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The main role of a teacher is to motivate students to learn and find pleasure and delight in the process of learning. A teacher who does not find a way to touch the students hearts and lives, is not an efficient one. In order to achieve this goal, we should be more humanistic and creative in our methods of teaching.
Being an unplugged teacher means to be able to transmit the information to students using motivational methods proper to their level, desire and needs. Motivation is a fire from within. If someone else tries to light that fire under you, chances are it will burn very briefly. Covey, Stephen. Motivation is like an energizer which helps to make the necessary effort in order to achieve a goal. Gardner explains the term as a combination of effort, desire to achieve a goal and favourable attitudes towards the goal to be accomplished.
Gardner, R. An intrinsic motivated person will work naturally because of the pleasure he has when doing an activity.
As educators, teachers could stimulate students to get inner motivation by setting meaningful goals for them, making them aware of the importance of learning a foreign language, and creating enjoyable moments in the process of learning. The motivating factors that are external can be rewards such as prizes or grades. These rewards provide satisfaction and pleasure that the task itself may not provide.
An extrinsically motivated person will work on a task even when they have little interest in it because of the anticipated satisfaction they will get from some reward. For example, Khan emphasizes usefulness of the game because of its motivating importance: It is clear then that games -since children naturally want to play them- can be motivating. Khan, Julia. Using didactic games and songs instead of the traditional way of teaching English as a foreign language can be motivational either for the teacher or for the students and can be a way of enhancing creativity and learning process among the students.
Learning a language requires a great deal of effort. Only motivated students are able to make the work seriously and perseveringly. Games help students to make and sustain the effort of learning. Here are some motivational factors while playing games A positive atmosphere Creating a positive and relaxing atmosphere in the classroom is vitally important for increasing students motivation.
A positive learning environment is proper for students creativity development. Because the game format is playful, the challenge of the material, even new or difficult material, is less threatening.
During the game, seemingly difficult questions and scenarios are just part of the game Having fun First of all, games are fun, which is extremely important, because they can catch our students attention and activate passive students. This is a very important condition to have students involved in the process of learning. What we learn with pleasure we never forget. In this way we can integrate information to practise, creating memorable lessons which can be remembered for the rest of students lives.
Games mean the world of children. Recalling memories after years, we remember the games played in childhood and the happiest moments of our lives Competition Competition is not always positive for students because some students who win the game can feel they are superior and develop a high self-esteem, while those who lose can feel they are not precious and have a low self-esteem.
I think that students should be encouraged to learn how to manage their frustrations and develop their emotional intelligence. Those who lose will not be considered losers, they will be given the opportunity to try again.
On the other hand, competition is a natural part of our world: candidates compete for job interviews; teams compete in sporting events; and, companies compete to gain clients. Competition is also already present in our school evaluation and class ranking. Naturally some students love to compete even if they do not love to do homework, study or participate in class. Rixon P. Nobody wants to be a loser so they have to face the challenge Cooperation Working in a team can help students to be cooperative.
It is very important for teenagers to feel that they are integrated and are useful for their team. Learning how to work in a team is very important for their future career. There is more power in a group workshop than in individual work. The main reason is that communication means interactivity and this is possible in groups. Games are real-life activities that bring players into teams, demonstrate the rules and roles of working together as a team, and underscore the value of team collaboration.
Games give learners a chance to know their mates as they share the same experiences. Trying to do their best, students can gain confidence in their abilities and this can motivate them further. A confident student can consolidate relationships and develop friendship which is motivational. A shy person is not supposed to speak in front of a large group but in pairs he or she has the opportunity to show the required ability. Little success like this develops his or her selfconfidence Real life situations Most people want to learn a language in order to be able to use it in real situations, for example when travelling abroad, working on computer or writing to a foreign penfriend.
Games can be a very good way to practice these skills because they can easily be used to replay various situations from real life and provide students with practice in their fluency. By using games in the classroom, the teacher gives his or her students a bigger role, allowing them to take on more responsibility.
The best way of motivating children to learn English as a second language is playing games. Educational games create a relaxing atmosphere, add fun and amusement to our classes, develop students abilities to compete and cooperate, prepare them for real life situation and for excellent relationships, having a self-confidence.
Ludic aspect characterises humans from early to old age. Games fascinate the world of children through their simple nature and background. Children feel free and re-create the real world in their imagination. An educational game is different and is defined as an activity governed by rules, having a certain educational purpose.
Calling an activity game, even though it is not really a game, can raise students enthusiasm and interest and eventually make them feel involved and carried by the wave.
The generic term game refers to any didactic activity used with a certain aim, and achieved in a given time, containing an element of fun. It is an activity carried out by cooperating or competing decision markers, seeking to achieve, within a set of rules, their objectives. Rixon, 3 Games are closed activities, having a very clearly marked beginning and end.
There is a definite point at which the game is over or has been won. For instance, if a student finishes the game, this means that the others should be near the end of the game. An efficient user of games in the language classroom is someone who has really thought about them, knows their ingredients and what skills and abilities they would develop. A teacher who understands games as a professional is able to find and create games to help students learn something while they are playing and motivate them to prepare better at home.
