SOCIAL INCLUSION AND DIVERSITY IN EUROPEAN

SCHOOLS THROUGH TRADITIONAL, MODERN AND

AND ONLINE GAMES
– Methodological guide –

ERASMUS+ PROJECT - PLAYING WITH THE PAST, IMPROVING WITH THE FUTURE
Nr: 2021-1-RO01-KA220-SCH-000027772

DISCLAIMER: The European Commission support for the production of this publication does not
constitute an endorsement of the contents which reflects the views only of the authors, and the
National Agency and Commission cannot be held responsible for any use which may be made of
the information contained therein

1
Descrierea CIP a Bibliotecii Naționale a României
IONESCU, RAMONA
Social inclusion and diversity in European schools trough games: metodological
guide / Ramona Ionescu, Mariana Marcela Liscan, Bantas Maria. - Dragomireș Deal:
Edit Moroșan, 2023
Conține bibliografie
ISBN 978-606-626-232-3

I. Liscan, Mariana Marcela

II. Bantas, Maria

37

COORDINATORS
PROJECT TEAM
ODILE PATRON
MARIA CHOUDETSANAKI
VANDA MADEIRA
GEORGIA KONSTANTIA KARAGIANNI
MUHAMMET KARABULUT
RAMONA IONESCU

ROMANIAN TEAM
Prof. MARIANA MARCELA LISCAN
Prof. RAMONA IONESCU
Prof. MARIA BANTAS
Prof. GEORGETA BARBU
Prof. MARIA GAVRILA
Prof. PREDA IOANA

2
 Methodological Guide for Teachers: Implementing Games for Inclusive
Learning
Welcome to a new horizon in education, where the timeless appeal of play and the
innovative potential of technology converge to create transformative learning experiences.
This guide is an invitation to educators, a call to reimagine the role of games in the
classroom – not just as tools for engagement, but as powerful vehicles for inclusivity,
learning, and personal growth.
In a world as diverse as ours, the classroom is a microcosm of unique abilities,
backgrounds, and perspectives. Catering to this diversity is one of the most complex
challenges educators face. How do we ensure that every student not only has a seat at the
table but also feels truly seen, heard, and valued in their learning journey? The answer lies
in embracing methods that are as adaptable and varied as the learners themselves. Games,
with their inherent flexibility and appeal, offer just that.
This guide embarks on a pedagogical voyage, exploring the nuanced ways in which
both digital and traditional games can be woven into the fabric of educational practice.
Through the prism of games, we will explore strategies that champion every student's right
to learn in a way that resonates with them. By bridging the gap between educational theory
and classroom practice, we aim to provide you with actionable insights that can transform
the educational landscape one game at a time.
The fusion of digital games in education brings forth a canvas for creativity and a
platform for experiential learning. It allows us to craft experiences that are not only
cognitively stimulating but also emotionally engaging, tapping into the varied interests and
passions of our students. In parallel, the kinesthetic and social richness of traditional games
invites movement, collaboration, and a tangible connection to learning that can ignite joy
and enthusiasm in students of all ages.
As we delve into the core of this guide, we encourage you to reflect on the power of
games as a mirror reflecting the world's diversity. Games can be a common ground where
differences are celebrated and learning barriers are transformed into opportunities for
discovery and connection.
Join us on this journey to harness the full potential of games in crafting an inclusive,
dynamic, and joyful learning environment. Whether you're a seasoned educator or new to
the profession, this guide is designed to inspire, inform, and empower you to make a lasting
impact on the lives of your students through the thoughtful integration of games into your
teaching practice.

3
4
 Part I: The Pedagogical Value of Digital Games
Merits of Digital Games in Education

Digital games, when thoughtfully integrated into educational settings, offer a multifaceted
array of benefits that can transform learning into an engaging, interactive, and enjoyable process.
Engagement and Motivation: Digital games inherently capture students' attention, keeping
them engaged through challenges, storytelling, and interactive gameplay. They often incorporate
elements that intrinsically motivate students, such as points, levels, and badges, which can drive
engagement and encourage persistence.
Immediate Feedback: One of the most significant advantages of digital games is the ability
to provide instant feedback. This allows students to understand the consequences of their decisions
and actions within the game, fostering a better understanding of the material and enabling a rapid
cycle of trial, error, and improvement.
Safe Learning Environment: Games create a safe space for students to fail and learn from
their mistakes. This 'fail-forward' culture is essential in fostering resilience and a growth mindset.
Differentiated Learning: With the adaptive nature of many digital games, students can learn at their
own pace, receiving challenges that are tailored to their individual learning level.
Visualization and Simulation: Complex concepts can be visualized and simulated in ways
that are not possible in a traditional classroom. This can make abstract or difficult-to-understand
content more tangible and relatable.

Inclusive Dimension of Digital Games

Digital games have the unique potential to transcend traditional educational barriers,
offering inclusive opportunities for all learners.
Accessibility Options: Many digital games come with built-in accessibility options, such
as text-to-speech, color contrast adjustments, and alternative control schemes, which are essential
for students with disabilities.
Cultural Representation: Through thoughtful game design and selection, educators can
provide students with games that represent a wide array of cultural backgrounds and experiences,
promoting diversity and inclusivity.
Language Support: Multilingual support in digital games can aid language learners and
students from different linguistic backgrounds, ensuring that language is not a barrier to learning.

5
 Cultivation of Skills Through Digital Games
Digital games are not only effective for content delivery but are also powerful in cultivating
a wide range of skills that are crucial for 21st-century learners.
Thinking and Problem-Solving: Many games challenge students to think critically and
solve complex problems, often requiring them to apply knowledge and skills in new and varied
contexts.
Collaboration and Communication: Multiplayer games or games with collaborative
elements encourage students to work together, communicate effectively, and support each other’s
learning.
Digital Literacy: In our increasingly digital world, proficiency with technology is essential.
Games can improve students' digital literacy, preparing them for the digital aspects of modern
citizenship.

Creativity and Innovation: Games that allow for content creation or modification encourage
students to be creative and innovative, often leading to deep learning and engagement with the
subject matter.
Emotional Intelligence: Role-playing games and simulations can help students develop
empathy and emotional intelligence by placing them in the shoes of others, navigating social
interactions within the game.
By fully realizing the pedagogical value of digital games, educators can provide a learning
experience that is rich in content, inclusive by design, and conducive to skill development across
a broad spectrum. This approach not only aligns with contemporary educational goals but also
prepares students for a future where digital proficiency and soft skills are paramount.

Guidelines and Tips for Teachers

When integrating digital games into the curriculum, consider the following:
Curricular Alignment: Select games that naturally fit with the learning objectives of
your subject area. Use simulation games for science to illustrate complex processes or
narrative games in language arts to explore storytelling.
Incorporation Strategies: Integrate digital games as part of a blended learning approach.
Use them to introduce, practice, or assess concepts. Games can serve as a hook to engage students
at the start of a lesson or as a practice tool to solidify understanding.
Personalization and Differentiation: Digital games often have adjustable difficulty levels
and multiple approaches to completing tasks, making them ideal for differentiation. Use these
features to tailor the gaming experience to each student's learning needs.

6
 Facilitating Inclusion with Digital Games
To ensure digital games are a tool for inclusion:

Diverse Representation: Select games that offer diverse characters and narratives,
reflecting the wide array of backgrounds of your students.
Social Interaction: Use multiplayer games to foster communication and collaboration,
promoting social inclusion and teamwork.

