edutainment (1)

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Edutainment, Gamification and CLIL in the 21st century

-Primary school-

Chapter I - Edutainment and Gamification in English in primary school

Motto: ,, Another language, another man.”- German proverb

,,Speaking foreign languages is elegant - it is a sign of education and nobility and

can represent a key of admittance into the high society.”1

In all countries is studying a foreign language; it is necessary today due to the

development of communications and international collaborations, development of tourism,

science and technology, development of political and economic relations, etc. By learning a

foreign language is aimed at developing intercultural students. So it begins in kindergarten

ith learning a foreign language and in primary school the students learn the second foreign

language. !oday the orld"s international language is #nglish. !oday in our society #nglish

is a necessity, it$s a core competency, not only an international language.

%hild enters the school environment is a crucial moment in his life, because of relationships

ith adults and ith his colleagues, because of the ne activities that target all previously ac&uired

knoledge and skills hich encourages further progress in the sphere of cognitive, affective and

psychomotor. School aims to develop riting, language, intelligence nurturing, stimulating creativity,

integration skills in the community. 'sychologists say that children think ,,ith eyes, ears and hands”.

(s e observe, school students" interest decreased and teachers resort to ne and attractive methods

in teaching activities.

Studying #nglish in primary education as introduced recently and it ill continue

until the end of high school. )noledge of a foreign language brings to student undeniable

benefits. By studying them, it follos the ac&uisition by students of language ac&uisition

hich ill allo them to communicate ith foreigners in any country here they ill visit.

(t the age of *-+ years may be problems in teaching #nglish because they &uickly lose

patience, they prefer playful activities. ithout teaching materials and games, activity is lo.

!eacher have to use orksheets, images, audio-video materials.

1 (.iental,, Strategies of teaching and testing English as a foreign language”,ed. 'olirom, pg.1/

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In order for students to ac&uire the linguistic information, the teacher must propose

various and attractive activities and so the ob0ectives set ill be achieved.

(t preparatory class and first class can appear some problems in teaching a learning

foreign language, because students can stay concentrated for a long time at the same activity

and teacher must play many games ith them. !he most important difficulty in teaching

#nglish at the preparatory class is the considerable &uantity of teaching material necessary for

the course hours. In our schools e hardly find teaching materials or means

modern communication such as illustrative dictionaries, story books, imagines, laptop,

computer, etc . !eacher must support students throughout orking hours, to finish the given

tasks. 2ames make orking hours more funny and banish monotony.

I.1 he concept of Edutainment

„ I hear, I forgot. I see I understand and I do remember”(hinese proverb )

3rigin of edutainment is from edu(cation!"(enter!tainment and is also called

infotainment. !his term is (mer. and it as used in 14+5-14+6.

!he knon definition of Edutainment (ed7u7tain7ment- ĕj′ o-tān′mənt, ĕj′ə-)o from the

free dictionary is

1. !he act of learning through a medium that both educates and entertains;

8. (ny of a various media, such as computer softare, that educate and entertain; the

presentation of informative or educational material in an entertaining style.

/. 9oun- computer games, television programmes, or other material, intended to be both

educational and en0oyable.

,,It can be argued that educational entertainment has e:isted for millennia in the form

of parables and fables that promoted social change. In %hristianity, for e:ample, esus %hrist

used parables e:tensively to convey his moral messages?odern forms of edutainment

include television productions, film, museum e:hibits, and computer softare hich use

entertainment to attract and maintain an audience, hile incorporating deliberate educational

content or messages. !oys are perhaps the earliest @edutainment@ ob0ects a person encounters,

as many toys have also an educational aspect beside their aesthetic appeal. !hey can teach

2

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children literacy, numerical, conceptual or motor skills. ?any toys Ae.g. a miniature piano

are simply colorful, scaled-don versions of more comple: ob0ects, and thus can base

children in skills and benefits associated ith the latter. It is up to gron-ups to guide

children to the toy$s proper use in order to make the most out of it” 8.

I present another e:planation for this concept ,, Edutainment is a neologism Ane

term coinage, similar to infotainment, that e:presses the marriage of education and

entertainment in a ork or presentation such as a television program or a eb site. !he most

educationally effective children$s programs on television ASesame Street, !he #lectric

%ompany, ?r. Cogers could be classed as edutainment.”/

Dor a childE a student games are the most important and serious than anything else.

2ames have many goals fun, competition, involve speaking, develop fluency of speacking.

“Dun gets the neurons charged up and ready to pack aay deep learning into the long-

term memory. 2ames are also much more challenging to the mind and therefore engage

higher level thinking skills. hether students are trying to solve pules, find missing

information or play the detective, their minds are fully engaged in both language production

2 https://en.wikipedia.org/wiki/Educational_entertainment

3 httpEEhatis.techtarget.comEdefinitionEedutainment

3

https://en.wikipedia.org/wiki/Pianohttp://searchcio-midmarket.techtarget.com/definition/neologismhttp://whatis.techtarget.com/definition/infotainmenthttps://en.wikipedia.org/wiki/Educational_entertainmenthttp://whatis.techtarget.com/definition/edutainmenthttps://en.wikipedia.org/wiki/Pianohttps://en.wikipedia.org/wiki/Educational_entertainmenthttp://searchcio-midmarket.techtarget.com/definition/neologismhttp://whatis.techtarget.com/definition/infotainmenthttp://whatis.techtarget.com/definition/edutainment


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and strategic problem solving. !hat"s hat e call hole-brain learning F optimal neuronal

functioning.If games help the class to get in sync, and the learners on task, difficult grammar

or vocabulary can be internalised much faster as focus is better, right-brain functioning

increases memory, and there is no boredom.”G

I.2. he concept of Gamification

2amification is defined as ”a number of psychological concepts, especially regarding

motivation, behavior, and personality. Heep fluency and understanding of these concepts is

one of the most important keys to proper gamification implementation.

In today"s digital generation gamification has become a popular tactic to encourage

specific behaviours, and increase motivation and engagement. !hough commonly found in

marketing strategies, it is no being implemented in many educational programs as ell,

helping educators fiind the balance beteen achieving their ob0ectives and catering to

evolving student needs.

!he gamification of learning is an educational approach to motivate students to learn by

using video game design and game elements in learning environments. !he goal is to

ma:imie en0oyment and engagement through capturing the interest of learners and inspiringthem to continue learning. 2amification, broadly defined, is the process of defining the

elements hich comprise games that make those games fun and motivate players to continue

playing, and using those same elements in a non-game conte:t to influence behaviour. In

educational conte:ts, e:amples of desired student behaviour hich gamification can

potentially influence include attending class, focusing on meaningful learning tasks, and

taking initiative”6

Ben eong tells ,,that there should be a clear understanding that gamification is

independent of knoledge or skills. 2amification directly affects engagement and motivation

and it indirectly leads to ac&uiring more knoledge and skills. 2amification encourages

students to perform an action; for e:ample, motivating students to practice computer

4 httpEE.sylviasenglishonline.orgEcoursesEedutainmentE

5 httpsEEen.ikipedia.orgEikiE2amificationJofJlearning

4

https://en.wikipedia.org/wiki/Video_game_designhttps://en.wikipedia.org/wiki/Gamificationhttps://en.wikipedia.org/wiki/Gamificationhttps://en.wikipedia.org/wiki/Video_game_designhttps://en.wikipedia.org/wiki/Gamification


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programming ill increase their skill and motivating students to memorie consistently can

increase their knoledge.”*

Dor many students the term ,,ork” means ,,homeork and school” and the term

,,play” means ,,gamesEvideo games”. ?odern education takes into account the students"

involve in various tasks for stimulating their interests, retaining their attention, maintaining

their positive attitude. Dor that it is necessary o good communication beteen teachers-

students, students Kstudents, there are necessary interactive activities so teachers can obtain

the anted feedback. !hrough the interactive activities it created ,,fun” learning situations.

#ducation 2amification can do using Huoingo. Huoingo is the easy ay to learn a

foreign language hile translating the eb. It can offers the documents, too. !here are

lessons for beginners hich start out ith basic elementsEsentences. So, the student can be

educated by games, the education can be gamifiedL

Mhile the concept of gamification may be simple, effectively gamifying a concept

isn"t. Noever, it can be simplified, by folloing a five-step process +

,,Onderstanding the !arget (udience and the %onte:t analys the target audience

hich ill help us determine factors like age group, learning abilities, current skill-set, etc.,

analysing the conte:t can provide you ith details of the student group sie, environment,

se&uencing of skills.