The most important purpose of a game is communication and not absolute correctness. But we aim to achieve both correctness and communicative effectiveness with our students, using different teaching techniques which are more appropriate for each individual at different times. Children love playing games as they help them learn a foreign language in the same way the toddlers learn how to speak their native language by imitation and imagination.
Playing games According to their level of psychological development, children enjoy and like playing different games Learning Styles Based on Jung's Theory of Personality Every student has his own personality and learns best in a particular way.
One of the theories about learning styles is developed by psychologist Carl Yung, who categorized various personality patterns: extroverted vs.
They prefer socializing and working in groups. They are in favour of playing interactive and cooperative games. They also generate energy from internal sources that is why they like brainstorming and personal reflexion. We consider that introvert can play competitive games.
Jung described these individuals as being interested in the external world. They tend to be realistic and practical, preferring to learn through experience. They can play movement games, solve problems or do different tasks. Probably, they would like creative games, and listening and reading for general comprehension. They are logical, dealing with decisions and problems. They will learn better playing a logical game or solving problem.
They generate excitement and enthusiasm in group settings. The most suitable games for this type of learners are funny and cooperative games. They would probably enjoy playing card or board games. They prefer to keep their options open, being flexible and adaptable.
They work well in a team that is why they will enjoy cooperative games. Cherry, Kendra. Learning styles based on Gardener eight intelligences Howard Gardner, who theorizes that humans have eight intelligences, claims that when a certain topic is explored in school it can, and should, be approached in six different ways in order to increase the chances of reaching all students in the classroom.
One of these ways is the personal way, where the ultimate goal is to see if it is possible to approach a specific topic by using, for example, role play, or other interactions Gardner, In addition, Armstrong suggests board games as a teaching strategy that might suit students with interpersonal intelligence because they provide an excellent setting for student interaction.
A continuous challenge A good game is considered to be an activity with certain strategies so that the teacher knows exactly which game is useful in different moments of the lesson and which skills are required according to the level of students. Having in mind a specific goal, the teacher has to be flexible because there are many ways to accomplish each goal.
Teachers should encourage students to develop their own strategy while keeping the game challenging and achieving the learning objectives Based on reality A good game is based on reality, giving students a model, which can be applied in real life, by means of imitation. That is how a little child learns his mother tongue.
If we transpose real-life situations in our games, we can fulfil the students expectations. The player is able to practise a useful skill without the stress of real-life situations. There are chances for multiple practice and connection with reality. Situational games allow players to assume a new identity in a simulated world where they feel comfortable making mistakes and testing hypotheses Interaction A good game requires interaction with material on a variety of levels and interaction between students.
Being more or less experienced, they can learn from each other better than from the teacher. A cooperative game should especially encourage students to be open to understand their colleagues and help them if they have been in a similar situation Involving students A good game should be designed so that it may include everyone in the classroom. Each student should be socially integrated. Games are meant to level the playing field giving everyone an equal chance to win because everyone starts with the same amount of resources and time while seeking to accomplish the same goal Why should games be used in the classroom?
Games means practice Games are effective tools for learning because they offer students a hypothetical environment in which they can explore alternative decisions without the risk of failure. Thought and action are combined into purposeful behaviour to accomplish a goal. Playing games teaches us how to strategize, to consider alternatives, and to think flexibly. Martinson and Chu That quote summarizes that using games implies teaching, practising and reinforcing a foreign language Using games means a student-centred method Games are considered activities in which students and the learning process they are involved in are central.
Learning through performance requires active discovery, analysis, interpretation, problem-solving, memory, and physical activity and extensive cognitive processing Foreman, They build on their previous knowledge in new contexts and add new meaning to their experience Games develop creativity and a higher order of thinking Closed questions and fact-based questions have only one answer, not allowing for creativity, personal expression, or testing hypotheses.
The answer is either right or wrong, but games can allow multiple answers. They improve participation, self-esteem, and vocabulary usage and allow the learners to see that there are many ways to solve the same problem A variety of important skills There are many skills that students can develop through game-playing such as reading, writing, listening and especially speaking.
Using different games involves a large variety of skills as there are specific games for developing each skill. Before a game is used with a class, the teacher must be sure that the necessary facilities and materials are prepared on a previous occasion A clear objective The game must have a clear learning objective and purpose.
The teacher should be sure about the goal and procedure of the game. Having a certain goal in mind the teacher knows how to adapt to the students level and needs Balanced teams The teacher should divide students into balanced teams. This depends on knowing the students abilities and personalities.
Grouping the smarter students in one team and the weaker in another ensures the chances of having a definite winner of the game.
The teacher can have a feedback and name some students to repeat what he or she said. When a game is well known by the students from their real-life experience, they can state the rules. Each game will need a proper instruction, which means a proper explanation and a demonstration of a few moves or rounds. If it is necessary native language can be used.
The teacher can make a lively and appealing demonstration so that the students would be attracted and motivated to play the game The timer Using a timer is a good way to be consistent and make sure that everyone has the same amount of time to do the task.