Facilitating Inclusion with Digital Games through Universal Design for

Learning (UDL)
Universal Design for Learning (UDL) is an educational framework based on research in
the learning sciences, including cognitive neuroscience, that guides the development of flexible
learning environments and learning spaces that can accommodate individual learning differences.
Recognizing the importance of UDL in the context of digital games means acknowledging
that each student learns in a unique manner. Digital games, when selected and implemented with
UDL principles in mind, can be exceptionally effective in creating inclusive learning experiences.
UDL Principles and Digital Games
UDL is based on three primary principles that are aimed at providing all students with equal
opportunities to learn:
Multiple Means of Representation:
Games can present content in various ways to cater to different sensory preferences. For
instance, information can be delivered through text, audio, graphics, and animations.
Interactive elements within games can provide real-time feedback that is essential for
understanding and engagement.
Symbols, expressions, and vocabulary used in games can be tailored to be culturally
relevant and accessible to all students.
Multiple Means of Action and Expression:
Digital games often allow for varied ways for students to demonstrate their knowledge and
skills, such as through verbal responses, physical manipulation, or strategic planning.
They can offer differentiated challenges and levels of support, ensuring that all students
can engage at a level that is both challenging and achievable.
Adaptive technologies within games can cater to the needs of students with mobility or
motor challenges, allowing for alternative methods of input.

7
 Multiple Means of Engagement:
The interactive and immersive nature of games can stimulate interest and motivation in
learning, which is key for engagement.
Games can provide different levels of challenge and support to sustain effort and
persistence across diverse learners.
They can foster collaboration and community, allowing students to set personal goals and
receive recognition for their achievements.
Implementing UDL with Digital Games
When implementing digital games in the classroom, educators should:
Evaluate Game Content for Accessibility: Ensure that the game is accessible to students
with varying needs, including those with visual, auditory, or physical disabilities.
Incorporate Assistive Technologies: Utilize games that are compatible with assistive
technologies, such as screen readers or alternative input devices.
Customize Experience: Look for games that allow for customization of the user experience,
such as adjusting the pace, level of difficulty, or the number of sensory stimuli.
Promote Engagement: Choose games that are inherently interesting to your students,
tapping into their backgrounds, interests, and skills to promote engagement.
Facilitate Goal-Setting and Self-Assessment: Encourage students to set their own goals
within the game and reflect on their progress, fostering self-determination and autonomy.
By applying UDL principles to the selection and utilization of digital games, teachers can
provide rich, engaging learning experiences that are inclusive and responsive to the diverse needs
of all students.

Part II: The Pedagogical Value of Traditional Games

Educational Advantages of Traditional Games
Traditional games are a treasure trove of pedagogical value, offering educators a rich
resource for engaging students in a holistic learning experience.
Physical Development: Traditional games often involve physical activity that can enhance
students' motor skills, coordination, and overall physical health, which is essential for a balanced
approach to education.
Sensory Engagement: These games engage the senses in a direct and active way. They offer
hands-on experiences that can make learning more memorable and impactful.

8
 Cultural Heritage: Many traditional games have historical and cultural origins. Teaching
these games can be a way to celebrate and preserve cultural heritage, providing students with a
sense of identity and community.
Simplicity and Adaptability: The simplicity of traditional games makes them easily
adaptable for different contexts and learning objectives. They often require minimal equipment,
allowing them to be played in a variety of settings.

Inclusivity in Traditional Games

Traditional games have a strong inclusive dimension, as they can be modified and adapted
to ensure that every student can participate and benefit from the experience.
Social Integration: Traditional games usually emphasize group participation and can be
excellent tools for fostering social integration. They encourage students to interact with and include
their peers, regardless of individual differences.
Flexibility for Different Abilities: By adjusting the rules, the play area, or the equipment,
games can be tailored to accommodate students of all abilities, promoting equity and inclusion.
Encouragement of Community Values: Playing traditional games in a group setting can
reinforce values such as respect, fairness, and cooperation. These games can become a microcosm
of a supportive and inclusive community.

Skill Development Through Traditional Games

Playing traditional games is not only about having fun; it's also about developing a suite of
valuable life skills in an interactive and engaging way.
Social Skills: Traditional games often require communication, negotiation, and
collaboration, fostering social skills that are essential for students' personal and professional
futures.

Strategic Thinking: Many games require planning and strategy, encouraging students to
think ahead, anticipate consequences, and make decisions based on logic and foresight.
Emotional Resilience: Games can teach students how to manage emotions such as
frustration and excitement, contributing to emotional regulation and resilience.
Creativity: Students often need to be creative in traditional games, whether in devising
strategies or in adapting rules to new situations, fostering innovation and adaptability.
Leadership and Teamwork: Games can highlight leadership qualities in students and give
them the opportunity to lead a team or work collaboratively towards a common goal.

9
 By embracing the pedagogical value of traditional games, educators can create a learning
environment that not only enriches the physical and social development of their students but also
honors the cultural dimensions of their heritage. Such an environment nurtures a range of skills
that are vital for personal growth and societal participation.

Traditional Games and Kinesthetic Learning

Kinesthetic learning, or tactile learning, is a learning style in which students learn through
experiencing or doing things. It's about the physical movement and the sense of touch; kinesthetic
learners are often called "doers." In the context of traditional games, kinesthetic learning is
naturally engaged as students actively participate in the game, which requires them to move and
manipulate objects or their bodies.
Principles of Kinesthetic Learning in Educational Games:
Learning Through Action:
Students remember information better when it is associated with activities and movement.
For instance, a game that requires students to hop a certain number of times could reinforce
counting and arithmetic skills.
Engagement of Muscle Memory:
Kinesthetic activities can help build muscle memory. When learning is tied to physical
activity, students often recall the academic material associated with the motion more easily.
Physical Engagement for Focus:
Physical activity can increase alertness and energy levels, improving focus and
concentration. Traditional games that involve movement can be particularly effective for students
who might struggle with attention in more sedentary learning contexts.
Spatial Awareness and Motor Skills:
Games often require students to navigate space, manipulate objects, and coordinate their
movements with others, thereby developing spatial awareness and motor skills.
Applying Kinesthetic Learning Through Traditional Games
When using traditional games to foster kinesthetic learning, teachers should:
Integrate Curriculum: Select games that can be easily integrated with the curriculum. For
example, use hopscotch to teach math or a relay race to teach language vocabulary.
Encourage Exploration: Allow students to explore and interact with the learning
environment. This could mean taking a math lesson outside and using the playground to create a
life-sized graph.
Use Props and Manipulatives: Incorporate physical objects that students can handle and
manipulate to better understand abstract concepts.