Stages and milestones are poerful tools that enable teachers to se&uence

knoledge and &uantify hat the students need to learn and achieve by the end of

each stage or milestone. Students ho are unmotivated to push onto the ne:t stage may be

e:periencing fatigue or boredom. In this conte:t, a push is defined as the motivation to

advance from one stage to the ne:t. Students ho have difficulty in completing a stage may

lack the knoledge, or skills needed.

6 httpEEii.library.0hu.edu, article , ,#hat is gamification$”, 'osted on ?ay 1/, 851G

7 .N-P.Nuang and H.Soman, ,,A %ractitioner&s Gamification of Education Q, pg.+

5

/.Structuring

the

#:perience

G.Identifying

Cesources6.(pplying

2amification

#lements

1.Onderstanding

the !arget (udience

and the %onte:t

8.Hefining

earning

3b0ectives

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2amification become somehat in vogue and many industries benefited from its

principles, not only schools. earning profesional can add game elements like curiosity,

challenge, storytelling to the learning e develop. e learn professional knoing

gamification.

In the hole orld, 2amification seems to be an emerging trend in business, health,

education, management, etc. It appears in different conte:ts and it has a variety of purpose it

promotes fundamental things like learning, employee performance, customer engagement,

change behaviours and support innovation. (fter 851/, Cickinson F?ay identified the

folloing fundamental methodological steps scoping, re-Esearching, selecting, analysing

synthesising and reporting.

2amification contains the terms increase, improve and tal' about ho demonstrate

that gamification is linked in some ay to added value in learning processes.!he terms

motivatemotivation and engage-ment are fre&uently used.!hese terms often appear in the

definition of gamification itself.

e can see there is ,,a strong relationship beteen 2amification and #ducation and

the result is ma0or, is e:cellent the students learn easier”R.

3nce the stagesEmilestones have been identified, the teacher can more easily

0udge hich stages, if any, can be gamified, and ho. uestions of teacher should

think about hile considering gamification include.

!he gamification process in education comes don to the elements that are applied to

the learning program. (s mentioned earlier, gamification is the addition of

game-like-elements, also called game mechanics, in non-game settings. 2ame mechanics can

be classified as self-elements or social-elements.

!elf-elements can be points, achievement badges, levels, or simply time restrictions.

!hese elements get students to focus on competing ith themselves and recogniing

self-achievement.

!ocial-elements on the other hand, are interactive competition or cooperation, like for

e:ample leaderboards. !hese elements put the students in a community ith other students,

and their progress and achievements are made publics.”4

Busch %arsten, M European onference on Games )ased *earning”, pg 61

! .N-P.Nuang and H.Soman, ,,A %ractitioner&s Gamification of Education Q, pg. 15-1/

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!he videos average around / minutes each and then the student can take a

pop &ui to refresh his or her understanding of the information conveyed. ( challenge is then

introduced by alloing the student to take hat they have learned and play it in a game

setting.

I." Edutainment #s Gamification

I presented the meaning of these terms and I ant to clarify that any of the above are

not bad things. Cecently, in the 81-st century e use educational games, ,,games for learning”

hich are fun, attractive and their goal is education.

Edutainment refers at games that happen to educate along the ay; is the use of

entertainment activities for teaching based concepts.

Gamification is the use of game thinking, game mechanics to solve problem; is a

system that make gaming en0oyable applied to real life; it comes out of the videogame

industry. e must put learners in authentic enviroments in hich they can practice their

skills and gain immediate feedback on peogress and accomplishments of students.

Both edutainment and gamification are used into classroom learning, or after-school

spaces to obtain the standards and learning ob0ectives. e need to implement gamification in

educationL e have to make more edutainment and the students ill learn more efficientlyL

,,Dor students, gamification serves the purpose of minimising negative emotions

that they usually encounter in traditional forms of education. It lets them approach knoledge

and skills, using the learn-by-failure techni&ue that is popularin game-like environments,

ithout the embarrassment factor that usually formsa part of classroom education. Instructors

on their part can efficiently achieve their set ob0ectives and use currency-based tracking

mechanisms to get feedback on their students" progress.”15

,,2amification is a concept that needs to be part of every learning professional"s tool.

2amification is the ideal process for creating engaging learning environments.” 11

1" Idem, pg 8G

11 )app,)arl M+he Gamification of *earning and Instruction Game-based ethods”, pg 1

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I.$ Game types in teaching English

2amification and edutainment are the future of education, but e can see both perils

and promises. e are in the century of technology here the computer prevails and the game

can be associated ith learning.

#ducational games that combine collaborative ork and technology can be one of the

most valuable educational tools for teachers in the classroom. ,,2amification can contain

multiple levels such as mini-game and other techni&ues to bring a learner from a loer place

in the knoledge hierarchy to a higher place. ( gamification effort can start teaching basic

facts and then progress to concepts and rules.”18

!here are attractive educational games ith educative values. !he 6 ays of

development of students Acognitive, motor, social, language and self-confidence represent a

huge importance and there are related to each other.

Nere is the development scheme 1/

12 Idem, pg 1*+

13 S.2oldberg ,,/ de activitati interactive pentru de0voltarea copilului”, ed.'olirom,pg 1+

self-confidence

anguage

motor cognitive

social


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!he teacher guided the learning of #nglish using the pleasent method the game.

Simple games help teachers and are easier to develop, are more impactful for a

particular type of learning than elaborately developed comple: games.

2ames are an active and participative methods involving activism, intrinsic curiosity,

the desire to be seen, e:plain, e:plore, discover. !hose are considered active participatory

methods that mobilies energies of students ho are helping them to focus attention, to

arouse curiosity. (ctive and participative methods focus on operational knoledge, on action

learning, bring students in direct contact ith real life situations. !hese methods have

educational character. 2ame focuses e:clusively on student and is decisive in shaping

his personality. It involves developing certain capabilities to cause certain types of

intellectual processes. !hese represent different resources of each student to be involved

personally in the act of learning. In the case in hich more calls to thinking, develops

convergent or operations involving search and finding a simple and correct anser; or

operations involving divergent thinking that reach the issue of possible responses to an open-

ended situation; or an evaluative thinking ho leads certain 0udgments based on implicit or

e:plicit criteria; So, some are calling on creative skills that ould re&uire ability to develop

ideas; and some are calling on critical thinking hich is based on analysis, interpretation and

e:ploration capacity.

Q!rends in teaching methodology are Aapud % %ucos, 855*

• implementation of ne training methods and ays to resolve appropriate learning situations

Ausing standard methods of brainstorming

• ider use of active-participative methods, by activation of cognitive and operators structures

of students and by resorting to passive methods only hen needed; fructification aspects sie

and @&uality@ of the method.

• formative education,the groing trend of teaching method; e:panding search methods and

identification of knoledge methods and not transmitting their on account; continuous self-

education methods; promoting effective methods that help students in the desired direction;

suitability methods of the e:isting realityAp.8RR- 8R4.”1G

( good learning is done through the beauty of the game, through the student fun

during teaching, learning and assessment activity. !he 6 ays of development of students

14 (.?argaritoiu F(.Breoi, ,, etode interactive de predare-invatare”,suport curs, 855*

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realied early, from de early age, to be consolidated as students gro colors, numbers,

letters, reading, self-confidence, etc. ,,Cepetition and familiarity ith the foreign language are

essential elements of learning. earning through discovery involves activities ho lead the

students to e:periences that they can take advantage.”16

,,%hildren"s games are buds of hole human life; through them they reveal their hidden

&ualities. !he hole life of man has its sources in this epochEage of e:istence=”1*

(.S.?akarenko gives the game similarities ith ork by

- physical and intellectual effort;

- pleasure after success, passion for playing;

- responsibility;

- compliance of rules, etc.

'sychologists say that game has many and various definitions such as

- it prepares the student for the later ork, as an adult;

- is a bridge beteen activities and learning;

- is a valuable ay, a method of education and training;

- is an organiational form of learning activity and student"s life;

- is organied in limit of learning psychology, taking account by age of the student, etc

!he student ho does not play in a group of friends and ho refuses company of another

child may behave introverted hen he ill be great. So at school the student ill be

motivated to develop social skills that he ill continue outside of the school, at play, in the

park, in the family .

