TO DESING VIDEO GAMES TO HELP STUDENTS TO LEARN ENGLISH AT SIXTH LEVEL IN DON BOSCO EDUCATIONAL INSTITUTION
WHAT´S VIDEO GAMES?
According to ¨American Humanistic Association¨ (Keith Garret), one element of modern life that can use a splash of rationalism is the effects that video games can have on children. It is surprisingly rare to find an evenhanded discussion of video games in the media.
WHAT IS TETRIS GAME MAKER?
Languages online Tetris is played like other versions of the game. Different shaped blocks fall from the top of the screen. The blocks can be moved to the left or right and can be rotated to form completed rows. When a row is complete it disappears from screen and points are added to your score. If rows are not completed they remain on screen. These unfinished rows build up, making it harder and harder to maneuver the falling blocks into place. The game ends when the blocks build up to the top of the play space.
WHAT IS A MEMORY GAME?
In this interactive memory game the player must find the matching pairs of cards. To do this click on a card in the top row and then click on a card in the bottom row. If the cards match the cards remain face up. If not, the cards will turn back over and you can try again until all pairs have been found.
WHAT’S MATCHING GAME MAKER?
In the languages online matching game there are two columns. Each column contain six lines. To complete the game the player must draw a line between the matching pairs from each column. The matching game maker allows you type in or record your own text or voice recordings in each column.
WHAT’S COMPREHENSION TASK GAME?
The comprehension task maker is a program that can be downloaded and installed on your computer. Once installed, you can use the comprehension task maker to create your own customized interactive multimedia comprehension tasks.
WHAT IS A SENTENCE GAME?
A languages online sentence game begins with a sentence that has one more words missing, and number of possible ¨answer words. The player must select the correct answer words to complete the sentence structure and word order, and depending on the answer options that appear in the game, it can be used to for practicing agreements, adjectival endings, articles or many other grammatical points.
RESEARCH QUESTION
What is the effect of using video games on the generation of the oral participation in the classroom of the sixth graders at “Don Bosco” high school?
JUSTIFICATION
The oral communication (motivation to speak in class) has been minimized in the classroom, leading the students to adopt a passive attitude in what respects to their oral participation. Some causes that produce that situation are:
PROBLEM STATEMENT
HYPOTESIS
The use of the video games will generate oral participation in the classroom of sixth level students at “Don Bosco” high school.
CONCLUSIONS
• various tools technology that is have at their disposal such as websites, computers, games, etc., video beam video) are of great help for the ense anza and learning both in english and in the different areas worked in the institution, since bestowed and motivate the students to study, learn, and in our case to obtain a high level of oral participation in students
• the production of oral participation was effective not only in the viedeojuegos but also in the exercises written on the board by putting in practice the vocabulary presented by students in each subject.
• We can conclude that through the realization of the 5 videogames sixth graders of the institution educative don Bosco had a greater motivation for oral participation in English class.
• through the work performed with sixth graders of our institution can determine 5 videogames dise adds to have a good effect on the students, since video games promoted a high level of oral participation in sixth grade students and had great acceptance, were easy to work, helped to improve communication skills n (talk, read, write, listen) in addition to generating a motivation towards the practice of the English vocabulary
• through the survey to sixth graders of our institution can conclude that videogames dise ads improved the level of English of the students by means of these might work some of the skills of communication as read, write, speak and listen.
RECOMMENDATIONS
• To conduct talks for students to practice vocabulary and increase their oral production.
• A recommendation is that students not only in school can be learned but also in their homes can use various technological tools to learn more things so.
• We can recommend other teachers to promote leisure and recreational activities that motivate students to learn and improve their academic level
• We recommend students have these video games and home, in order to practice vocabulary and some themes proposed in the classes and so results best academics and improve their learning.
• With work carried out with students from sixth can recommend teachers the use of the different technological tools for the Anza ense of the topics of the classes, since through these tools students are feeling more motivated to turn.
OBJECTIVES
Specific objectives
• Design five videogames using web pages
• To practice vocabulary related to the different topics
• To get a higher level of motivation of the students in their English classes playing with the video games.