As a facilitator, a teacher should be well-prepared and know exactly how the game works Maintaining order The teacher should observe disruptive behaviour like cheating, breaking the rules and negative reactions.
It is extremely important for the class to work in a non-threatening environment and not to have negative feelings caused by some classmates. The teacher will punish what is called unacceptable and establish from the very beginning how to treat and respect the others Summarising and commenting Whatever the game may be, students need to be controlled and to hear a remark or an encouragement from the teacher. Positive comments on a clever move or an amusing situation can encourage them to go further.
The teacher needs to make the correction of possible errors. A game suitable for large classes divided into two teams can be Ship or sheep, a game for phonetic goals. Everyone can react at the same time, and an advantage of this method is that they do not have the time to change their mind. Another game is Bingo, a game with cards, either for big or smaller classes.
Each player has a card ruled into a number of sections. Each section contains a word, a number or a picture, depending on the version played.
The caller calls out words from the card and if a player has that word on his card, he covers it. The first player to cover all of his cards, shouts Bingo! Games ought to be at the heart of teaching foreign languages. Rixon, suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen. The teacher can use the game as a warm-up activity or revision of the previous lesson at the beginning of the lesson or as a summary of the skills at the end.
However, games can be used during the whole lesson as well. This variety of possible uses depends on the ability of the teacher to use the game in the right moment Warm-up activities Icebreakers are important at the beginning of the lesson in order to create a positive atmosphere for the lesson. They are even more important if the students do not know one another well at the beginning of the school year. Icebreakers are excellent because they give students the opportunity to share things about themselves and learn about their peers.
These activities often get students moving or thinking creatively. They can be lots of fun and solve any tension or nervousness there might be in your classroom. It is important that students be able to interact with one another easily because learning Students will need to be comfortable sharing ideas with the class and talking with other students in groups or in pairs on a regular basis Time-fillers When we are tired and stressed, we can use time-fillers in order to make students relax.
They are useful in different moments of the lesson. We can start the lesson with a filler particularly when waiting for some latecomers, or in the middle of the lesson as a way of changing the pace, or of breaking up similar activities Scrivener, An example of a filler can be a tonguetwister.
Repeating phonetic words faster and faster can be fun and creates a good atmosphere While-teaching games While-teaching games are the greatest way to get students focused to the topic of the lesson.
Students can learn through games a lot more than from a very serious lecture. When using a game as part of a lesson, it is important to make sure that the way in which it is played is proper for each stage of the lesson, either for student-student interaction or for teacherstudents interaction.
During the presentation stage it is important to focus the students attention on the teacher in order to understand correctly the meaning of the new words and the new structure. That is why a game in which the teacher acts as a master of ceremonies and as a judge with students competing under his or her control would fit this stage much better. In the final stage of the lesson, when the students are ready to use the newly learned language, the teacher can use a game in a freer and flexible way.
The students can work in pairs or independently. In this stage the teacher is no longer a controller but an informant or an adviser. An example of such a game is Which one is it? Students have to repeat some new words while they see some pictures. They have to distinguish one object or person from a number of similar ones.
They have to pick up a picture after listening to a description which the teacher gives. The class is split into two equal teams. Students must answer in turns within each team, for every turn, two students are competing to see who can answer first.
The teacher describes the picture, for example, The lady who has green eyes and long curly hair. The student who calls out the first name correctly wins a point for his team. If he calls out a wrong name his team loses and the other team gets one point. During this stage the teacher should give students the opportunity to produce the This time one student from each team has to take turns at describing one of the picture and challenging one of the other team to identify it.
The same idea may be used in a more personal way in a game called Who is it? Rixon, Games for practice This category covers the games which can often be used gradually, building up skills by constant practice. Some games which can be played are pronunciation and sound discrimination games like bingo, sheep or ship, how many words can you make?
Vocabulary games or pencil-and-paper games are good opportunities for students to learn from each other s answers and develop word building and writing skills. An example of such a game can be Past-Tense Knockout for revision of irregular verbs. Players stand up and the teacher gives each in turn the infinitive form as a stimulus for them to produce the other forms. Any student who makes a mistake is eliminated and has to sit down. The last player standing up is the winner.
As an option for advanced students, they can be challenged to change sentences. Example: Have you seen Tom this week? Are you seeing your friend today? Giving students games like describe and draw or describe and arrange, we can test their comprehension.
Taking notes on the monitoring sheets, we can have a record of errors and language area to deal with in the later lessons. The teacher s role Whatever the type of game, the activity has to be well organized. It is very important to understand the instructions and know exactly what to do. At this stage the teacher has to give clear instructions in English and, if it is necessary, in Romanian too.
In the following stage, the teacher has to make a short demonstration of the game, using the structure and vocabulary needed in the game. Students also need to be encouraged, appreciated and gently corrected while they are playing.
The teacher s role differs according to the game which is being played. For instance, in code-controlled games points are given for correctness and the teacher is the judge, while in communication games the teacher s role is not so prominent Master of ceremonies The master of ceremonies is the master quiz or challenger, who is in control with the game keeping the pace and correct score.