Dorard I ill present a fe types of games used to little students and big ones

I. ( classification is made from different points of vie

T by content;

T by ob0ectives;

T by teaching materials;

T after groups of structure and psychophysical processes.

II. !he most significant are by the contest and ob0ectives like

15 ibidem, pg./*

16 ? .!aiban, ,, %robleme psihologice ale 1ocului si distractiilor”, #d. #H',pg. 6R

1"


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• 2ames ho develop speech

• 2ames knoledge of environment

• ?athematical games, ?usical games

• ?otion games

III. %ther classifications&

'. Games (ith rules K are transmitted in social frame from student to student; games are the

more important as the students gro up; Such games are full of energy and learning is more

en0oyable.

). Group games K are based on cooperation and discussions, understanding is trough ords

and common discipline

C. !ym*olic games - targeting the relationship beteen me and the realit2. !hese gameseliminate conflicts, lead to a change of role obedience, authority and self-release.

+. !imulation games K re&uire spontaneity, creative thinking; challenge the patience, skills,

courage, caution that proves student; fallo the assumption of roles, social and cultural spirit

of responsibilityEduty.

E. Games rolls K are rela:ing, are entertainment, full of energy, send ideas, eliminate

monotony.

. Computer games - are the most popular games and students love them erb Hash Afor

learning irregular verbs, Sap ?ania Afor vocabulary consolidation , Speed 'i: and ord

Cescue# #nglish (ttack, etc

%laparede #. says that ,,game type is determined on the one hand by the needs of the

student and on the other hand by the degrees of its organic development. Ondoubtedly is the

fact that any activity chosen by the student ithout force and ithout restraint involve the

assertion of ill and the development of personality. 2ames are related to instinct in sense

that games trigger by internal or e:ternal stimulus unknon activities, so, the instinctive

impulse can be appreciated ”1+

!he main function of the game is to allo the student to individuali0e his ego, to

sho his personality. (nother function hich %laparede finded is ph2siological and

ps2chological function. (ccording to his theories, games are divided into to categories

1. the first category includes sensor2, motor and mental games.

• Sensor2 games are typical, e:plore reality colors, sounds, taste, music etc

17 %laparede.#, ,, %sihologia copilului si psihologia e3perimentala,, #d #H', p.*G

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• otor games develop coordination of movement, timeliness of movement and speech

Agame ball, gymnastics, throing target , etc.

• ental intellectual games are based on the comparison and recognition, on curiosity

and desire to knoEto learn, on creative imagination Arime, poems, lego, riddles,

pule, etc.

8. the second category includes social, imitation, famil2 games.

• Emotional games includes strong emotions, even the negative one the pain during the game

is funny for students and they accept it and don"t e:ceed some limits. In this second category

I may indicate some games 4ightinghunting games- they practicing their force and skills

like discussions .

• Social games develop social instincts alking , camps, collective relationships, sport,etc

• Imitation games aimed to find specific elements to fulfill the game and imitation, too. Student

imitate for pleasure, for his improvement , to ac&uire kne knoledge.

,,2ame is the best introduction to the art of ork.” 1R

Cogniti#e games help mental and emotional development of the student and

they gro in comple:ity depending on the age of the student.ith the game

student develop their e:ecutive functions

emor2 - he move his attention from teacher to other students and vice versa;

*anguage - he remembers rules their order and hat to do;

Attention Khe knos commands, understands the meaning of ords such as up, right,

e:plain, repeat,etc.

un games of pupils are considered educational games, though sometimes parents do not

agree ith them and restricts their child hen he"s at home. #ducational games are loved by

students and they ant to repeat them, or students do these games at home ith friends or

alone, if it is possible, if they have necessary materials or they adapt to hat they play.

!he classification of games is not unanimously accepted by all specialists because games

can have different approaches. So uerat divided games into three categories1. 2ames ith hereditary character Aforce, fight, huntinggames, etc

8. Imitation games regarding human activities Athe visit, the family games, etc

/. Imaginative gameA to tell a story.

Imaginati#e and imitation games can"t be separated because they have common elements

and imagination can"t be ithout imitation. Imagination is in all students" activities. It implys

independence, a rich fantasy hich animates things and ho personify reality.

1 Ibidem, pg /G

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(ll these games, no matter ho e classify, are intended to development the languageEvocabulary

considering the pronouncement, the grammar structures, the conte:tual and correct speech, to

development independence and initiative. Independence and initiative are to important elements of

personality . %onversation ith student is a ay of knoing him, of observing ho he thinks, of

observing his stock of knoledge. !he communication by game or theatre makes students to

e:press more easely, and drama do that because it commnucates through the caracter. !he

theater develops creativity, teamork, discipline, punctuality, organiational spirit and they

issued their on an:ieties accumulated.

!tages of the game are&

a. organiing the material base of the game

b. the content and tasks game

c. to establish rules of the game and their e:planation Ademonstration

d. the se&uencing gameAaction game, their demonstration

e. control solving and the respect of the game"s rules

f. the final assessment of the conduct and results of games;

g. any guidance for receiving game and imagining variants of the game.

!he basic rule remains that ithout eakening the demands of teaching-learning

Aespecially in first class ill be achieved by plaing everithing may take the form of learning

activity. (s a result, the game teaching or 0ust some elements of it can be used in any time of

the teaching activity.

+rama means involvement in the educational aspects, stimulating and involving

feelings, imagination of students.!hus enrich their learning through e:perience, by practicing

at a deep and high-level.

essels says @drama in education using the same tools hich are used by actors in

the theater. In particular, she uses improvisation and pantomime. But hile the theater

everything is arranged for the benefit of vieers in classroom everything is planned to gain

students.”14

,,ScrivenerA144G*4 proposes the folloing list of activities that drama

typically found in teaching #nglish as a foreign language

1! httpEEeotvos.nyf.hu, essels, %h. Hrama. 3:ford 3:ford Oniversity 'ress, 14R+, pg R

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1. ole-playing allos students to step outside their real orld to accept and change

into another character. Students either improvise or that their create your on character, they

receive some cards ith roles. In either case, it has a stimulating effect and students feel

freer to engage in the process of learning. Col-play is a popular classroom activity that starts

from a te:t A from literature or ritten by a student or the teacher and leads to interactive

communication. !he students may choose in a rol-play a character from the te:t or may

replace it ith the real one and they are have to use their imagination , have to act aut a

conversation. !his is a techni&ue that involve both the teacher and the students. !he students

are en0oying because it"s entertaining, it"s easy to organie and leaves freedom for individual

initiative, it"s one of the best ays of reducing the learner"s an:iery.

2. !imulation - In the initial stages of learning students get ac&uainted ith different

roles from the simple,usually those that are used in everyday life,such as mother, father,

client, tourists, before accepting more comple: roles, such as consultation, problem solving,

plays.

”Dor a stimulation to ork it must have the foloing characteristics

• reality of function - the students must not think of themselves as students, but a real

participants in the situation

• a stimulated enviroment - the teacher says that the classroom is in park, for e:emple.

•structure - students must see ho the activity is constructed and they must be given

the nrcessary information to carry aut the stimulation effectively.”85

". +ramatic games - essels shos that ,,dramatic games$ should$ lead action,

imagination e:ercise, involving both learning and ac&uisition, and allo them to e:press their

emotion.” 81 (ll such items helps students become involved learning helps dynamic learning

e:perience. !here are many forms of games ith various functions $icebreakers$ , arm-up

e:ercises, concentration games, etc

$. +irected impro#isation - In this type of e:ercise teacher guides students in the initialstage of an activity.hen students 0oin and become part of the activity in progress, they use

their imagination and improvisation, then the teacher comes out of activityand he becomes

more an observer to help if necessary.

. Interpretation scenario. !he script is prepared by the teacher or students and provide

pace here students use their talent, !hey enrich and e:ceed their fears.!he script must be

2" Narmer eremy +he practice of English *anguage +eaching, ed ongman, pg 8+6

21 Idem, pg 84

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ell analyed, interpreted and evaluated, it becomes effective learning tool, becomes

strengthening the knoledge and foreign language.

/. +rama preparation is improvised from fairytale or reality; it involves 6 sides of

development cognitive, motor, social, language and self-confidence. Students are responsible

for their ork. !he activity involves small groups of students to have a beneficial learning

and success.