10
 Benefits of Kinesthetic Learning in Inclusive Education:
Accommodates Different Learning Styles: Some students learn best through movement
and hands-on activities, and traditional games can cater to these kinesthetic learners.
Inclusion of Physical Diversity: By adapting games, teachers can ensure that students with
varying physical abilities can participate and learn alongside their peers.
Enhanced Memory and Recall: The physical movement associated with kinesthetic
learning can lead to improved memory and recall of the material learned.
Challenges and Considerations:
Classroom Management: Kinesthetic activities can be more challenging to manage. Clear
rules and expectations must be established to ensure a safe and productive learning environment.
Individual Needs: Some students may have physical or sensory challenges that require
adaptations to the games to ensure full participation.
Balanced Approach: While kinesthetic learning is effective, it should be part of a balanced
approach that includes visual, auditory, and reading/writing strategies to meet the needs of all
learners.
By incorporating kinesthetic learning through traditional games, educators can provide a
dynamic and physically engaging learning experience that is beneficial for all students, especially
those who thrive on movement and tactile experiences.
Guidelines and Tips for Teachers
In incorporating traditional games, consider the following:
Cultural Sensitivity and Awareness: Use traditional games to teach about different cultures,
fostering respect and appreciation for diversity.
Adaptability: Modify games to ensure they are inclusive for students of all abilities. This
may involve changing rules or equipment to accommodate different needs.
Educational Value: Beyond physical education, traditional games can be used to teach
math, language arts, and social studies. For example, games involving counting or wordplay can
reinforce academic skills.
Facilitating Inclusion with Traditional Games
To facilitate an inclusive environment with traditional games we mainly focus on Rule
flexibility, peer support and reflective discussion.
Rule Flexibility in Traditional Games for Inclusive Learning
Rule flexibility refers to the adaptive nature of game rules to accommodate the diverse
needs of all players, particularly in an educational setting. This adaptability ensures that games are
accessible and inclusive, allowing students with different abilities and learning styles to participate
meaningfully and equitably.
11
 Key Aspects of Rule Flexibility:
Adaptive Rules:
Modify the rules to match the students’ abilities, such as altering the speed of the game, the
size of the playing area, or the complexity of the tasks to ensure all students can participate.
For instance, in a game of tag, you might allow students with mobility challenges to use a
soft ball to tag others instead of a traditional touch.
Inclusive Participation:
Ensure that every student has a role that contributes to the game, which may mean creating
new roles or positions specifically designed to include all students.
A student in a wheelchair, for example, could be assigned the role of a referee or
scorekeeper if the game's physical demands are too high.
Student Input:
Involve students in the rule modification process to empower them and to identify the most
effective adaptations. This encourages ownership and a deeper understanding of inclusive
practices.
Collaborative rule-making can also serve as a lesson in democracy and social negotiation.
Implementing Rule Flexibility:
Preparation and Planning: Before playing the game, assess the needs of your students and
plan adaptations. Consider physical space, materials needed, and the potential need for assistants
or peer helpers.
Continuous Assessment: Be prepared to adjust the rules on the fly. Observation and
feedback during the game can prompt real-time modifications.
Communication: Clearly explain any rule changes to the class, ensuring that everyone
understands and agrees with the purpose of the modifications.
Peer Support in Traditional Games for Inclusive Learning
Peer support in the context of games is about students helping one another to achieve a
common goal within the game, fostering a sense of community, teamwork, and empathy.
Key Aspects of Peer Support:
Buddy Systems:
Pair students up so that they can assist each other during the game. This can be especially
beneficial if one student has a disability or is less confident in their skills.
The buddy system not only provides assistance but also promotes social interactions and
friendships.

12
 Collaborative Goals:
Structure games so that success is based on group achievements rather than individual
performance. This emphasizes the value of supporting one another and working together.
For instance, in a relay race, emphasize the team's overall time or collective effort rather
than individual speed.
Role Modeling:
Encourage students who are adept at the game to model behaviors and strategies for others.
This can help less experienced students learn and feel more included.
Implementing Peer Support:
Structured Interactions: Design games that require communication and cooperation among
students. Ensure that tasks cannot be completed without teamwork.
Reflective Debriefing: After the game, engage students in a discussion about the peer
support that occurred. Ask them to reflect on how they helped others and how they were helped in
return.
Recognition and Reinforcement: Acknowledge and reward instances of effective peer
support. This reinforces the behavior and encourages students to continue supporting each other.
By focusing on rule flexibility and peer support, educators can create a learning
environment where traditional games are not only a source of fun and physical activity but also a
means of teaching valuable social skills and fostering a classroom culture of inclusivity and mutual
respect.
Reflective Discussion: After gameplay, engage students in discussions about fairness,
teamwork, and strategy. This reflection can help students understand and articulate the skills they
are developing through play.

Conclusion
As we navigate the diverse landscape of educational needs, games stand out as a universal
language of engagement, collaboration, and growth. The implementation of both digital and
traditional games in the classroom is not a mere enrichment activity; it is a profound educational
strategy that speaks to the heart of inclusive pedagogy.
The journey through this guide has illuminated the myriad ways in which games can serve
as conduits for learning, transcending traditional barriers and creating pathways for all students to
access content, express understanding, and engage with curriculum in meaningful ways. By
employing the principles of Universal Design for Learning and embracing the kinesthetic joy of
traditional games, we unlock a realm of possibilities where every student's learning needs are
honored.

13
 Educators are called upon to be the architects of these inclusive experiences, crafting
environments that are not only physically accessible but also cognitively inviting. Through rule
flexibility, we democratize the act of play, allowing each student to contribute and experience
success. Through peer support, we build communities within our classrooms, underscoring the
importance of empathy, cooperation, and shared triumphs.
The transformative power of games in education lies not just in the content they deliver,
but in the interpersonal narratives they foster, the challenges they present, and the victories they
make possible for every student. As educators, our mission extends beyond the mere transmission
of knowledge. We are the facilitators of experiences, the builders of character, and the nurturers of
a learning environment that celebrates diversity as much as it does unity.

In conclusion, let this guide be a stepping stone to an educational philosophy that

embraces games as a valuable asset in our teaching repertoire. Let us move forward with the
conviction that when we design learning for the margins, we enhance learning for all. In the spirit
of inclusivity, may we continue to learn from the past and improve with the future, using every
tool at our disposal to ensure that every student has the opportunity to play, learn, and thrive.

14
 Lesson Plan
Enhancing Vocabulary skills through Digital Games

Objective:
Students will improve their vocabulary skills by engaging with interactive digital
games.

Materials:
• Internet-connected devices (tablets, computers, or smartboard)
• Access to the digital games on Wordwall (links provided-it could be any link not
only to Wordwall)-
• https://wordwall.net/resource/63198739/my-vocabulary-game
• https://wordwall.net/resource/63199204/crossword-1
• https://wordwall.net/resource/63202833
• Worksheets for reflection and assessment
Lesson Duration:
1 hour
Lesson Outline:

Introduction (10 minutes)

• Begin with a warm-up discussion about the importance of learning new vocabulary.
• Introduce the digital games, explaining how they can help in learning.

Game Exploration (20 minutes)

• Divide the class into three groups. Each group starts with one vocabulary game, and then
they change.
• Allow students to explore the games, assisting them as needed.
Group Activity (20 minutes)
• Have the groups create their own games games and assist them with that.
• Encourage students to discuss strategies and words they learned.

15
 Reflection and Sharing (5 minutes)

• Bring the class together and ask students to share new words they learned and how
they improved their reading comprehension.
• Discuss any challenges they faced and how they overcame them.

Assessment and Feedback (5 minutes)

• Hand out a short worksheet related to the games' content for students to complete
individually. This will help assess their understanding and retention from the games.

Closure:
• Summarize the key points learned during the lesson.
• Highlight the benefits of using digital games for learning.
• Encourage students to practice these skills at home.