If marks are awarded in a game, the teacher has to judge correctness. Even in games in which students take the role of quizmaster or challenger, the teacher has the last word. Accepting and rejecting an answer can be done on the scoreboard but it is more enjoyable to pantomime a thumb down or up, an exaggerating grimace, a big smile, etc. According to Rixon , there are many types of recording scores: building up a picture a stick man like in the spelling game hangman, drawing a house, or a spider with a line for every mistake until the game is over, a giant game of noughts and crosses, climbing up a ladder or a mountain, completing the alphabet from A to Z, or competing to finish a long word letter by letter, the days of the week or the months of the year Informant or language consultant Instead of judging what students say, the teacher should be on hand to help them.
The teacher is a source of information on vocabulary or new structures. When a teacher is asked for help, it is much better to elicit the answer from students than to say it directly Monitor or corrector Some minor mistakes can be rapidly corrected and some major errors can be recorded and explained next time individually Arbiter or referee In some competitive games there should be disagreements or blockages and in this case the teacher should act as an arbiter.
Instead of giving them a solution, the teacher generates a discussion about the rules and asks for the students vote. As a referee, the teacher should remind students the fact that the main purpose of the game in not to win the game but to succeed in using the language. Grouping There are many types of groupings. The concrete way of grouping usually depends on the activity and proper grouping can influence the achievement of the game a lot.
However the same type of game can be successfully achieved in different groupings. The most common groupings are individual, pairs, groups and whole class Individual work Competitive games usually require individual work, offering students the opportunity to show their abilities and knowledge.
They rely on themselves and can become either selfish or proud of their achievements. This is the main drawback of this type of work, but a person who sometimes fails, can develop self-confidence with winning a game repeatedly.
Another disadvantage is that the learner does not have the chance of a conversation or confrontation Pair-work It is the most commonly used type of grouping, used with the role-play or speaking practice activities. The main advantage of pair work is the opportunity of the students to speak and learn from each other, having a low level of stress.
They learn to cooperate and discover the work can be done more easily and more quickly. If they succeed, they feel happy and content but in case The teacher can adjust the situation or rearrange pairs properly, combining weaker with better persons Groups of four or more A group consisting of four or more learners is suitable for role-play games, speaking activities or task-based games.
The main advantage of such a group is that they can develop the highest quality of cooperation. The most common disadvantage seen from the teacher s point of view is discipline.
This usually depends on the personality of the teacher, on the type of activity and on the relationship between teacher and learners. The group can choose the best learner to be their leader and help them to succeed. The leader can act like a mediator between teacher and his group members The whole class Children can also work as a whole class with the teacher acting as a monitor. The advantage of this grouping is the chance for learners to speak with and understand their classmates, to hear their mistakes and confront different opinions.
Cooperation among learners is an important element of whole class grouping and students can play task-based games. This type of organisation can lead to different attitudes of learners - active and passive. Doing teacher-controlled team games is sometimes unproductive because of the very limited opportunity for each student to take part in an activity.
Different groupings usually require organizing the classroom. The most suitable classroom organization is so-called U-shape because it allows students to move freely. However, the teacher does not always have the possibility to organize the class like that but they can organize the pairs or groups of learners to see each other. In the traditional front-facing desk, learners just turn their chairs round to face the people behind them.
That keeps the game alive and raises their interest. For instance, in a game like hot seat, students are very attentive in order to give the right answer. This is the first reward, which is, according to Maslow s pyramid, a motivational factor of personal satisfaction and recognition.
The next step is a new role of challenger. Another game could be I spy. The challenger thinks of an object in the classroom and says: I spy something beginning with A, B, C, etc. The players ask him yes or no questions to help them guess what the object is. The player who guesses the object is the challenger Eliminating players Another way of getting a reward is staying in the game the longest.
The student who makes a mistake will be punished, by being eliminated from the game. A variation is to give each player a number of lives which allow him to make some mistakes until he loses all his lives and is finally out. The winner is the player who remains in the game until the end of it.
An example of such a game is I went shopping and bought Players have to repeat what the player said before and add their own items. The player who does not know the articles will be eliminated from the game Collecting or getting rid of things Another way to win the game is getting as many cards as possible. The winner is the player who eventually has the most cards.
In a game like picture domino, the main goal is to find a connection between cards, using your imagination and get rid of cards as soon as possible. The student who gets rid of all his cards first, will be the winner. In Gifts for the Family the aim is to collect gift cards rather than to get rid of them, but the principle is the same: players must argue in order to achieve what they want. Players take turns to pick up one card from the central pack.
Their aim is to collect as many gifts for their relatives as possible, but they can only keep a gift card if they can justify to the other players giving the object shown on it to their relative. When all the cards have been claimed or after a time-limit, or a fixed number of rounds, the player with the most gift cards is the winner Getting somewhere first For instance, in a board game, players fight to win the game, reaching the finish line.
In this case, it would be a matter of luck when throwing the dice like in Snakes and ladder. For language learning games, successful moves depend on language rather than on luck. Players are competing to reach the end of the track on the board. Each space on the track has a picture with an object or a living creature on it. Players move by following instructions read to them by another player. These instructions are on small cards kept in a pack in the centre of the table. Move forward 10 if you are on a square showing something dangerous.