I. 'd#antages and disad#antages of computer in educations

Motto& ,,#hen teaching folds on the needs and interests of students, their attitudes

change and get better results&& .A%otton

,,(udio-lingual method as applied to teaching foreign languages and it have seen

great progress in the initial study. It also has a negative aspect as e:aggerated e:tension of

the oral period hich leads to lack of e:planation and creative e:ercises,,88

Before computer games in schools e used slides hich ere organied

themetically 5ur house, 5ur school, Shopping , etc. #very slide contained /6-G5 images and

they are an e:cellent speech development.

(udio-lingual method de as developed during the 8nd orld ar, such as, in the

form of dialogue, grammar and vocabulary are learned through repetition and imitation.

2rammar is learned through inductive mode. Cole-playing is often used in developing the

capacity of developing oral and ritten message. he ad#antage of this method is that

through the interaction beteen teacher and student, appeared mistakes are corrected

immediately.

!oday e used computers to teach and learn a foreign language. e live in the era of

technology. Computer games are useful for the students in learning a foreign language, but

can not replace various e:periences that teacher offers them and interaction is important in

ac&uiring the skills and aptitude.

22 2Ule eanu,2. and %omi el,#.ț ș Indrumator metodic”, #d.#H', Bucuresti, pg.4

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Q!he computer is associated ith videote:t and video disc and is used in teaching

activity in different forms

• training se&uences for transmission of information, solving e:ercises, graphic design,

draings, practical applications, etc.• stimulating educational games, teaching evaluation and self-assessment of knoledge

• organiing and directing learning based on independent learning programs ith ork-

program.

%omputer training programs provides information for different themes, to have a

dialogue, to recognie and correct mistakes.

!he programs contain information methodically organied that can be learned active

and conscious, using learning through discovery, simulation and didactic games.” 8/

Osing computers the student develops his visual sens hile other games gives him the

opportunity to touch, to smell, to listen.

otor development refers to the coordinated movements of the body and this

educational activities should be done in one large space sa the students can 0ump, can alk.

!he advantages are various students can touch the ob0ects ith his fingers and the motor

development is faster.

!he disadvantages of using computers are the fact that it limted the faster

development because the student limited to movement of 0oystick, to touch the keyboard, to

fe and repetitive movements.

Social development refers to everithing that relationship can mean family, groups,

adults, collective,etc. !he student"s relationship ith his family is very important in his

psychological development hen a family is communicative, keeps close relationships ith

relatives and friends, pay visits, etc and then the child ill be emotional, sociable,

communicative .

Social game on computer has its disadvantages because they represent a solidarye:perience and not a social one, the computer, computer does not sho affection,

it responds as it is programmed.

+he language represent comunication hich aims at transmitting information, messages

to obtain a ritten or oral reaction e:pressive language K #, receptive language - C.

!eaching activities focus on skills associated ith speech, riting, reception, reading.

Dor students teachers must be create a stimulating atmosphere, supervised one to achieve these

ob0ectives !., computers, games, moves. (ll these help students to develop their language because

23 Stoica, ?arin %edagogie si psihologie pentru definitivat, pg 16G

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communicate through language, but don"t allo reactions and interactions. %omputer limited visual

and emotional communication, limited touching hands and smile, etc.

+he readings b2 pictures e used as another valuable means of cognition and

language development, a favorable environment to e:ercise creativity, communication and

thinking. !his as possible by involving children in interpreting hat images offer them,

in valuing representations, previous e:perience, e:pressing more clear, fluent and e:pressive

their ideas. !he reading by pictures and conversations are a methods for practicing the

language and thinking of children. ith the support &uestions and ansers,

child$s speech ill be permanently oriented by educator"s interventions, like @hyV@, @hat

do you think ould happen if ...V@. So, %hildren are put in a position to think logically, to

find various solutions and e:press their thoughts.

Stories are another effective means of development thinking and language.

!hrough them children ac&uire many representations about ob0ects, phenomena, facts,

events, situations that can not be perceived as such. !he story mobilies thinking manifested

in instances of playing through language. !eacher must be a model of creativity, thinking and

communication, ho need to transform the student into an active participant in activities.

6rama is a method to enhance the e:perience , a method of ac&uisition of the foreign

language. !ere are a lot of advantages of drama in teaching a foreign language, but I"ll

ptresent some

• anguage is used in meaningful situations in an attractive conte:t for students.!he teacher is

the one ho guides and advises students in such activities. Ne gives all students the chance to

get involved, to cooperate for applying to and stimulate creative talent. Nere the most

important is the student motivation and emotional involvement.

• earning becomes en0oyable, stimulating, full of charm and full of combined ords.

Nere students overcome their fear of speaking in a foreign language in front of others,

overcome their fear of error and they are corrected immediately.• !he language used is strengthening its learning. !he teacher must be attentive to the sours of

inspiration for using a comple: vocabulary in order to involve all his students.

In schools e ,,use the computer as an au:iliary of the interactive activities for

children, not as a substitute for it.”8G

Self-confidence targets feelings of self-orth and teacher can give this feeling to the

students by

• respect and verbal appreciaction or pries and reards;

24 S.2oldberg ,,/ de activitati interactive pentru de0voltarea copilului”, ed.'olirom, pg G1

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• appreciation of the uni&ueness, of his &uality;

• gently correcting the mistakes to avoid their repetition;

• transformation errors in chances.

!he advantage of omputer games is that they enhance educational e:periences but not

replacing them, are not as effective as interactive activities that coordinates learning . In

teaching and learning activities computers have an important role, but a limited one for the 6

elements of development. !hat don"t means computers don"t help at students" education.,,!he

development shouldn"t be taught, but must be stimulated”86 because it creates ne

connections as the student learns, speaks, sees, hears, touches the real orld around him, so

learning comes naturally.

%omputer games represent a ne and modern method but can not be used ithout

applying and traditional methods dialogue, e:planation, conversation, 2rammar translation

method, 'ractice, 'roduction, Hirect ?ethod, %omunicative anguage Skills. !hese methods

are designed to focus on learning conscious and the ability to perceive is taught.#nglish forms the fundation to many aspects of life and it"s a fundamental skill that is

taught to children in school around the orld. !hrough gamification, #nglish is a process of

activ construction here students are assumed to control their learny and activity.

Q2ame is an attractive ay of integrating the structures in ell-defined situations;

students choose their utterances depending on their intention of studying language

material.”8*

25 Ibidem, pg G/

26 2Ule eanu,2. and %omi el,#.ț ș Indrumator metodic” pg 66

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Chapter II - Edutainment and Gamification - How to Teach the

Four Skills with Fun and Games

oto ,, +he game is a preparation for later life, but above all, it is child life itself.”

(c. 6ougle!

II.a Content and language integrated learning 0CLIL

%ontent and language integrated learning A%I is a term created in 144G by Havid

?arsh and (nne ?al0ers as a methodology similar to but distinct from language immersion

and content-based instruction. It$s an approach for learning content through an additional

language Aforeign or second, thus teaching both the sub0ect and the language. !he idea of its

proponents as to create an umbrella term hich encompasses different forms of using

language as the medium of instruction.%I is fundamentally based on methodological

principles established by research on language immersion.

!he #uropean %ommission has therefore decided to promote the training of teachers

to @...enhancing the language competences in general, in order to promote the teaching of

non-linguistic sub0ects in foreign [email protected]+

,,%I can be seen as an educational approach hich supports linguistic

diversity, and a poerful tool that can have a strong impact on language learning in the

future. %I is an innovative approach to learning, a dynamic and motivating force ith

holistic features. It constitutes an attempt to overcome the restraints of traditional school

curricula, i.e. the teaching of individual sub0ects, and represents a shift toards curricular

integration”8R

MIn #!, forms of %I have previously been knon as $%ontent-based instruction$,

$#nglish across the curriculum$ and $Bilingual education$. anguages ill play a key role incurricula across #urope. (ttention needs to be given to the training of teachers and the

development of frameorks and methods hich ill improve the &uality of language

education. !he #uropean %ommission has been looking into the state of bilingualism and

language education since the 1445s, and has a clear vision of a multilingual #urope in hich

27 httpsEEen.ikipedia.orgEikiE%ontentJandJlanguageJintegratedJlearning

2 httpEE.ub.eduEfiloanE%IEteachers.pdf

1!

https://en.wikipedia.org/wiki/Language_immersionhttps://en.wikipedia.org/wiki/Content-based_instructionhttp://www.teachingenglish.org.uk/think/articles/content-based-instructionhttp://www.teachingenglish.org.uk/think/articles/content-based-instructionhttps://en.wikipedia.org/wiki/Language_immersionhttps://en.wikipedia.org/wiki/Content-based_instructionhttp://www.teachingenglish.org.uk/think/articles/content-based-instruction


20/49

people can function in to or three languages. %I is based on language ac&uisition rather

than enforced learning.