Follow-up:
• Assign similar games as homework for additional practice.
• Plan to revisit the vocabulary and expand it more in subsequent lessons to reinforce
learning.

Assessment:
• Review the completed worksheets to assess each student's understanding.
• Observe student engagement and learning during the game sessions.

Differentiation:
• Provide additional support to students who struggle with the game mechanics or
content.
• Offer advanced variations of the games for students who need a greater challenge (i.e.
use pictures for matching vocabulary, not definitions).
• Remember to adapt the lesson plan according to the specific needs of your students and
the educational goals of your curriculum.
• The lesson plan should be flexible to accommodate different learning paces and styles.

16
 Using "Apples" Game for Educational Development
https://www.youtube.com/watch?v=ncgmAswPX9s

In this game children are divided into two groups. Two players of one group stand
opposite one another and the players of the other group gather between them. The two
players throw a ball at each other trying to hit one of the children of the rival group. If the
ball hits a player then they get “burned” and exit the game. However, if a player catches the
ball, he wins an “apple.”

Objective:
Students will develop teamwork, strategy, and hand-eye coordination skills.
Educational Goals:
Physical Development:
• Enhance hand-eye coordination and reaction time through the ball-throwing and
catching activities.
• Promote physical fitness and encourage active play.
Cognitive Development:
• Foster strategic thinking as students decide when to catch the ball for an "apple" or
dodge to avoid being "burned."
• Develop spatial awareness as students navigate the playing field and position
themselves effectively.
Social Skills:
• Encourage teamwork as students collaborate to protect their teammates and
strategize to "burn" players from the opposing team.
• Teach fair play and sportsmanship, emphasizing the importance of playing by the
rules and respecting opponents.
Emotional Learning:
• Build resilience and the ability to handle being "burned" (i.e., making mistakes)
and using "extra lives" (i.e., opportunities to learn from mistakes).
• Cultivate patience and the ability to wait for the right moment to act, whether to
catch the ball or make a strategic move.

17
 Communication Skills:
• Improve verbal and non-verbal communication as students work together and must
make quick decisions as a team.
• Encourage the use of positive reinforcement among peers, fostering an
environment of encouragement and support.
Critical Thinking and Decision Making:
• Develop decision-making skills as students must quickly decide whether to catch,
dodge, or throw the ball.
• Encourage students to evaluate the risks and rewards of attempting to catch the ball for
an "apple."

Materials:
A soft ball, an open space (gym or playground), cones or markers to define the area.

Lesson Duration:
Approximately 35 minutes.

Procedure:
• Introduction to the game and its rules.
• Warm-up exercises to prepare for physical activity.
• Dividing students into two teams and explaining the educational objectives.
• Playing the game with educational focus points being reinforced.
• Guiding students to use strategic thinking and cooperation during the game.

Assessment:
Observation of student engagement and the use of "extra lives" to demonstrate
understanding.
Reflection:
Space for teacher notes on student participation, areas of success, and areas for
improvement.

18
 Lesson plan

Lesson: English Language / Months of the Year

Traditional Game: Broken Telephone
Grade Level: Third Grade
Time: 30΄ minutes
Learning Goals: To help the children practice the new taught vocabulary in a fun way.
Materials needed: Cards to be used in the game
Preparation: The children are sitting next to each other in a row.
What to do: The 1st child picks a card, reads it and quickly says the word in the ear of the 2nd, the
2nd to the 3rd and so it goes until the word reaches the last child of the row. The last one has
to say the correct word out loud so that the game continues with a new word.
Target vocal: January, February, March…… December
Home assignment/ follow up:
1. Puzzle: To spot and circle the words for the months
2. A worksheet with incomplete words for the kids to fill in the missing part of the word.
3. Questions about the months: What month is it now? What is the first month of the year?
What month is your birthday in?

19
 Lesson plan

Lesson: Maths/ Numbers from 1 to 10

Traditional Game: Hopscotch Hopping Game (Koutso)
Grade Level: First Grade
Time: 30΄ minutes
Learning Goals: To teach children to count from 1 to 10 and vice versa, to distinguish the odd
from the even numbers.
Materials needed: Coloured chalks and a small stone
What to do: Draw 10 squares on the ground with a chalk. The squares must be one on the left and
one on the right and form a rectangle. Put the stone in front of the first square, then move
towards the 1st square. Jump on your leg and try to push the stone with one leg into the
1st square. Then, if you started from the left square, push the stone to the right and vice
versa. You must push the stone into all squares without moving it out of the square. If you
push the stone out of the square that you want to move into, you lose.
Target vocal: one, two, three…… ten
Home assignment/ follow up:
1. A worksheet with words and numbers for the children to match the word with the right
number.
2. A worksheet with the numbers and 3 words below them to choose the right one.
3. A picture with words for the numbers to be coloured with a specific colour. e.g. 1 must
be red, 2 must be green and so on.

Lesson planning Template 3

School: 27th Primary school
Lesson: Skills Workshops / Empathy vs Bullying
Traditional Game: Blind man΄s buff
Grade Level: Fourth Grade
Time: 40΄ minutes
Learning Goals: To help the children to increase empathy so that to reduce incidents of bullying
and violence at school.

20
Materials needed: A scarf
Preparation: A discussion of how important it is to emotionally understand and share the feelings
of other people and see things from their point of view and imagine themselves in their
place.
What to do: To play the game, one player is blindfolded and then disoriented by being spun
around several times. The other players, who are not blindfolded amuse themselves by
calling out to the “Blind man” and running away from him.
Outcomes to look for: To make the children understand the importance of being aware of other
people΄s feelings so that to provide help where it is needed.

21
 Lesson plan

Clocks
Skills and competences:
- Respect others and the rules of community life;
- Play a team game or sport and respect the rules;
- Listen to understand, ask questions, repeat and carry out a task or activity;
- work in a group, take part in a project;
- master some motor skills such as running, jumping and throwing;
- visualise their immediate environment, find their bearings and move around
appropriately.

Objectives:
- Catch the ball thrown by your neighbour and prepare to receive it.
- Pay attention to the progress of the ball.
- Collectively count the number of passes.
Number of players: The whole class divided into three teams. Each team is placed in a
circle.
Equipment: 1 ball per team; markings on the ground (or cups) for the pupils to position
themselves quickly around the circles
Aim of the game: To complete as many passes as possible.
Procedure: At the signal, the player in possession of the ball in each team passes it to his
neighbour, who passes it to his neighbour and so on. Each pass is counted aloud by all the
team-mates. If a pass is not received, the thrower fetches the ball, returns to his place and
throws it again. At the final signal, the 3 teams announce the number of passes they have
made. The team with the most passes wins.