If not, go back 3. Players are motivated to interpret their square in a way that allows them to go forward. For example, the game Find Someone Who is game in which students have to ask classmates the questions implied by the chart such as: Can you swim? Students have to mingle around the classroom to find colleagues who fit the description and then write their names in the appropriate places.
Whoever can fill their page first will be the winner. Find your partner is a game that can be adapted to practise many different language points.
Every player has to look for a partner who has got an identical word or picture to his own, by talking to one another, without looking at the partner s card Materials for games Cards Cards are small visual prompts which enable each player to talk and be involved in the game. Without a physical means of structuring, some students would dominate the game or there are long moments of silence while they are thinking of whose turn it is. Cards from a game should be similar in colour and size and should have an identification name on back of them to indicate which game they belong to.
Cards should have pictures or words on the fronts and if it is possible, covered with plastic film with a laminating machine. Another way of using cards can be sayings or proverbs. Students can take a card by turns and talk about the saying and eventually make an essay. They should be kept in an envelope or a little box. They are cards of different dimensions with an item of information, either a picture or writing.
There are many kinds of games which can be done: bingo game which has the goal of matching the picture with the corresponding writing, memory game, etc Board games A board game can be bought or handmade. It should be as large as possible so that the writing and pictures should be visible for all players sitting around.
It should be made by two sheets of cardboard glued together to make a thicker and heavier board. Game boards can be fold in two for easy storage. The first thing to do is to draw the track and its divisions, then pictures, numbers and instructions.
Players also need tokens and a dice or a spinner Picture games We also can make pictures with different stories, stages or a single picture with a different theme. For instance, a game for speaking can be easily made. Students have to describe what they see and finish the story after their imagination. The student who finishes the first is the winner. Another possibility is to arrange the pictures so that the story could be credible Adapting and inventing games The real art of a teacher is to know exactly when and which game to play.
The next step is to adapt or invent a new game, according to the students needs Adapting games As Rixon 86 wrote, in order to make students speak more, the teacher can add a rule to a classic game.
For example, Scrabble is a board game dealing with vocabulary, and can be livened up by building in a rule that the player who makes a new word should be able to explain the meaning before getting the score. Another way of adapting a game is to change the subject matter. A good example of this is Happy families. It consists of a set of cards with members of the family.
Students have to ask each The teacher can change the subject in order to obtain interests from students and adapt the theme to the students level Inventing a new game Inventing a new game would be interesting and develop the teacher s creativity.
In order to make a new game, we should know some principles. A new educational game should respond to the students needs for communication and practice. The game should be played for educational aims rather than for entertainment.
The teacher should have a certain goal with corresponding strategies when thinking of a new game. Any successful game must specify some rules, procedures, materials needed, and classorganizing.
In conclusion, we think that this section of theory about games is very important in explaining the usefulness and educational value that games can have in a classroom. When we started having students play games, it was mostly for taking a break from the monotony of teaching from a book, filling extra class time. Now, having researched and learned about learning that takes place while playing games, we realize that games have more purposes than creating fun in the classroom.
They are an important source of activities which can be used frequently in different moments of the lesson. It is a real challenge for the teacher to know exactly what type of game should be appropriate in a certain moment of the lesson so that he can apply the principle of accessibility the game should be adept to the level of students , efficiency the game should be carefully chosen so that it suits to the lesson goal and variability to colour the lesson, offering student diversity.
There are two main types of games: competitive and cooperative games. Competitive can be considered those games which are more selective because students compete in order to be the first, while cooperative are more productive and efficient for students who cooperate in order to accomplish a goal. Scientists discovered that there is a higher level of understanding and learning when children are physically active. The association between physical activity and learning has been evidenced in many studies.
The results have suggested that being physically active produces positive effects on many cognitive functions, such as memory, attention, information processing and problem solving. Exercise can improve learning on three levels. First it optimizes your mind -set to improve alertness, attention, and motivation; second, it prepares and encourages nerve cells to bind to one another, which is the cellular basis for logging in new information; and third, it spurs the development of new nerve cells from stem cell in the hippocampus.
The hippocampus is the brain region primarily involved in learning and memory. John J. According to John Ratey, MD Movement is miracle grow for the brain. In the s, neuroscientists discovered something called brain-derived neurotropic factor BDNF , which nourishes neurons like fertilizer.
This substance is present in the hippocampus, which is related to memory and learning Ratey p. Walking the line An example of a physical game is Walking the line where participants have to walk a line and perform various types of tasks at the same time, for example walking backwards, or balancing a book on their heads.
In order to make this game more fitting in a language classroom the teacher should give the instructions in the target language, for example everybody has to walk backwards.
Simon says Another example of a physical game could be the game Simon says, where someone is Simon and gives the others orders, for example Simon says: jump or Simon says: clap your hands.
The aim of the game is to motivate careful listening, to reinforce command forms of verbs, parts of the body and objects in the classroom.