!he advantages of %I are

• Introduce the ider cultural conte:t

• 'repare for internationalisation

• (ccess International %ertification and enhance the school profile

• Improve overall and specific language competence

• 'repare for future studies and E or orking life

• Hevelop multilingual interests and attitudes

• Hiversify methods F forms of classroom teaching and learning

• Increase learner motivation.

!here is no doubt that learning a language and learning through a language are

concurrent processes, but implementing %I re&uires a rethink of the traditional concepts of

the language classroom and the language teacher.”84

In %I classroom e meet one of the basic principles language is used to learn as

ell as to communicate. !he communication can be divided into five stages

1.)noing and making communication needs. 'eople are not really trying to

communicate unless they have a purpose.

8.%odification of the oral message is instantaneously, and the riting one can be

thoroughly and take into account the folloing

hat I ant to communicate;

No to convey the message;

hat are the needs of the Ceceiver

/.No to encode the message, depending on the time, cost, distance, hierarchy,

e:isting privacy and precedents.

G. Sending the message.

6.Ceceiving and decoding the message.

%ommunication in the school"s conte:t implies art of speaching, art of listening, art

of riting, art of silence, art of acting. In teaching comunication are used to kinds of

communication oral and ritten communication. !hese to are interacting ith each other.

Nere e have to highlight three aspects aspect of s2nta3 Ato guides after ell determinated

2! httpEE.teachingenglish.org.ukEarticleEcontent-language-integrated-learning

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rules, semantic Aall must have a sense, a certain reality, a meaning and pragmatic A the signs

must have an influence on Ceceiver .

3ral communication apears after the nonverbal one, and has an encoded information

and the 7ord is used in le:ical, morphological and syntactic te:ts, using the auditiv and

visual chanals. !he vocabulary has an important role in the oral communication, in the

creation and reception of the message.

!eachers vie language learning as a process ”learning the language in order to use

it and using the language in order to learn it, e: the student must learn the foreign language

by struggling to communicate.”/5

( successful %I lesson should combine elements of the folloing

ontent - 'rogression in knoledge, skills and understanding related to specific

elements of a defined curriculum

ommunication - Osing language to learn hilst learning to use language

%ognition - Heveloping thinking skills hich link concept formation Aabstract and

concrete, understanding and language

ulture - #:posure to alternative perspectives and shared understandings, hich

deepen aareness of otherness and self.

In a %I lesson, all four language skills should be combined. !he skills are seen

thus Listening is a normal input activity, vital for language learning

eading, using meaningful material, is the ma0or source of input

!peaing focuses on fluency. (ccuracy is seen as subordinate

riting is a series of le:ical activities through hich grammar is recycled.

%I lessons e:hibit the folloing characteristics

• Integrate language and skills, and receptive and productive skills

• essons are often based on reading or listening te:ts E passages• !he language focus in a lesson does not consider structural grading

• anguage is functional and dictated by the conte:t of the sub0ect

• anguage is approached le:ically rather than grammatically

• earner styles are taken into account in task types

?odern methods Afor e:emple the Hirect ?ethod allo teachers to use the real

orld, the imagination, the pantomime. (s I mentioned, grammar is taught in inductive

mode and all four dimensions of #nglish anguage !eaching are developing.

3" (.iental, Strategies of teaching and trsting English as a foreign language, pg/+

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!he teacher has the role of the student$s partner in learning. Ne must speak to give

students suggestions, to interact; the student has a chance to self-correct. Nere the emphasis is

on continuous assessment.

2.aanov invented the method ”Suggestopedia”, method ho develops the

understanding capacity of taught concepts by creating an stimulating and rela:ing

atmosphere, through music, through dialogue, by practicing various games and

dramatiations. Osing this method, the emphasis is on learning vocabulary and it develops

oral or ritten e:pression capabilities. (lso it assesses student"s performances in class, Qthe

student$s native language is used only if necessary. ?istakes are not corrected immediately,

the student focus on fluency.”/1

#very teacher, hatever he teaches, must develop to their students the ability of verbal

or ritten communication. !he teacher has to

• listens hat the student says;

• guides them to the useful ansers;

• observs, structured, takes part of the student-group communication;

• makes observations regarding the language of the students, his activity involved, their

reactions to others opinions;

• gives them simpleEdifficult e:ercises for re&uesting their independence in thinking and

e:pression;

• talks, listens and helps them hen it is necessary;

• asks and accepts &uestions , encourages them to communicate;

• puts them to pay attention to details.

• be ell organised, be honest, be patient

• be enthusiastic and inspire enthusiasm

• has good sense of umor,

• give clear positive feedback and does not complicate things unnecessarily

• be authoritative ithout being distant

!o be understood and to makes himselfE herself understood, the speaker takes into

account the falloing characteristics of the message clarity, emphaty, proper appearance,

speed of speech.

!eachers must focus on their activities ith the students and must use techni&ues and

procedures in such ays that students can communicateE learn to communicate in a conscious

ay. anguage learning means interaction, interpersonal activity and helps us to mantain a

relationship ith society. Cegarding to educational communication e have the

31 3prescu ?., etode moderne si traditionale , din Cevista de cercetare in stinte ale educatiei, 8 nov.

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informational, emotional, motivational and control functions, hich are important and ofen

used in schools, in educational conte:ts.

hen theachers have this three &ualities K respect, empathy and authenticity - the

relationship hith their students becames stronger and deeper, the communication beteen

people is more open and honest, the educational climat becomes positive.

”(uthenticity is the most important characteristic - be yourself L by being vulnerable

and human and honest.”/8

hen teacher has begginers in teaching practice must use combinations of gesture

and language because the ne speakers need basically ac8uisition of language. Dor a good

teaching, the teacher and their students benefit from techni&ues of the audio-lingual methods,

dialogues, pattern practices, memoriation, etc.

(t the advanced level !heacer must develop them the ability to use language

independentl2, to produce results ith the grammar-translation method,etc. Dor all levels it

can be use the communicative activit2 interaction, e:press filings, using material and ork

individualEgroups, must creat a positive atmosphere for easely learningEteaching.

”In a student-centered class, at different times, students may be orking alone, in

pairs, or in groups

1. orking alone, preparing ideas or making notes before a discussion, doing a

listening task, doing a short ritten assignment, or doing grammar or vocabulary e:ercises;

8. orking together in pairs or groups, comparing and discussing their ansers, or

reading and reacting to one another"s ritten ork and suggesting improvements

/. orking together in discussions or in role-plays, sharing ideas,opinions, and

e:periences

G. Interacting ith the teacher and the hole class, asking &uestions or brainstorming

ideas

(lso in a student-centered class, students may be teacher-led

• Before students ork together, their teacher ill help them prepare to ork together ith

e:planations and pronunciation practice.

• hile students are orking together, their teacher ill be available to give advice and

encouragement.

• (fter they"ve finished orking together, and the class is reassembled, their teacher ill give

them feedback, offer suggestions and advice, make corrections, and anser &uestions.

hen students are orking together in #nglish, they

32 Scrivener, im *earning +eaching , ed ?acmillian, pg 8G

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• !alk more

• Share their ideas

• earn from each other

• (re more involved

•

Deel more secure and less an:ious• Ose #nglish in a meaningful, realistic ay

• #n0oy using #nglish to communicate

But some of them may

• Deel nervous, embarrassed, or tongue-tied

• Speak #nglish and make a lot of mistakes

• Speak in their native language, not in #nglish

• 9ot en0oy orking together”//

Q %ommon to all version of %ommunicative anguage !eaching is a theory of language

teaching that stars from a communicative model of language and language use, and that seeks

to translate this into design for an instructional system, for material, for teacher and learner

roles and behaviors, and for classroom activities and techni&ue.”/G

!o be a ell-educated person re&uires to allays improved a good communication, to

have a good grammar translation, riting or listening. !eachers have learned to adapt the

traditional procedures of teaching to the students" needs and teachers e:ploit strategy hichmightE have to generate a positive reaction from the students.