Duration: 1 minute per end

22
 Lesson plan

Chickens, foxes, vipers

Skills and competences:

- Respect others and the rules of community life;
- Play a team game or sport and respect the rules;
- Listen to understand, question, repeat and carry out a task or activity;
- Work in a group, take part in a project;
- Master some motor skills such as running, jumping and throwing;
- Visualise their immediate environment, find their bearings and move around appropriately;

Objectives:
- Know their role
- Know how to be a predator
- Know how to avoid predators –
- Move quickly
- Number of players: The whole class divided into three teams.
Equipment: Chasubles of 3 different colours and cones to mark out 3 camps.
Aim of the game: Touch the players of the team you are chasing without being touched by
the players chasing you. players chasing us.
Procedure: 3 different teams: hens, foxes and vipers. The hens only eat the vipers, the vipers
only bite the foxes and the foxes only eat the hens. The players are caught by touch. After
the starting signal, the players leave their camp but can briefly return to the shelter. An
player that brings back a prisoner cannot be taken. The prisoners form a chain, one part of
which has a foot in the predator's camp. The whole chain is released if one of them is
touched by a partner. The winning team is the one with the most prisoners in his camp.
Duration: 5 minutes

The sparrowhawk skills and competences:

- Respect others and the rules of community life;
- Play a team game or sport and respect the rules;
- listen to understand, ask questions, repeat and carry out a task or activity;
- work in a group, take part in a project;
- master some motor skills such as running, jumping and throwing; â
- visualise their immediate environment, find their bearings and move around appropriately;

23
Objectives:
- Coordinate different types of run depending on the position of the sparrowhawk(s):
accelerate, stop, start, change support, avoid, etc.
- Spot the trajectories of opponents to intercept them.
- Work out rules of action collectively.

Number of players: The whole class divided into two teams

Equipment: markings on the ground (or cups) to delimit the two refuges inaccessible to the
hawks; scarves or jerseys to distinguish the teams.
Aim of the game: To capture all the players on the opposing team as quickly as possible.
Procedure: At the start of the game, 1 sparrowhawk from each team is in the centre of the
pitch. The other players are in refuge 1. At the handler's signal, the chased players try to
get to refuge 2 without being hit. The chased players do not start a second crossing until all
the players have reached a refuge or have been hit. The sparrowhawk must touch the hunted
players to take them. Players who are touched become hawks for their team. The hawks
must join hands in pairs to have the right to catch an opponent (in the event of an uneven
number, the last player caught remains the "statue", waiting for a new team-mate to be
caught)

24
 Lesson Plan

Guess who?
Students age: 9-12
Time: 45 minutes
Objectives:
● Students will be able to identify and describe a traditional Italian game.
● Students will be able to play a traditional Italian game in Italian.
● Students will be able to discuss the benefits of playing traditional games.
Materials:
● A large space for the game
● A ball or other object to throw
● A piece of paper and a pencil for each student

Procedure:
1. Introduction:
● Begin by asking students if they know any traditional Italian games.
● Explain that today they will be learning about a traditional Italian game called "Indovina Chi".
(Guess who?)

2. Game Instructions:
● Divide the class into pairs.
● Have each student in each pair choose a character to be.
● The characters should be kept secret from their partner.
● One student will be the guesser, and the other student will be the describer.
● The describer will describe their character to the guesser by asking questions.
● The guesser can only ask yes or no questions.
● The first player to guess their partner's character wins.
25
3. Play the Game:
● Allow students to play the game for a few rounds.
● Circulate around the room to provide assistance as needed.

4. Discussion:
● After students have had a chance to play the game, lead a discussion about the following
questions:
○ What did you like about the game?
○ What was challenging about the game?
○ What are the benefits of playing traditional games?

5. Conclusion:
○ Summarize the main points of the lesson.
○ Encourage students to try other traditional Italian games.

Assessment:
● Observe students as they play the game.
● Ask students questions about the game.
● Collect student responses to the discussion questions.

Differentiation:
● For students who are struggling, provide them with a list of possible questions they can ask
their partner.
● For students who are ready for a challenge, have them play the game in a different language.
Extension:
● Have students research other traditional Italian games.
● Create a class book or website about traditional Italian games

26
 Lesson Plan

Subject: Italian traditional game: Caccia al tesoro (Treasure Hunt)

Ages: 9-12
Objectives:
● To introduce students to a traditional Italian game
● To promote teamwork and cooperation
● To encourage problem-solving skills Materials:
● A map of the classroom or schoolyard
● A variety of clues, such as riddles, puzzles, or word searches
● Small prizes for the winners

Procedure:
1. Divide the class into teams of four or five students.
2. Give each team a map of the classroom or schoolyard and a set of clues.
3. The first team to find all of the clues and solve the puzzle at the end wins the game.

Differentiation:
● For students with special needs, provide them with clues that are easier to understand.
● For students who are more advanced, provide them with more challenging clues.

Extension:
● Have students create their own clues and puzzles for a future game.
● Have students research other traditional Italian games to play

27
 Lesson Plan

Subject: Italian traditional game: TOMBOLA (Bingo)

Students Age: 6-14
Objectives:
● To introduce students to a traditional Italian bingo game
● To practice basic math skills
● To encourage probability skills Materials:
● A Tombola board
● Bingo chips
● A caller

Procedure:
1. Divide the class into small groups.
2. Each player chooses a bingo chip and places it on the corresponding space on the board.
3. The caller draws numbers from a bag.
4. Players mark off the numbers on their boards.
5. The first player to get five numbers in a row wins the game.

Differentiation:
● For students with special needs, provide them with a bingo board with larger numbers or
symbols.
● For students who are more advanced, provide them with a bingo board with more difficult
patterns.

Extension:
● Have students create their own Tombola boards with different patterns.
● Have students research other traditional Italian bingo games to play

28
 LESSON PLAN

My Grandfriend
This lesson has been adapted for teachers providing online classes.
Topic
Students describe an older friend, sometimes called a Grandfriend, or an older relative, such as a
Grandparent.
Aims
Students will:

• explore the topic of intergenerational friendships

• listen to a model and be given speaking practice to describe people
• use the third person present simple to describe where people live, their pets, what they like and
what they do
Age/level
Primary students between 6-8 year olds / CEFR level A1
Time
50 – 60 minutes
Materials

• The My Grandfriends handout

• The My Grandfriend template
Introduction
In this lesson students listen as the teacher describes the lives of three Grandfriends, choosing the
pictures which correspond to each person. They use the information to invent a Grandfriend, or to
describe an older person they know. At the start of the lesson

• Welcome the learners as they arrive:

- Check that you can all hear and see each other.
- Check that they can see the first slide.

29
- If they can’t, ask them (or ideally an adult they have present) to check their settings or
troubleshoot in the way you have shown them previously. You may need to write this in the chat
facility if they cannot hear you.

• Tips:
- Consider having a short task for the learners to do until they have all arrived. For
example, you could have a poll set up (if your platform has this function) or a simple
activity where they write in the chat, such as to say what they’ve done that week.

- Consider muting learners’ microphones after greeting them to avoid having too much
background noise when you get started. Tell them if you do this and explain why.
Warmer (5 – 10 minutes)

• Show a picture of an older person on the screen and say This is my friend. Briefly describe your
friend, miming or drawing pictures if you need to, e.g. This is Sue.

She lives in a house, she’s got a dog, she likes cheese. She likes walking in the mountains.
• Briefly ask a few students to tell you about their friends (probably of the same age),
e.g. What’s your friend’s name? What does he/she like? Has she/he got a pet?

Part 1 (5 – 10 minutes)

• Display the My Grandfriends handout on the screen, or ask them to look at their copies if you
have emailed them to the students.

• Explain that a Grandfriend is a friend who is older, as in the pictures of Jan, Bob and Pam.
Ask children for a show of hands: have they got a Grandfriend? It could be a grandparent, a
grand aunt or uncle, a neighbour or family friend (students may talk about anyone from
another generation, e.g., an aunt or uncle or family friend who may not be that old – the point
is we’re talking about friends who aren’t the same age as we are).