Simon is the king and that is why we have to obey his command. If they do the command without Simon says they will be punished. Another possibility is to put them out of game and sit The person who remains in the game is the winner. As a variation we can change the name with a student s if it is his birthday or with a personality s name.
I see something An action game could be I see something The class is divided into teams and they stand in lines and the teacher has to say I see a table or any classroom object, the first student in line goes to that object. The first one to reach, scores a point for his team. Students can help their teammates by pointing or naming objects but not translating it. I see something: red, tall, new.
I see something that you can sit on it. I see something that has two hands, numbers and tells us the time. I see something made out of paper, wood, metal, cloth, glass, plastic, etc. Giant steps The aim of this game is to practice permission.
One person is the teacher and must be addressed as Mr. Others in turn request permission to advance, using the request form: Mrs. The teacher says Yes, you may. The student may take a giant step the longest step one can take , a baby step the length of one shoe , an umbrella step whirling around as one advances two steps , according to the teacher command.
If the student advances without the teacher s permission, he must go back to the start Board games Teacher needs whatever kind of boards. They can be played in all types of grouping and teacher needs to prepare some material in most of board games. Learners can practice all language skills and they are expected to obey given rules. This type of the game can be either competitive or cooperative; it deals with the type of grouping.
Teacher can operate as a controller, organizer, participant and facilitator. Board Games can be played by students from beginner to advanced level, developing their skills for grammar and vocabulary, quick thinking and listening comprehension. Materials needed for this type of game are: game board, die, game pieces, clues or questions for the students to answer.
Each group should get one board, one piece per person, and one die, as well as a pack of cards that contain the clues. The group members should take turns rolling the die, answering the questions and moving their pawn, until one person reaches the end. Then we write the questions, sentence starters or clues on the board itself.
The students may only move if they answer the question correctly. For incorrect answers they have to move backwards. Hidden words It is another board game which can be played to strengthen understanding of new words or to revise new words. In order to prepare this game, we need worksheet with numbers from 1 to 15, worksheet with 15 words, 15 cards with pictures appendices 1, 2, 3. Procedure: Players sit in groups of four people at their desks. They prepare pictures on their desks to see them all.
Students choose one number from the chart on the board. Teacher tells them hidden word. Pupils have to show picture representing that word and explain the meaning. They get one point for correct picture, one point for correct explanation. The winner is the group with the most points. When one group does not know the picture or the definition, second group can answer it and when it is correct the second group gets the points and continues their turn.
Back writing. There exists a wide variety of guessing games with teacher as a participant or facilitator. Teacher needs to prepare none or some material and learners practice their speaking and listening skills while cooperating. Learners follow given instruction and rules which do not have to be strict. Back writing Procedure: Pupils are said to sit in pairs at their desks. They write words connected with describing people appendix 4 on partner s back.
Pupils switch their roles after each five words. The main goal of the game is to practice as many words as possible but there is no rule how many words they must write or guess. Truth, Truth, Lie This game can be played by students of all levels from intermediate to advanced learners. The main purpose is: sentence writing, community development, listening comprehension.
Two of them should be true, and one should be a lie. The teacher collects the sentences, reads them to the class and makes them guess which one is a lie. The listeners explain why they think the statement is a lie.
The author elaborates on one or both of the true statements. If the students are already familiar with each other, they have to guess which person in the class wrote the sentences. Suggestion: This game is fun without needing to declare a winner.
The teacher asks the students to write lies that are close to the truth instead of something really outrageous. Pictionary The teacher divides the group into teams. Students will take turns being the artist.
Repeat artists will only be permitted when all students have had a turn. The artist will receive a word or phrase to draw from the teacher. Symbols are allowed.
The other players will attempt to guess the word from the drawing. If their guess is correct, then they score a point. Then we move to the next team for the next artist. The teacher can challenge them to draw with their non-traditional hand, with their eyes closed, or without lifting their pencil.
Other Suggestions: Use a timer if necessary. We should give a category for the word if we use it for vocabulary review Matching games This type of games involves matching correct pairs e.
Vocabulary Scramble. Students need to have material prepared. The teacher s role is to be a facilitator. Matching a picture with word and definition The main goal of this cooperative game is to involve all pupils in matching words with pictures for better remembering of some new vocabulary, describing the appearance of the people. Materials: worksheet with 15 pictures, worksheet with 15 words in bold and their definitions Note: Both worksheets should be cut into cards and put to the envelope before the distribution among pupils Procedure: Pupils sit in pairs at their desks and get the envelopes with pictures and words in it one envelope per pair.
They match pictures with words and their explanations in the shortest time limit. The winner is the pair with all correct picture-word pairs in the shortest time or the pair with the most correct pairs in case there is no one with all correct pairs.
Word Pyramid This game is designed for all students from beginner to advanced level for vocabulary development. We need materials such as triangles to match together and eventually make a pyramid. Procedures: The teacher should take the triangle template and add synonyms in various locations then multiply them as needed and cut the pyramid into its individual components. The teacher divides the class into groups and gives each group a packet of triangles.
