UNIT 18

What are some of the functions of language-learning games in primary English classrooms, according to Moon (2005)?

• Only motivating students and reducing anxiety

• Motivating students, providing a meaningful context for communication, practicing basic linguistic skills, connecting to different intelligences, spurring creativity, and teaching social interaction skills

• Focusing solely on vocabulary development and communication skills

• Using games exclusively for enjoyment without considering their educational value

According to Moon (2005), why are games considered an efficient way to teach English in the classroom?

• Because they distract students from learning materials

• Because they focus solely on language learning and exclude other skills

• Because they maintain and enhance motivation, provide a meaningful context for communication, and connect to various intelligences

• Because they are entertaining, regardless of their educational value

According to Richard and Rodgers (2014), what is the focus of Task-Based Language Teaching (TBLT) principles in language-learning games for primary classrooms?

• Production and correctness over speaking

• Purposeful activities that require communication to achieve a goal, with speaking prioritized over production or correctness

• Drill-based activities for new language items

• Focus solely on correct language usage without any communicative goal

How does the game 'Spelling Bee' contribute to language learning in the elementary English classroom?

• By promoting listening skills only

• By encouraging team collaboration and communication

• By emphasizing correct pronunciation

• By focusing solely on syntactic structures

What is the role of ludic elements, such as luck, competition, and cooperation, in language-learning games for primary English classrooms?

• They distract students from language learning

• They should be avoided as they hinder language acquisition

• They make teaching time more exciting and engaging for young learners

• They complicate the learning process and cause anxiety

According to Seelow (2022), why is linking the language game to the learning objectives crucial for effective instruction in primary English classrooms?

• It ensures the game is entertaining

• It aligns with the principles of Universal Design for Learning

• It accommodates students of varied language proficiency levels

• It fosters a sense of healthy competition and motivation

In the context of language-learning games, what is the significance of recognizing diverse learning styles, as mentioned in the passage?

• It emphasizes the need for extreme levels of difficulty

• It focuses solely on visual preferences

• It helps cater to a spectrum of learning approaches among students

• It promotes competitive games over cooperative ones

How can gamification be incorporated into the primary English classroom, as mentioned in the passage?

• By using traditional language-learning methods exclusively

• Through the use of rewards and incentives, such as badges or certificates

• By eliminating competition and collaboration to focus on individual learning

• By avoiding digital language games and only using traditional board games

What role do rewards and incentives play in the gamification of the primary English classroom?

• They hinder motivation and achievement

• They create a sense of achievement and motivation for students

• They are unnecessary in a gamified learning environment

• They discourage students from participating in language games

According to the passage, what is the purpose of the 'Self-esteem fan' activity in the primary English classroom?

• To teach students about different objects

• To promote communicative competence

• To boost students' confidence

• To enhance memory retention skills