game for grammar

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<b>Game For Grammar!</b>

<b>Game For Grammar!</b>

<b>Game For Grammar!</b>

<b>Game For Grammar!</b>

Mrs Jessi Siva
Mr David Lim

Huamin Primary School
Mrs Jessi Siva

Mr David Lim

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<i><b>School Vision</b></i>

Curious Mind

Adventurous Spirit

Passionate Heart

<i><b>A Happy Learning Place</b></i>

<i><b>Where we Learn to Love and Love to Learn</b></i>

<i><b>School Vision</b></i>

Curious Mind

Adventurous Spirit

Passionate Heart

<i><b>A Happy Learning Place</b></i>

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<b>Background</b>

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<b>Background</b>

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<b>Background</b>

• _{offer a meaningful context for language use}
(Chen, 2005) because learners pay attention
to the message & acquire language

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<b>Background</b>

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<b>Background</b>

• _{Intrinsic Motivation}

– why teaching grammar through games actually
work

– young learners will not internally decide that they
want to learn grammar

– intrinsic motivation can
encourage them to play
games & learning takes

place when they are playing

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<b>Learning Outcomes</b>

• Teaching & learning of grammar is more active
• Alternative assessment mode

• Instant feedback

• Self-directed learning

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<b>ICT Outcomes</b>

• Integration of ICT into curriculum

• Achieve a better BY(i)TES score

– In sub-domains of collaboration and HOT activities

• Develop ICT teaching resources

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<b>Objectives</b>

• Reinforce understanding of Grammar

• Provide pupils with in depth understanding of
the novel

• Stimulate Logical Analysis

• Develop Critical Thinking Skills
• Train in ICT Skill

– Game Development
• Develop Intra and

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<b>Target</b>

• P6A1 pupils

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Progression and Evolution

2003 : Storyline Method

2005 :

Story Crafting

2006 :

Animania@Huamin

2007 :

Literature in Motion

2008 :

Integrated Project

Work (IPW)

2003 : Storyline Method

2005 :

Story Crafting

2006 :

Animania@Huamin

2007 :

Literature in Motion

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Progression and Evolution

2009 :

Game for Grammar (2D)

2010 :

Game for Grammar (3D)

2009 :

Game for Grammar (2D)

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<b>Procedure</b>

• Pupils go through literature lessons during EL –
Sing to the Dawn

• Teacher focusses on

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<b>Procedure</b>

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<b>Procedure</b>

• Laying of ground rules to work within groups

– Use of rubrics to guide pupils

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<b>Procedure</b>

• Development of Game
– Research on games

– Sketch out character on paper
– Draw sprites digitally

– Program the game

• Difficulty level

• Tools used (shooting, maze)
– Editing/vetting

– Post-production
• Music

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<b>Assessment</b>

• Both Formative & Summative

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<b>Potential for </b>

<b>Improvement</b>

• Use it as a formal assessment

• Integration of other subjects

• To cascade it to the rest of the classes
• Teachers to be more involved

• Cyber wellness issues

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<b>Conclusion</b>

• Pupils engaged in their learning

• Teaching more purposeful driven

• Pupils improved in their grammar skills
• Values driven

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<b>Future Plans</b>

• Cascade to P5 level in 2011 as IPW

• Create games which are targeted at the lower
primary levels

• Use of games to support teaching of grammar
items

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<b>Pointers</b>

• Start small

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“new generation of learners

within a new information environment
for unpredictable future”

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<b>Acknowledgement </b>

<b>& References</b>

• Pictures from google.com (images) & digitalblasphemy.com
• Pupils of 6 Gandhi 2009

• Chen, I-Yung. Sing Games to “Using Games to promote Communicative Skills in Language
Teaching.” Found at on 17.02.2010.

• Rinvolucri, M. 1984. <i>Grammar Games</i>. Cambridge: Cambridge University Press.

• Sacricoban, A. and E. Metin. “Songs, Verse, Games for Teaching Grammar.” Found at http://
itesl.org on 17.02.2010.

• Toth, M. 1998. <i>Children’s Games. </i>Oxford: Macmillan Heinemann English Language Teaching.
• Ur, P. 1996. <i>A Course in Language Teaching. </i>Cambridge: Cambridge University Press.

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<b>Thank You</b>

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