The students should match the synonyms to make the pyramid. Variations: We can turn it into a competitive game, turning the pieces upside down. Then, the students pick up five triangles and pick one to be the centre of the triangle. Each student will take a turn trying to match their words as a synonym to the pieces already played. At the beginning of each We can use other word pairs like antonyms, rhyming words, countries and cities, occupations and what they do, etc.
Suggestions: We can use durable paper like cardboard or laminated paper. Students can be challenged to make their own pyramid for other groups to complete Card games It is amazing how many stimulating and interesting games can be played with a pack of cards rather than with a single handout. Who, where and what This is either a card or a matching game. The aim of the game is to practise basic job and workplace vocabulary.
Students work in pairs and the teacher asks them to draw three columns with headings who, where and what. The teacher gives each pair an envelope with cards and tells them to sort pictures in ten sets of three. Then they have to match the three pictures and write down the words in their grid: the worker, where they work and what they use. Variation This can also be used as a follow-up after doing the main activity. The teacher gives each student a set of 25 cards and 20 counters coins or small pieces of paper.
Each student takes 25 cards from the envelope and arranges them faced up in five rows of five. The teacher calls out the words from key vocabulary in random order. The first student to complete the vertical, horizontal or diagonal with counters shouts bingo and is the winner. The main goal is answering questions and team building. Procedure: All the students sit in a circle and get a card with a question. Each student has to read the card and each person around the circle will answer. After each student has read their question, go back around soliciting information about each person from the other students.
Suggestions: If we have a lot of students, then we just have a few questions or perhaps select five students answer each question. Example questions: What is your favourite movie colour, food, dessert, etc. What is your ideal job? What would your best friend say about you? Where do you work? What sport do you play? What is your least favourite chore? How did you get here and how long did it take? What did you do before you came here?
Phrases with card games We need some sets of cards with one useful phrase functional language on each of them. We give one pack of cards for each group of four and ask them to deal out. Every student has to use the phrase in conversation and if this is correct, he gets rid of the card, placing it face up in the middle of the table.
If the other student thinks the phrase is not used correctly, the card has to be taken back. The first person to discard all the cards or with the fewest cards is the winner. Cards are placed face down on the table and students take turns to find pairs such of two adjective which take the same preposition, two verbs with the same vowel sound in the past, or collocation with the verb to make. As with these examples, to make sure there are plenty of matches this game works best if the cards have to have something in common to form a pair, rather than as in many textbook examples having to go together e.
Desk games need material and they can work both competitively and cooperatively. For example, scrabble or memory games are competitive games whereas puzzle is cooperative game. It can be the competitive game thus the rule for puzzle as a competitive game is: the winner is who finishes the puzzle first.
Teacher can be a controller and facilitator. Scrabble Aims: to involve all students, for practice spelling and revise known words. Materials: four Scrabbles, paper and pencils.
Procedure: students are said to create pairs or groups of four according to their choice. Two pairs sit to one Scrabble. The teacher asks students if they know the rules and makes sure they really do so. The teacher instructs players to create English words and write down these words. Students play Scrabble for the rest of the lesson. At the end of the lesson they have all created words written down and calculate the score Role-play games It can be either the game itself or an element of other games.
It needs active performing of the learner e. At the shop cooperating in pairs or smaller groups. Material is not necessary but can be useful. The teacher is a controller and facilitator, he gives the instruction but strict rules are not necessary.
They practice speaking, writing and listening skills. Parents, parents, parents! This is a role play activity in which students act out being parents and teachers. The teacher begins the lesson by asking students to discuss about parents and what they think of them in terms of their roles, how they should behave etc. Parents do not pay enough attention to their children these days.
Most parents do not know much about their children e. Television is the reason children are so violent these days; parents are not to blame. Then, the teacher asks students to discuss the sentences in pairs and then bring the class together into a big debate. At this point, we may want to go over some useful vocabulary i. Once we have gone over the lexical set, students use the language to answer the questions see appendix 5.
She is going to decide what to do with her money and house after her death. As they are doing this the butler will use reported speech e. She said that you are lazy and never visited her. He said he was busy and didn't have time. He said that he was helping animals. Usually pairs or groups work on meaningful task in the way they enjoy. Learners obey clear rules and they have got a chance to practice all language skills. Teacher is an organizer and facilitator. Teacher pre-prepares material for the game or learners prepare it themselves later.
The goal is the completion of the task and not the use of the language, though the expectation is that the target language is being used to complete the task. This sort of activity does not focus on drilling grammar or vocabulary, but rather on how the task cannot be completed without using the target language. The Party In this activity focused on food vocabulary, students are given a grocery list in the target language of as many items as there are students in the class.
They are also given a page with various photos of some of the items on the list. In an effort to figure out who is bringing what to the party, students go around and check in with each other and ask if they are bringing in certain items on their list.
A sample question will need to be given to students as a model or it can be generated by the class. When a student answers yes, the one asking the questions writes down the name of the student who has the picture of the object. Once someone has a full list, the group comes back together and the teacher creates the master list with the class.
There are many possible follow-up activities, including the actual planning of a party, some form of a writing assignment involving all of the information gathered, or pair-work in which students compare their lists. This task-based activity gives students the opportunity to say the vocabulary many times and also to hear it numerous times within a meaningful context.
