp/illust/child/hoiku/newyear/sozai/303.jpg
1. the teacher's role is to introduce the video to the class and to provide the necessary
materials for the game, as well as presenting the rules (extra: ask the class to arrange the
desks in a certain way to facilitate communication )
2. during the activity, the teacher walks around each group verifying the progress and any
mistakes if existent- makes sure no one is cheating
3. after the game, the teacher may ask for feedback and also do a review of the vocabulary
use which was necessary during the game
4. Practice: naming body parts (face, nose, ears, mouth etc.), spatial indicators (up,down,
left, right)
5. Naming (extra: describing) facial features
6. The teacher can craft its own version of face contours and parts ( scissors/paper/markers)
http://megasoryan.files.wordpress.com/2012/01/fukuwarai.jpg
7. 1 hour (preparing+gameplay)
Step 1: Form a group and choose a team mate that will be blind-folded
Step 2: Choose a body part (nose, eye, mouth etc.) flipped on the right side
Step 3: Give your blind-folded team mate the chosen part

Step 4: Give indications to your team mate in order to place the part correctly on the face contour
board
Step 5: Repeat step 3 and 4 until the face is completed
Step 6: Raise your hand if your team has completed the game in order to establish
etc.
Learners' reaction (how you anticipate that the learners would react, anticipate difficulties)
Voicu Lavinia One fine face : https://www.youtube.com/watch?v=6j-7oVHPeA4Introduction: I
have chosen this game in order for the pupils to get accustomed to the vocabulary used
when describing a face/facial features. (But also to review spatial cognition/ indicators.
) http://www.misaki.rdy.jp/illust/child/hoiku/newyear/sozai/303.jpg 1. the teacher's role is to
introduce the video to the class and to provide the necessary materials for the game, as well
as presenting the rules (extra: ask the class to arrange the desks in a certain way to facilitate
communication ) 2. during the activity, the teacher walks around each group verifying the
progress and any mistakes if existent- makes sure no one is cheating 3. after the game, the
teacher may ask for feedback and also do a review of the vocabulary use which was
necessary during the game 4. Practice: naming body parts (face, nose, ears, mouth etc.),
spatial indicators (up,down, left, right) 5. Naming (extra: describing) facial features 6. The
teacher can craft its own version of face contours and parts (
scissors/paper/markers) http://megasoryan.files.wordpress.com/2012/01/fukuwarai.jpg 7. 1
hour (preparing+gameplay) Step 1: Form a group and choose a team mate that will be blindfolded Step 2: Choose a body part (nose, eye, mouth etc.) flipped on the right side Step 3:
Give your blind-folded team mate the chosen part Step 4: Give indications to your team mate
in order to place the part correctly on the face contour board Step 5: Repeat step 3 and 4
until the face is completed Step 6: Raise your hand if your team has completed the game in
order to establish a rank Step 7: The blidnfolded team-mate switches places with other
member and the game restarts Learners' reaction : I expect (hope) that learners will be
excited and that they will acquire the vocabulary that was aimed for, as well as empower
team spirit and manage to grasp on the use of spatial indicators as well.