Practical/musical activities and communicative games

Opgaven er kvalitetssikret af redaktionen på Lærerstuderende.dk
  • Lærerstuderende 2. år
  • Engelsk
  • Godkendt
  • 10
  • 3163
  • PDF
  • Læreruddannelsen Bornholm
  • 2004
  • 12-03-2006

Eksamensopgave: Practical/musical activities and communicative games

Eksamensopgave i engelsk om practical/musical activities and communicative games in the language classroom.

Problem Formulation
In what ways are Practical/musical activities and communicative games important in the language classroom? And what can the pupils actually learn from them?

(The way I use practical/musical activities in the language teaching classroom is quite similar to what others call communicative games. Because of this I will not distinguish between the two in this didactic paper.)

Indhold

Problem Formulation 3
Abstract 3
Which communicative games
are good to use in the language classroom? 3
Why communicative games? 3
What can the pupils learn from communicative games? 5
Preparation before class 5
Different types of communicative games 6
My own experiences 7
Can we live up to the aims of the CKPA
when we use communicative games? 7
Conclusion 8
Bibliography 9
Enclosure 10

Uddrag

Abstract
I started to find out what a communicative game is. I did it by learning about the goals of using them in the language classroom.
I found out that communicative games open up to new possibilities by changing the structure of the communication in the class, making the pupils more active and motivated and the teacher less active.
They are capable of creating a situation very similar to life in the language classroom. This possibly makes them the best tool to create the optimal teaching environment.
I found out that the pupils could learn to read, understand, speak, write and discuss through the use of communicative games.
To become more aware of how to use a communicative game as a teacher, I have made a passage covering preparation before class. It gives suggestions to how you as a language teacher can easier control the complexity of the linguistic target and the complexity of the interactions between the pupils. I wrote about the teacher's role during a communicative game and also found some questions to ask during preparation before class.
I found a model that categorises the different types of communicative games.
I described my own experiences using communicative games in the language classroom.
I asked myself the question if communicative games are capable of covering the aims (CKPA) in year 6-8 set by the Danish government. I discovered that they cover many of them incredibly well. Then I summed up what I have learned in the process of writing this assignment.
I made a bibliography
And I enclosed some communicative games I have used during practice and my work as a teacher.before class.

Which communicative games are good to use in the language classroom?

It is a game that has a linguistic target and at the same time focuses on getting the pupils to communicate in the target language. They are open and like real games, you do not know the outcome. The difference between a communicative game and an ordinary assignment is somewhere floating. But when the openness of the game disappears or is reduced, the activity becomes more like an ordinary assignment... Køb adgang for at læse mere

Practical/musical activities and communicative games

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