Computer games are a very popular type of the games nowadays. It can be played either at school or at home. It requires individual or pair work and learners practice their reading, writing and listening skills. The teacher can be tutor or play none role. There are usually given clear rules and the computer is necessary here.
There are a lot of computer games for learning English and students like to use modern technology. The main advantage of using computer games is that there are a large variety of computer games on the internet and player can choose their favourite games. This is an unthreatening environment because it is their world and they can check their answer without being exposed to a test or a public answer. The games must be adapted to the students level and age so that they will be suited to their language needs and personalities.
For children age repetition is very common in games, rules are often few, and the games usually do not take a very long time. When it comes to children age they have patience for longer games, which often include much more suspense.
Also, when children reach this age they start to be able to augment the games themselves, for example to bend the rules to make the game more suited for their group. For children older than 12 games are often much more planned and they often emphasize teams and teamwork Young children Philips defines young learners: children from the first year of formal schooling five or six years old to eleven or twelve years of age.
Nevertheless, she also emphasizes that not children s age but their maturity is that counts in the classroom. It has already been mentioned that teachers should not forget learners learning. Young learners need to help with how to learn. Philips explains it that learners education and learning should not be confirmed to the limits of their classroom and textbooks. Teacher should be able to teach them how to learn outside the classroom, to absorb and join new information to the old one learnt during the lessons.
Teaching of young learners can be cheerful because young learners are usually active, enthusiastic, open and cooperative. They are usually happy with new activities that teacher prepares, most of them are not sheepish and they do not hesitate to use gestures as older learners do.
Shelagh Rixon asserts that young learners learn more through play or activities intensified by fun. Principles for learning little children 1. Listening is the first skill Children learn to understand and speak by hearing and using language in natural situations. We should repeat patiently single words while the child is focusing on real objects, people or activities like singing, chanting, playing rhyming, language games.
It is the content not the form that is of interest to the child The natural need is the most important for language acquisition. Little children learn with their whole beings Whole child involvement means that we should integrate as many senses as possible: seeing, hearing, smelling and feeling. Manipulating real objects, following directions, going on trips, working on art and crafts, cleaning up, singing, cooking, eating and learning to play games are all opportunities to use language with whole being involvement.
Little children should learn through total physical response games, action games, song and chant games, seat and chalkboard activities, speaking and guessing games. Claire, Elizabeth. The main skills involved are listening comprehension and physical response which means that speech is not required.
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The latest arcade release of Taiko no Tatsujin has been dumped and decrypted, with over songs! Thank you to Samyuu for working on the song unlock exe, the 60hz patched exe and the hz patched exe Thank you to Swigz for making the English mod and the Omnimix. Blaze Accelerator 1 13 posts. August 11, August 28, Thanks I just wish that someone that has a drum would share his experience with jconfig of this game. Anyone has a press inputs issues with DInput for my cabinet control panel like sometimes mis pressing or sometimes with lag Need help with this one - launching the exe shows a cmd prompt, then exits.
No black screen, no error, no logs, no messages. Tried with every possible exes, including the original, the Hz one, the 60Hz one, and the Hz one.
Every single one is the same. EDIT : Got it working by putting the game onto root C drive, but it seems that special songs just didn't exist, even with the song unlock exe and the omnimix applied. Is that normal? I've got the game running, but if I use the NoVSync version it runs way too fast.
The VSync and regular exe's run way too slow. Anyone got a fix for this? I've patched the exe with JConfig as mentioned in the thread, but I haven't been able to fix this issue. It works, but it's unplayable for me. You need to be a member in order to leave a comment. Sign up for a new account in our community. It's easy!
Already have an account? Sign in here. Share More sharing options Followers Recommended Posts. Brody Gaming Posted August 11, Posted August 11, edited. Thank you to Samyuu for working on the song unlock exe, the 60hz patched exe and the hz patched exe Thank you to Swigz for making the English mod and the Omnimix Edited January 17, by 7zxkv.
Link to comment Share on other sites More sharing options Replies Created 1 yr Last Reply Feb 8. Top Posters In This Topic 23 16 14 Popular Posts Brody Gaming August 11, Guest R.
Posted August 23, Posted August 23, edited. Anyone tried it with a drum? Trymado Posted August 23, Il y a 8 heures, R. Guest Bootleg Posted August 23, Set Control in J-config, 4. Run Game 5.
Edited August 23, by Bootleg adjusting post. Just now, resek said:. Just now, Bootleg said:. Swissychief Posted August 23, Wait, so is the dongle still required? Keroro Posted August 23, Edited August 23, by Keroro. Posted August 24, edited. Posted August 24, Is there anything else I need to do?
Keroro Posted August 24, Lesteph25 Posted August 24, Il y a 8 heures, komikazui a dit :. Posted August 25, Il y a 18 heures, ZXGT1 a dit :. Create an account or sign in to comment You need to be a member in order to leave a comment Create an account Sign up for a new account in our community.
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Taiko no tatsujin pc free download. Download Taiko no Tatsujin The Drum Master 1.5.0.0 + Online
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