• Ask students Does (s)he live in a house or a flat? Has (s)he got a pet? What does (s)he like?

30
Part 2: listening (10 – 15 minutes)

• With the My Grandfriends handout, ask What’s her / his name? as you point to each person
at the top of the worksheet.

• Say Listen carefully and decide: Where does Jan live – A, B, C or D? Read the first two
sentences below and pause for students to say the answer (Jan lives in a big house). Depending
on the level of your students and what you’ve covered in previous lessons, you may need to
revise the options in each category as a class before reading the descriptions of the
Grandfriends to the class.

• Read the descriptions while students write their answers on the handout (if you have been
able to email it to them) or in their notebooks. The answers are provided below).

a) This is my Grandfriend, Jan. She lives in a big house in the mountains. She’s got a pet
horse. Jan’s favourite food is fish and chips. She likes cooking.

(1. C; 2. D; 3. B; 4. A).

b) Here’s my friend Bob. He lives in a flat in a big city. He’s got a pet cat. His favourite food
is salad. He likes fishing.
(1. A; 2. B; 3. D; 4. B).

c) This is Pam. She lives in a house in a town. She’s got a pet dog. She likes eating fruit and
vegetables. She likes painting.
(1. B; 2. C; 3. C; 4. D).
• There are three Grandfriends and four options in each section (the extra options make the
activity more challenging and give students more choices when describing a Grandfriend later).

Part 3: speaking (15 – 20 minutes)

• Play a quick guessing game. After checking the answers, tell students to turn their handouts
over or to close their books. Ask them to repeat the Grandfriends’ lives from memory, using
the pictures on the screen to help them (or with stronger students, take away the pictures and
just show the pictures of Jan, Bob and Pam).

31
• Display the My Grandfriend template on the screen. Make an example Grandfriend with the
class: it could be someone’s grandmother, great uncle or a neighbour, or use your first example,
attempting to draw a likeness in the portrait square.
Continue until you have completed the boxes with pictures.

• Now it’s the students’ turn to invent a grandfriend, or to describe a grandparent or an older
person they know.

• Get students to copy the template onto paper (if you haven’t been able to send it to them).
• Display the My Grandfriends worksheet again to help students choose answers to complete
their templates. These are only examples and if students are describing a real person, they will
want to draw their own pictures and may need some help with new vocabulary. Early finishers
could colour their pictures.

• Students present their Grandfriends to the class or in their breakout groups.

Wrap up (5 – 10 minutes)

• Ask students if they can remember information about another student’s Grandfriend.

32
 Lesson Plan

EDUCATIONAL UNIT:
LEVEL: II 3-4 years
ANNUAL STUDY TOPIC: WHEN HOW AND WHY DOES IT HAPPEN?
THEME OF THE PROJECT: "I'm curious, to know you nature!"
SUBTHEME: "Autumn Vegetables"
TYPE OF ACTIVITY: Consolidation of knowledge
FORM OF REALIZATION: Online activity
ACTIVITY CATEGORY: Language and communication field
THEME OF THE ACTIVITY: "Story of the letter L" (the story of the educator)
This link will be uploaded to the google classroom platform
https://www.youtube.com/watch?v=jf_F91pLua

Purpose of the activity:

- Consolidating knowledge about sounds and their association with letters.
OPERATIONAL OBJECTIVES:
During and at the end of the activity children will be able to:
- To recognize the capital letter L;
- To say words containing the L sound;

Teaching strategies:
Methods and procedures: explanation, demonstration, conversation, exercise, game.
Teaching material: laptop/tablet/phone and or TV
Evaluation: solving requirements online, the following links
- https://wordwall.net/ro/resource/9647915/sunetul-%C8%99i-litera-l
- https://wordwall.net/ro/resource/13782685/sunetul-%C8%99i-litera-l

Duration: 20 min

Carrying out the activity

Children will listen to the story of the "letter L", and then access the received link to solve the tasks
of the game, thus verifying and reinforcing previously acquired knowledge.

33
 Lesson plan

EDUCATIONAL UNIT:
LEVEL: II
ANNUAL STUDY TOPIC: "What is it like, was it and will it be on Earth?"
THEME OF THE PROJECT: „In the world of animals”
SUBTHEME: "What do we know about animals?"
TYPE OF ACTIVITY: Consolidation of knowledge
FORM OF REALIZATION: Online activity
ACTIVITY CATEGORY: Knowledge of the environment
THEME OF THE ACTIVITY: "Do we know the animals?"
This link will be uploaded to the google classroom platform
"Guess the Shape" - https://www.youtube.com/watch?v=wmyL84IPCZ8&t=334s and
https://www.youtube.com/watch?v=miUnBYsFamY

Purpose of the activity:

- Checking children's knowledge about wild and domestic animals
OPERATIONAL OBJECTIVES:
During and at the end of the activity children will be able to:
- to recognize animals;
- specify the animal's living environment (on the farm or in the forest).

Teaching strategies:
Methods and procedures: explanation, demonstration, conversation, exercise, game.
Teaching material: laptop/tablet/phone and or TV.
Evaluation: solving requirements online, the following links will be uploaded on the google
classroom platform
- https://wordwall.net/ro/resource/3002428/guess-the-animal-from-the-image
- https://wordwall.net/ro/resource/3002428/guess-the-animal-from-the-image
- https://puzzlefactory.pl/ro/puzzle/joac%C4%83/animale/306354-ferma#3x3
- https://puzzlefactory.pl/ro/puzzle/joac%C4%83/pentru-copii/331666-animale-
salbatice#4x4
Duration: 20 min
Carrying out the activity
Children will access the provided links to strengthen their knowledge about animals and to solve
the tasks of the games about domestic and wild animals.

34
 Lesson Plan

EDUCATIONAL UNIT:
LEVEL: II
ANNUAL STUDY TOPIC: "When, how and why does it happen?"
THEME OF THE PROJECT: Spring
SUBTHEME: "Welcome, Spring!"
TYPE OF ACTIVITY: Knowledge acquisition
FORM OF REALIZATION: Online activity
ACTIVITY CATEGORY: Mathematical activity
ACTIVITY THEME: "Learning to count" https://www.youtube.com/watch?v=BHryK7SInU8
Purpose of the activity:
Understanding the number 7 as a symbol of the set that has 7 elements and integrating it into the
number string.
OPERATIONAL OBJECTIVES:
During and at the end of the activity children will be able to:
- to identify the number 7;
- to determine the place of the number 7 in the numerical string;
- to associate the figure with the corresponding quantity from the set of given elements;
- associate the quantity with the corresponding number.
Teaching strategies:
Methods and procedures: explanation, demonstration, conversation, exercise, game.
Teaching material: laptop/tablet/phone and or TV
Evaluation: solving requirements online, the following links will be uploaded on the google
classroom platform:
- https://wordwall.net/ro/resource/7355692/exercitii-cu-cifra-7
- https://wordwall.net/ro/resource/10857522/loveste-cartita-cu-cifra-7
Duration: 20 min
Carrying out the activity
Children will access the links sent to learn the number 7, by understanding the number 7
as a symbol of the set that has 7 elements and integrating it into the number string.
The children will count up and down within the limits of 1-6, identify the number
corresponding to the number of elements in each group. They will solve the exercises
from the following link for evaluating previously acquired knowledge
https://wordwall.net/ro/resource/7355692/exercitii-cu-cifra-7 and
https://wordwall.net/ro/resource/10857522/loveste-cartita -with-the-digit-7.
The children will recognize the number 7, specify the neighbors of the number 7, relate the
number to the quantity.