%I can be implemented at learners of different ages, can be incorpotated in

different type of activities through a variety of modalities. %I can be used for certain time

periods, as tasks ithin the overall school curriculum and educational frameork or

implemented as optional sub0ects in secondary schools. Sub0ects, modules and pro0ects can

all be taught through %I ho involved schools, teachers, learners, parents.

(dvantages for the school and the learners

W %I implementation ithin the school curriculum ill raise the profile offoreign

language learning throughout the school. It can also support the school"s development and

make it more responsive to local needs.

33 ones, eo +he student-centred classroom , ed %ambridge Oniversity 'ress# pg. 8-/

34httpEE.lmg.ulg.ac.be

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W through the e:posure to more interesting, authentic Ai.e. real orld contents %I

leads to greater involvement, helps learners increase their motivation

W ?oreover, invaluable e:periences have been gleaned in sub0ects ith avocational

orientation such as nursing, health care, home economics,oodork and metalork.

W through the interactive and co-operative nature of ork %I helps boost self-

confidence, raise self-esteem, build learner independence and teach learners organisational

skills

W through the greater number of contact hours ith the foreign or second language

%I helps learners upgrade their language skills and thus leads to enhanced language

proficiency

M!he planning of the %I curriculum depends on the philosophy of each school and

on the image the school aims to offer to parents,students and the local community. Dor

e:ample, a primary school may ish to provide learners ith a large range of e:tracurricular

activities in each field, in order that students can e:perience diversity and choose freely

beteen different areas. In this case, the school can offer short Qlinguistic shoers”, in a

range of pro0ects and orkshops Acomputer skills, simple scientific e:periments, etc..3ther

schools may ish to specialise in modern languages, so they ill introduce %I as

complementary to formal language teaching.

It is necessary to define long-term goals and to take into account

a the available resources, in terms of

W teachers and their competences

W administrative support in the school

W materials and resources Ahandbooks, second language books, magaines,

nespapers, visual and multimedia materials, ! channels, =

W local community resources Anative speakers, e:changes ith other countries,

business activities, =

bthe number and typology of students their age, needs, interests and general linguistic

competence.

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c parents" interest and students" motivation to learn a specific modern language Aas

instrumental in vocational studies, for e:ample and their sensitivity to plurilingualism and

#uropean citienship

d specific learning ob0ectives and e:pected outcomes

e ho to link %I to the sub0ect curriculum such links can be defined

and practised permanently, for instance in history modules hich can

be developed in a second language. Noever, it is possible to link %I to special topical

events and to school pro0ects, such as international e:changes, music, theatre, sporting

events, art e:hibitions, partnerships, etc.”/6

Starting from the ob0ectives of language education, from the teacher"s freedom to

choose his means of achieving and ork tools, from the use of language skills in the

communication process teacher used the frameork offered by the didactic games ande:ercises of language, offered readings after images, memory and stories.

%hildren imitate the games orld surrounding them, imitate adults and adapt to the

realities of life. (ctive learning is done through grammarEmathematics games, computer

games and dramatiation. !hrough these stimulating teaching, they form different skills.

II.* he listening and speaing sills through games

9An investment in 'no7ledge pa2s the best interest.” : )en1amin 4ran'lin

!o learn #nglish involves the folloing listening and speaking, riting and reading.

(s mentioned previously, communication in #nglish is done orally. 'riority is given to

developing skills of speaking and listeng. Ceading and riting are not neglected.

35 httpEE.ub.eduEfiloanE%IEteachers.pdf

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. Narmer said that there are three rules e must should condider in a

communication

1 Sociocultural rules referes to talk in everyone"s termes to kno ho formal to be;

ho loud to speak; ho closet o stand to each other.!he sociocultural rules and habits changeover time.

8. !urn-taking K everyboady knos hen should speak by knoing the signals verbal or

visual.

/. Cules for riting K e must knoe the rules of each language that e speak E rite.

riting e:ercises ar speaking in lessons are good for the students, but this don"t represent a

productive skill.

!o teach productive skills is closely bound up ith receptive skill ork.

!he listening and speaking skills have the foloing targets

• !o name the knoing ob0ects, image, things,etc

• !o name colours

• !o name actions after some images

• !o make logical sentenceses

• !o listen a message and then to be able to anser, to say his opinion

•

!o reproduce a message

!o produce active listeners readers the theacer must communicate to the students

only in #nglish, so they can developed their on ability, the real-orld language skills. (s

reading, it"s e:ensive and intensive listening.

Intensive reading or listening is more concentraded, less rela:ed and is often

dedicated to the achievement of a stydy goal; is often done ith the help of the teacher.

#:tensive reading or listening takes place hen the students are on their on.

E3tensive listening helps students to a&uire vovabulary and grammar.e found easely

the material e need for intensive listening, because many sources simplified all by

publishing on tapeEdiskE %H. ?any students en0oy reading and listening at the same time.

!he material is made at their level of knoledge.

In intensive listening e can use taped material to hear the different kind of accents E

voices, the contain, etc. ”It allos students to hear a variety of different voices apart from

0ust their on teacher"s. it gives them the opportunity to meet a range of different characters,

especially here real people are talking. But even tapes contain ritten dialogues or e:tracts

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from plays, they offer a ide variety of situations and voices. Dor this reason, the

coursebooks contain tapesE%H and teachers rely on %H to provide a significant source of

language input.

( disadvantage can be the poor accoustics in big classes, the speed is directed by the

%H not by the listeners, there is no interaction ith the %H speakers.

Hispite the disavantages, the teachers ill ant to use tape material at various stages

of lessons for all its advantages.”/*

” istening involves three main sub-skills

1. hearing means the C"s ability to recogni0e the oral message , to identif2 most of the

vovabular2, the role of the stress and intonation as clues from decoding oral messages and

interpret the #"s attitudes.

8. understanding means the C"s ability to interpret the #"s form of the language functions

of certain utterances and paralinguistic clues.

/. responding means the C "s ability to react non-linguistic or linguistic ays.” /+

e can"t learnEteach #nglish ithout using both teaching and listening. !here is

an interdependence beteen the four skills

• listening and spea'ing develop skills of a correct and easier pronunciation.

• 7riting and reading grammatically correct develop skills of oral and ritten communication

by doing structural e3ercicses and conversation e3ercises.

%orrect pronunciation comes first hen you learn #nglish. earning a foreign

language in schools involves a lot of practical skills based communication, pronouncing

ords. !raining and skills development verbal communication is closely linked to the

development of creative ability, is related to concerns and care to learn to speak correctly, to

respect and cherish beautiful and literary language, to use creative and e:pressive paying

attention to the volume and &ualityof the vocabulary. (lso it is closely related to the ordering

of a flochart of a correct grammatical structures, related to the &uality and e:pressiveness of

e:pression, to the ability to communicate in different situations.

e meet to categories of reasons for reading and listening

36 Narmer eremy +he practice of English *anguage +eaching, ed. ongman, pg 884

37 (.iental, Strategies English as a of +eaching and +asting 4oreign *anguage , ed.'olirom,855+,Iasi, pg.1G/-1GG

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3 Instrumental Ahelps us to achieve some clear aim instructions from tikets,technical

support, etc. It can be plasurable, too about somthing e are interest for.

3 Pleasura*le Ae readE listen ith greate pleasureread magaines, listen to the radio,

!., etc.

!his different skills depend on hat purpose e have to read E listening for

T Identify the topic;

T !o predict or guess hat is comming;

T Dor general understandibg;

T Dor specific informations; for detailed informations;

T !o interpret the te:t Aliteral meaning of ords in a passage.

In classes activities,to teach #nglish e fallo the three levels

1. receptive skills listening and reading

8. linguistic skills vocabulary and grammar

/. productive skills speaking and riting.

!hese skills go hand in hand, they complement each other ith communicative and

culltural skills for a good understanding. !eaching E learning involves interactions in class

time such as

- Student - teacher !he student can relate his E her on idea, composition, real events, etc.

- Student : student Ne must colaborate ith his colegues; Ne reads aloud; Ne tells a story E

film E book, etc.; Ne takes part on didactical games, etc.