35
 LESSON PLAN

Food I like/don’t like

This lesson has been adapted for teachers providing online classes during COVID emergency.
These notes are specifically for online lessons and the accompanying PowerPoint has been
designed to support the lesson activities.

Topic
Food and describing food.

Aims
• To review and learn vocabulary for food, describing food and face/body parts

• To practise using like and don’t like in the first person, third person and question form

• To think about how food can be categorised and to practise this skill

• To provide personalised and creative contexts to discuss likes and dislikes

• To lead into class work on menus and restaurants

Age/level
Primary
CEFR level A1–A2

Time
60 minutes

Materials
• The teacher will need the accompanying PowerPoint, two items of food (one you like and one
you don’t like) for stage 1 and paper or a mini whiteboard.
• The learners will need two items of food (one they like and one they don’t like) for stage 2, a
pen or pencil and paper or a notebook.

36
Introduction
In this lesson learners talk about and describe food. They initially meet vocabulary through a pre-
lesson task, then they talk about what food they like and dislike. Next they think about how
different food items can be categorised and how to describe them, and practise this language with
a group speaking activity. Finally, they review language for face or body parts by dictating a
monster and practise talking about likes and dislikes in the third person in a creative way.

Procedure
Before the lesson
• Ask the learners to find one food item they like and one they don’t like and to bring the items
to the lesson.
• Before you start the lesson:

- Test your microphone and camera to make sure they work.

- Make sure that you have the accompanying PowerPoint open and shared.
At the start of the lesson
slide 1
• Welcome the learners as they arrive:
- Check that you can all hear and see each other.

- Check that they can see the first slide.

1. Warmer –introducing the topic (5 minutes) slide 2

• Take your two food items and move them quickly across the camera. Ask learners to guess
what they are. They can raise their hands physically or using the ‘raise hand’ function if your
platform has one. Once you have identified the items, ask learners to say which one they think
you like and which one they think you don’t like. Tell them the answer.
• Now ask learners to find two pieces of paper, or they can use two pages of their notebook, and
draw a happy face and an unhappy face. For each of your two food items, ask them Do you
like…? and get them to hold up the relevant face as a vote.

2. Personalising language (10 minutes) slide 3

• Ask learners if they remembered to bring their food items. Nominate a learner to show their
two items and say what they are, but they mustn’t say which one they like.
Help supply vocabulary if they’re not sure.

37
• Nominate a second learner to guess by saying Do you like …? and the first learner confirms.
The first learner then asks everyone Do you like …? and everyone holds up one of their drawn
faces. Continue with the second learner now holding up their two items and saying what they
are, and a third learner asking them, and so on.

3. Categorising and expanding language (5–10 minutes)

Platform whiteboard or blank document
• Write the learners’ food items on the whiteboard (if the platform has one) or on a blank
document that you screen share. Write them in two different areas of the whiteboard/document,
grouping them by something simple such as size.
• Now ask the learners why they think there are two groups. They can raise their hands physically
or using the ‘raise hand’ function if your platform has one. Ask if there are other ways of
grouping them. Elicit ideas such as by colour, by food group, healthy/unhealthy, etc. If they
don’t say it, suggest grouping the items by taste or texture and elicit or teach some vocabulary,
such as sweet, crunchy, spicy, soft, etc.
• If your platform has an annotate function, learners could group the food items in different ways,
e.g. by circling the healthy items green and the unhealthy items red.

4. Speaking practice (10–15 minutes) slide 4

• Play a guessing game. Learners choose or are told a food item in secret. The other learners ask
yes/no questions to work out what it is, such as Is it big? Is it a vegetable? Is it sweet? You can
decide how many questions they are allowed to ask before making their guess as to what it is.
You could play this game in breakout rooms, if the platform you’re using has this function, and
your learners are comfortable and responsible when working in breakout rooms, or as a whole
class with the learners in teams. Either way, demonstrate the game first by thinking of an item
yourself and getting the learners to ask you questions.
• If you choose to use breakout rooms:

- One learner chooses their own food item for the other learners in the room to guess. After
the set number of questions has been asked, the other learners write their idea on a piece of paper
and all show the camera at the same time. The initial learner then says if anyone is correct. Then
the next learner chooses an item, and so on.
- You may wish to remind the learners of the ‘breakout room rules’ before you move them
there, for example speaking English only, staying on task, etc.
- Monitor the learners during the activity by regularly moving between breakout rooms. If
your platform has the function, turn your camera off while you monitor so as to disturb the learners
less when you enter a room.
- Before you bring learners back to the main room, visit each breakout room briefly and
announce that they have two more minutes before you will bring them back. After two minutes,
bring all the learners back.

38
• If you choose to play as a whole class with the learners in teams:
- Choose a food item for the first team, and message them privately so they know what it is
(or write it down on paper, ask the other learners to turn away from the screen and show the first
team via the camera).
- The other teams take turns to ask questions. Make sure that when it’s a team’s turn again,
a different learner from that team gets to ask a question.
All the members of the first team get to say yes or no to each question.
- After the set number of questions has been asked, all the learners write their idea on a piece
of paper and all show the camera at the same time.
The first team then say if anyone is correct. If you wish to award points, then each team can receive
points according to how many members guessed correctly. Then play again with the next team.
• Slide 4 shows some language you could display to support the learners during the task although
you may wish to provide different or extra examples.

5. Encouraging creativity (10–15 minutes)

paper or mini whiteboard
• Ask the learners to help you draw a monster. Ask them how many eyes it’s got, if they’re big
or small, then how many ears, and so on. Draw the monster as the learners dictate to you on a
piece of paper or a mini whiteboard. They can raise their hands physically or using the ‘raise
hand’ function if your platform has one.
• Once it’s drawn, elicit a name for the monster and that it’s very, very hungry! What kind of
food do they think the monster likes and doesn’t like? For example, it likes sweet food but it
doesn’t like green food.
• Ask the learners to write or draw a food item that they think the monster would like to eat, for
example strawberries because they’re red and sweet.
• Nominate two learners to show their items at the same time. Ask the other learners to say if
they agree. Then, ‘combine’ the foods. For example, if the two learners had strawberries and
pizza, ask the class if they think the monster likes strawberry pizza!
Repeat with the other learners.

6. Homework – creating a restaurant menu

(5 minutes) slide 5
• Tell the learners that the monster is still hungry and wants to go to a restaurant. They need to
plan a menu for the monster.
• Use slide 5 or a similar support to elicit some ideas for dishes. Encourage their imaginations!

39
• Explain that this is their homework and tell them how many of each (starters, main meals,
etc.) they need to include. They can also draw pictures and decorate their menu.
• In the next lesson, learners could use these menus to role play serving the monster in the
restaurant. At the end of the lesson slide 6
• Praise the learners for their participation and work and tell them you’re looking forward to
seeing them again in the next lesson.
• Make sure they know how to exit the platform and wait until they all leave before leaving
yourself.