- Student : small group !hey discouss and all of them participate;

- Student- big group Nere can appear confusions and can discuss all of them;

- Student : adult (nother than theacher A intervie,etc..

In teaching e ill use the statements not lists full of ords. !he skills of

pronouncement must be the fun ays that the teacher chooses takind into acount the level

of knoledge beginner, advanced.

3ral communication development has to issues

a. auditory aspect Asound message identification;

b. articulatory aspect Asending a message.

!he first step in learning #nglish is hearing the simple ords, poems, contrasting

orders that accustom the students ith the flo of the language sound. !he repeatition is the

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basic e:ercise for skills development of pronouncement. Cepresentation of sounds is in

sounds structure, not isolated. !hey can repeat the ords, the statements together or

individual maintaining intonation, the stress and the rhythm.

Basis of phonetic language must be ell formed and ell consolidated from small

group to large group and it is also knon that the link beteen hearing-pronunciation and

riting-reading ork is undeniable. #ducational games have been efficient @!he game

vocaliations@ or @2uess ho came to us@ in hich children easily repeated sounds, imitating

vocaliations ba, va000, morrr, ssss, brrr, can be resumed under other variants such as

@Cepeat after me@ or @ho does soV”.

;.Ali )aba&s farm

Ali )aba, he has a little farm,

5n his farm he has some little lambs.

)aa,baa sing his little lambs

5n the farm of Ali )aba.

Ali )aba he has a little farm,

5n his farm he has some little co7s.

oo,moo tal' his little co7s

5n the farm of Ali )aba.

Ali )aba he has a little farm,

5n his farm he has some little pigs.

5in', oin' cr2 his little pigs.


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In teaching phonics, theoretical e:planation should be avoided. !he teacher$s role is to

guide teaching, to correct students; he is a model to be imitated. 'ronouncing e:ercises have

a special role in classroom activities. Osually, the first time teacher repets ,,the greetingsQ for

6-* minutes ith his students and then asks them general &uestions.

#: #hat&s 2our name$ #here are 2ou from$

?o7 old are 2ou$ #hat&s 2our mother father&s name$

#: - Good orning, 6ear +eacher=

- Good morning= ?o7 are 2ou$

- #e are all ver2 happ2

+o sa2 @?ello= @ to 2ou.

a. 'uditory aspect. !he students ill practice many repeat e:ercise, sound

recognition e:ercises in different ords hich contain diphthongs and contrasting sounds.

%ompared ith Comanian language this ords have difficult pronouncement.

#: < i> - < i > < e> - < Y> - < Z >

heat : hit bet - bat hut : hurt

beat : bit bit : bet shut - shirt

ith this e:ercises they can learn and use the intonation, rithm, the stress. Short poems K urser2 Bh2mes - ill help them.

'oems for children delight them through musicality, through concision ith hich

convey facts, ideas, pictures or feelings. ith varied themes, poems can be used in the ork

of the students, not only for their simple storage and reproduction, but also to stimulate

creativity, ability to communicate correct, fluent and e:pressive.

SeasonsSpring is green,

Summer is bright,

Autumn is 2ello7,

#inter is 7hite.

One, one, one

%lease, cat, run=

+7o, t7o, t7o,

+he dog is after 2ou,

+hree, three, three,

+hree birds on a tree,

4our, four, four,

4our cats on the fluor=

-Pussy-cat , puss2-cat,

7here have 2ou been$

- I@ve been to *ondon to

loo' at the Cueen.

- %uss2cat, puss2cat,

7hat did 2ou do there$

- I scared a little mouse

under her chair.

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*. 'rticulatory aspect. urser2 Bh2mes gives the fun aspect of learning #nglish

language. It is very important that the students understand and kno the meaning of the

ords. (fter they repear the poems toghether, the teacher changes the ay of teaching by

putting them to repeat alone the poem. Short orders ill gro gradually as students move on

to another level of learning, they can use verbs.

Ex: - ome here = ome to the blac'board = lean the blac'board =

-Go to the door = Go bac' to 2our des' = Go there =

-5pen 2our boo's = 5pen the 7indo7 = Shut the door=

(nother ay to teach students to understand the materials hich the teacher is using

the material intuitive, real images

It is a pen= - It"s a pen=

+his is m2 hat=

!here are three type of pronouncement e4ercises, according to 2. 2Ule eanu andț#.%omi elș

,, In the first to years of studing , the pronouncement e:ercises folo

- training hearing

- understanding the message

- issuing accurate sound structure

!he first to ob0ectives are realised by combining e:ercise of identifying the sounds

by listening and e:ecuting some simple commands; the third goal is relised by repeat

e:ercises.”/R

Dirst, in teaching activity of pronouncement, the students learn a sound, hich they

hear it in short ords and then in short sentences, so they can identify and pronounce the

sound. Dor a good understanding the teacher should sho them pictures.

#: < i > pig , pin, tin < e > pen, peg , bell

It"s a pig. It"s a pen.

It is a pin It is a peg

tin bell

'ronouncement e:ercises remain important in studying #nglish. ith advancing, the

study of phonetic problems become more comple:.

!he Cuth ?iskin method recomanded mnemonics K to stimulate memory using

illustrations , @a fun ay for your child to learn the letters and sounds that make up ords ”

so the student must focus on sound to pronounce the ne ord correctly. Dor e:ample she

use cards here there are images like a polar bear and on the reverse of card she rote ,,o7”

3 2Ule eanu,2. and %omi el,#.ț ș Indrumator metodic”, ed. #H', pg 8*

32


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and so she is informed about the sound. 3 another card she has the simply ords blo7,

sno7, slo7, sho7, 'no7 and flo7. ,,!hese are green ords. !here are also red ords,

challenge ords, speed sounds, and pink and purple banners. !here are stories, too, in hich,

for e:ample, a gingerbread man ran aay from Han, past a cat and a man in a van, and then

got on Dran$s pram. (fter a speeling sound e have blending sound , so the students learn to

read easely. hile e$re teaching them this nightmare alphabetic code, e should give them

simple books to read, but the richest books to hear. 'honics is 0ust the &uickest route to

reading real books. !he thing is, if you learned reading easily, you don$t really remember ho

you learned. But if you struggled, you$ll alays remember the torture. I ant to spare

children that torture.@/4Aelectronic sours ?etoda Buth is'in de citire si scriere in limba englea

@ook, it$s not like e$ve got the most transparent language in the orld. But if

#nglish isn$t phonic, hat is itV It has a million ords and you can$t teach them all one by

one. #nglish isn$t the best phonetic language, but it does have a code. Dor years and years, e

0ust eren$t teaching it.”G5

(s in Comanian language, in #nglish language the stress, the rhythm and

intonation are important and students have to learn to accentuate, to pronounce the ords

correctly. (s before the teacher must use intuitive material for the students to better

understand. !hey ill pronounce simple ords ho have the stress on the first element, on

the second one.

#: < E J > < J E > < J E J >

apple address attention

sister police potato

mother repeat tomoro7

7indo7 correct ovember

!hey ill practice compound ords, too and then they try different combinations ith

ad0ectives, nouns, pronouns or verbs in sentences

#: a bedroom, armchair, grandmother, grandpa, classroom, pla2ground .

b It&a a big bedroom. c! As' him=

blue armchair. Bepeat it=

3! httpEE.theguardian.com , article, A tonic for the phonics 8ueen

4" idem

33

http://www.theguardian.com/http://www.theguardian.com/http://www.theguardian.com/


34/49

large pla2ground. +ell us=

blac' dog. Stop her=

urser2 Bh2mes are the simplest e:ercises and methods to teach the students and to

learn about the stress, the rhythm and intonation. 3 short poem is learned in one or to hours

of lecture. !hey can clap their hands for a better hearing of the sress, the rhythm and

intonation.

;. 5ne, t7o, three, four,

ome in, please, and shut the door.

4ive, si3, seven, eight,

It is time for schoolD 2ou are ver2 late.

ine, ten, nine, ten,

6o not be late for school again


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?usic and Songs are a poerful stimulus for students, because songs speak directly to

our emotions, because a pice of music can e:cenge the atmosphere in a classroom or in

teching activities. Songs can amused and entertain.

!he teacher ill practice some dialogues ith their students, ill encourage the

students to ask &uestions, to reproduce sentences not only sound, because intonation is very

importantaint in a foreign language.