40
 Lesson plan
Dictionary.com as a Classroom Resource

Intermediate to high level student

Subject: English
Target: recognize the usefulness of a dictionary and the multiple features of the dictionary.com
website.
Objective: SWBAT (Students will be able to) use www.dictionary.com as a resource to
understand vocabulary in context by practicing researching at least 3-5 vocabulary words on the
website.
Time: 55 minutes
Materials: tablets or computers, internet access, ear phones (optional)
www.dictionary.com is a website that offers much more than a definition to a word. It also
clearly shows that many words have a noun, verb and adjective use. It has audio to practice
pronunciation, a link for sentence examples that use the word, and a list of synonyms for the
word. You can find quotes using the words. The home page of the site has word of the day,
quotes of the day and thought provoking questions and information. This sounds like a
commercial for the website but if students take a day and practice using it; it could
completely change how they read and understand and help them leave their translator at
home.

Application:

Warm-up: (You may use a vocabulary word from a lesson you’ve worked with or use the
following) Start with the vocabulary word CHARACTER, put it in a sentence:

The character in the story was courageous when he tried to save the children from the fire.

The character of the criminal was questionable.

41
Ask students what character means in each sentence. (of course if you think some students may
know the difference, choose your own vocabulary examples)

Practice 1: Have students log on to www.dictionary.com and take a few moments to get familiar
with the website and show students the various features: word for the day, games, quotes…etc

Practice 2: Have students type character in the [search dictionary] bar.

Help students look thru the various definitions. Show the students you can expand the list of the
definitions
Teacher shows Ss the noun, verb, adjective and idioms this word is used as.
Application: have students write a sentence using the vocabulary word for at least 2 of the
different parts of speech; to be turned in for correction.
A list of vocabulary words from a story from Even More True Stories, Level 5. Use your own if
you have an activity you will be working on. Use as needed for practice.

42
 DİGİTAL GAMES

https://wordwall.net/fr/resource/32020023/l-imagier-des-fruits (5-6 years old)

https://wordwall.net/fr/resource/47505283/le-corps-humain-the-human-body (6-8 years old)

https://wordwall.net/fr/resource/47514790/vocabulaire-de-position-position-vocabulary (6-8
years old)

https://wordwall.net/fr/resource/32738111/1les-fruits-2the-fruits (5-7 years old)

https://learningapps.org/watch?v=p7mbonyb223 (different languages)

https://learningapps.org/display?v=pie4snsxa23 (count in English)

https://wordwall.net/fr/resource/42428108/animals (natural science 6-8 years old)

https://wordwall.net/fr/resource/42426098/france-geography-and-history (9-10 years old)

https://learningapps.org/watch?v=pib03z7gn23 (water vocabulary)

https://learningapps.org/watch?v=pfmdoj6oj23 (Numerical line)

https://learningapps.org/watch?v=p9x7927t323 (la maison/the house 8-11 years old))

https://learningapps.org/watch?v=pr9303b3n23 ( geometry 7-9 years old)

https://wordwall.net/fr/resource/54693297/la-famille-the-family ( 7-9 years old)

https://learningapps.org/watch?v=pdwmak9yj23 ( the animals of the same family: the male, the

female and the young)

https://learningapps.org/watch?v=peibxy6ka23 (musical instrument)

https://wordwall.net/resource/33116024

https://wordwall.net/play/33116/024/301

43
https://kahoot.it/challenge/08681670?challenge-id=f0f12826-2a1f-4925-9fbf-
48bf1645c57f_1680028159847

https://create.kahoot.it/share/what-about-greece/1bb16621-3833-4dfb-b34a-5117ee9defb5
https://wordwall.net/it/resource/13889383/daily-routine
https://wordwall.net/it/resource/14241693/housework
weather:
https://learningapps.org/display?v=p0j58q36222

Food containers
https://app.nearpod.com/?pin=BBA8E6BDE0ADB422D2950FEB20659990-
1&&utm_source=link
Sports

https://wordwall.net/it/resource/62154064/sports

Partners country quiz

https://wordwall.net/it/resource/62158038/partners-country-quiz

https://wordwall.net/resource/33897000

https://wordwall.net/tr/resource/54599086 ( SCİENCE FİCTİON CLASS – TURKISH)

https://wordwall.net/tr/resource/54599086 (SCİENCE FİCTİON CLASS – ENGLISH)

https://wordwall.net/tr/resource/54636238 (MATHEMATICS CLASS - TURKISH )

https://wordwall.net/tr/resource/54637536 ( MATHEMATICS CLASS– ENGLISH )

https://wordwall.net/resource/54637646 (ENGL)
https://wordwall.net/resource/54636983 (ENGLISH CLASS)

NEARPOD - https://app.nearpod.com/?pin=A33F530114C4C9ECCBED6D0DB5C5783E-
1&&utm_source=link (facts about each country of the project)

Kahoot - https://play.kahoot.it/v2/?quizId=40afeccc-e61c-4a76-a5a6-75b9264d2440

44
 https://play.kahoot.it/v2/?quizId=d38bb513-a064-4dde-93e0-08b508171a8d (What I
know about english)

Wordwall - https://wordwall.net/pt/resource/30728505 ( capitals of Europe)

https://wordwall.net/pt/resource/30981851 (environmental issues)

https://wordwall.net/pt/resource/30727887 (present simple - daily routine)

Educaplay - https://www.educaplay.com/learning-resources/13532597-
countries_and_nationalities.html (countries and nationalities)

https://www.educaplay.com/learning-resources/14284471-united_kingdom_map.html (UK map)

https://www.educaplay.com/learning-resources/13028055-capitals_of_the_world.html (capitals of
the world)

Genially - https://view.genial.ly/635f94f0fc76cc001afc2d85/interactive-content-how-much-
do-you-know-about- halloween-escape-game ( Halloween)

Learningapps - https://learningapps.org/display?v=pdqc1ziut20 (Halloween)

https://learningapps.org/display?v=p0wo3ihtn20 (jobs)

Music - https://youtu.be/4vkGUhlADQA

https://wordwall.net/resource/33897000

https://wordwall.net/resource/33897000/maths-multiplication-second-class

https://wordwall.net/resource/54932391

https://wordwall.net/resource/54931584

https://wordwall.net/resource/54933322

45
 Our partnership aimed to keep up to date with the latest methods and best
practice in European Education and social inclusion through gamebased learning
and to create a European dimension and promote global citizenship.

COORDINATOR:

GRADINITA NR. 1, PANTELIMON, ILFOV, ROMANIA

PARTNERS:
ECOLE ILE DE FRANCE
27 PRIMARY SCHOOL OF IRAKLION
AGRUPAMENTO DE ESCOLAS DO BARREIRO
EDUCOM+
GOBU ORTAOKULU
INSTITUTO COMPRENSIVO STATALE ALESSANDRO VOLTA

DISCLAIMER: The European Commission support for the production of this publication does not
constitute an endorsement of the contents which reflects the views only of the authors, and the
National Agency and Commission cannot be held responsible for any use which may be made of
the information contained therein.

46
 BIBLIOGRAPHICAL SUGGESTIONS

http://www.wikipedia.ro
http://www.scritub.com
https://kahoot/
Didactic.ro - comunitatea online a cadrelor didactice

47
 EDIT COM MOROȘAN
E-mail: [email protected]
Tel: 0744 491 233
Str. Libertății nr. 61, Dragomireș Deal, Ilfov

48