,,!he combinations of ords in sentences are according ith rules of the system,

creates linguistic conte3t integrated into a situational conte3t , through hich is realiing the

connection beteen substance and form of language ith e:tra-linguistic situaton.”G1

In time as a collaboration beteen teachers and methodologists in order to improve

teaching activities K learning of a foreign language. !hey agreed to use morphological and

syntactic terms in sentences, so the students from 8st to Gth grades can easely learn to rite or

pronounce

I li'e music. Ann eats ice-cream.

S ' c.d S ' c.d

I dont li'e music. Ann doesnt eat ice-crem.

!he students recapitulate phonetic e:ercises each year of study and than they began to

repeat after teacher the sound and after that they solve e:ercises too the plural of the noun,

the verb"s form at the /rd person at the present time.

#: verbs ?e doesD She teachesD She 7ashesD ?e eat s! ?e runs! She drin' s

nouns church - churches house - houses

potato - potatoes cat - cat s

fo3 - fo3es 7indo7 - 7indo7s

class - classes school - school s

In practice, productive skills cannot be separated from receptive ones. It"s &uite easely

to get the students to understand oral a foreign language, but it"s difficult to put the students

to take part into a conversation. !o speak or rite is not a learning activity ; to activate the

learner, to things are essentialy motivation and practice. !he students can consolidate their

knoledge learned through competition that is entertaining. !he inner is the one ho tells

more ords from ob0ects school, fruits and vegetables, family members, the months of the

year, the numbers, etc. Hoing that, the students practice the accent, reproduce specific sounds.

41 2Ule eanu,2. and %omi el,#.ț ș Indrumator metodic”, #d.#H' , pg 18

35


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!peaing a foreign language is not easy, because to speak you must understand the

message and then you must to be able to transmit your message, to produce it using a corect

anser, too. Spontaneous speech is maked by the use of a number of common le:ical

phrases, especially in the performance of certain language function.!he students need to ask

for clarification hen they are listening to someone else talk,so the teacher have to offers

them e:planations, some synonymsEantonyms for a goog understanding.

!he most used modern methods are the methods of communication.

Interogati#e methods have many forms depending on the content of teaching

activities. Introductory conversation prepares students to start class. 'revious knoledge

checking conversation is by asking &uestions, the teacher asks the definitions and

troubleshooting e:ercises. !he conversation is used as a means of deepening knoledge. !he

conversation is centered on knoledge to fi: reference competent, is used to finish ork by

&uestions of synthesis. ”!he main important goals are fluenc2 and confidence, because there

is no point knoing a lot about the language if you can"t use it, aren"t able to con0ugate a

verb or to anser to a &uestion.”G8

By oral communication through e4pository methods Adescription, e:planation,

description students ac&uire formative valences methods follo e:pressiveness and clarity of

the language.

!he e"#ositional mode is used to comunicate, to interact, to make the students to

speak fluently and freely, to describe something, to tell a story, to e:press opinions. !he

language must be both accurate and appropriate Ait must be correct gramaticaly and

stillistcaly. Osing the e:positional mode the students present freely in front of the class

some informations on a given sub0ect. !hey have to use the foreign language hich must be

grammatically correct, adapted to the topic, must be ell organied so the speaker can have

a logical presentation and sho their body language and paralanguage.

#:positions can be informative, narrative, descriptive or persuasive hich involve, asa class techni&ue, storytelling, description of a image, a picture, an ob0ect, e:pressing

opinions, the speeech.

,, !here are to basic models of speaking activites

1. !he conversational Adialogic mode is interactional and comunicative, relise on a

permanent transference of meaning beteen to or more interactants - spea'er and listener.

8. !he e:positional Amonologic mode is realised ith one speaket ho present his

ideas.

42 Scrivener, im *earning +eaching , ed ?acmillian, pg 1G*

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#ach mode consists of a ide variety of discourse type 8uestion-ans7re Ais the

conversational mode and summari0ing Ais typical for the e:positional mode. !hese types

develop the students" speaking skills hich are monitoried by the teacher in his teaching-

learning activities.

In the classroom, the the con#ersational mode usually takes the form of 8uestion-

ans7er e3changes, brainstorming, conversat2ion, simulation, role-pla2, improvisation,

debates. Such activities are en0oyable, absorbing the students"attention,stimulating their

imagination and reducing their an:iety.”G/

!he 8uestion-ans7er e3change and the brainstorming are methodes ho involve the

students and activate their knoledge of language and ot the ord. !he most dificult for the

little students are #h-Cuestions because they involve the free communication and 0ust the

best student can anser them easely.#:. #hen do 2o got o scool$

#hat is 2our brother hobb2$

?o7 often do 2ou eat ice-cream$

#h2 do 2ou li'e the blue colour$

2ames hich are designed to provoke communication beteen students fre&uently

depend on an information gap so one of the students has to talk to his partner in order to

solve a pule, a picture, to put things in the right order, etc.

(lso brainstorming is used ith simulation, role-pla2 or improvi0ation, because they

are efficiently after the students read a te:t and then practice the ne material to induce

learning.

#: brainstorming

ith stimulation and role-pla2 the students act dialogues from their memory, they

interact and comunicate as if they ere in a real orld. !he students learn easely ith these

techni&ues because are entertaining, are easy to organised, are a kind of childrens"game and

it"s the best ay to reduce an:iety.

43 iental,(. Strategies of teaching and testing English as a foreign language , ed.'olirom,pg. 85R-854

37

father

$en

%omm&

mother

sisterfamily cousin

'ul&a

grandpa

'ohn

aunt grandmauncle


38/49

Improvi0ation and dramati0ation are similar ith the role-play method but is more

atractive, more creative and comple:. !hey re&uires a rich imagination and inventiveness on

the part of the students. !he teacher choose for his students both literary or non-literary te:ts

Aith a real-life event, ith a politicalEmilitaryElove conflict. Hramatiation means

,,interpretation,, of a dialogue or a narrative te:t here the scenes can be transformed in a

dialogue from the students.

E3ercise method is a conscious repetition of activities aiming skills training,

strengthening knoledge and developing intellectual capacities.

!here are many types of e:ercise

• sub0ects after they accomplished Individual e:ercises, groupEteam e:ercises

• after their function introductory e:ercises, basic e:ercises

• after the teaching"s ay of the teacher directedEguided e:ercises, free e:ercises

• by their pursued goal communication e:ercises, training e:ercises of the intellectual skills,

creativity and self-control e:ercises.

II.d he reading and (riting sills through games

otto ”+he roots of learning are bitter, but the fruits are s7eet” ( russian !

eading and (riting are essential tools of intellectual ork, are tools of learning so

the students ill ac&uire these skills correctly and ill broaden their horion of knoledge.

!hese skills are the fundamental condition of the educational process in school. Ceading and

riting are correlated ith elements of communication development, development that is a

constant concern.

It"s important and it"s the fundamental condition of a successful e:tensiv reading that

the students read their materiale hich they can understand it. !he teachers encourage their

students to read; most students ill not do a lot of e:tensive reading by themselves, so the

teacher"s role is crucial.

Ceading is often a prelude to a speaking or riting activity.

Teachin$ readin$ involved the students in both intensive and e:tensive reading.

E3tensive reading materials offer them the chance to read a lot but it offer them

programmes hich include appropriate materials, guidance, tasks, portable libraries of books,

etc. Students do a lot of e:tensive reading if the teacher said that or encouraged them.

Intensive reading depends on theacher, too. It is important to meke the student to read

enthusiastically in clase, to creat interest in the topic and tasks. Nere, the teacher has to be

T an organiser;

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T an observer;

T a feed-back organiser Ato check that they have completed the task successfully;

T to prompt E direct them as controllers.

By reading, teacher involes and encourages the students to read for every ord or

general understanding, giving them a time limit, 7ords phrases limit and meaning

consensus. !hey can ork in groups, in pairs or individual.

Ceading skills have the foloing targets

• correct pronunciation of sounds and ords

• to read fluently the ords made up of to or three syllables

• to read fluently the sentences using intonation and the accent

• to understand the correct meaning

Incorrect Spelling can affect the reader"s 0udgement. ( single sound may have

different spelling pa7, poor, pour, etc.#ducational resources can be integrated anytime in teaching lessons, because they

have to suport the e:pressive and suggestive e:planations of the te

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