CONTEXT The learning of language for primary school learners is an significant step in the future being successful conversationalists. Teachers can not continue to supervise the sense of early learning language ability. Research indicates that when professors provide games and play in their teaching, English as a foreign language is best learned and exploited by primary pupils. Educators may build inspiration with games and generate increased interest. In fact, the usage of competitive games should help teachers improve trust and self-esteem in students, two important aspects in the management of language education. Games will rely on specific abilities, vocabulary, listening, communicating, writing, understanding, pronunciation and they can be incredibly complicated. Games often allow every professor design ways in which the words are relevant and significant. They involve one way to support students understand language instead of simply studying it. OBJECTIVES 1. Promoting language acquisition and raising the participation of early-age learners in language study by at least 40 percent 2. Increase student interest and inspiration by at least 50 percent in English classes 3. To encourage EFL teaching staff to share best practices around Europe 4. To encourage English teachers to improve their skills 5. Improving language learning and pupil skills growth (by at minimum 10 points on a scale 0-100) 6. To build the self-esteem and trust of the learners at using English 7. To cultivate appreciation for other beliefs, intercultural relations and empathy... NUMBER AND PROFILE OF PARTICIPANTS Teachers-mainly primary English teachers. In each transnational operation we will involve at least 4 teachers / government. They are EFL teachers at primary level and their work in the project will be in the limelight. They will participate directly in the project, by attending LTTAs, but also indirectly, by applying activities and games with students before and after the transnational meetings Students-are interested in the project's internet communication and interaction, including playing games during English courses. In our schools these are children aged 6-11 (around 500 students). We will be at the center of the events at their school's transnational conference. They attend online meetings before LTTAs where they speak about the host country with their peers MAIN ACTIVITIES C1 – Education through games – current method in partner countries C2 – Teaching grammar and vocabulary through online games C3 – Teaching reading and writing through interactive games C4 – Teaching listening and speaking across outdoor team games C5 – Teaching English via web, interactive and indoor / outdoor games METHODOLOGY Till the main tasks, teachers work with their learners on the particular issue of exchange, deliver and test games and activities. Based on the feedback from the students, they choose the practices they will extend to host students throughout the LTTAS. In C1, the organizer coordinates round tables and seminars on the theme Teaching English across games, in which attendees provide the presentations and analyze the conceptual dimensions of using games in language courses. In C5, partners bring together the practices and modify the final content product and layout – a catalogue of English games.All partners facilitate a regional workshop with teachers from EFL. RESULTS Outputs: comparative analyzes in C1 between partner countries regarding education systems, EFL curricula, 3 sets of games as a result of C2-C4, which will be submitted to an open access platform during C5 and introduced at regional conferences. Other results include: lesson plans created in mixed teams, learner,s work, presentations about participating countries, online group notes, language portfolios, twinspace, website, social media pages, articles testimonials, input forms, initial and final reports, evaluation and effect reports, development plan, five regional assemblies to disseminate the final product. IMPACT AND LONG-TERM BENEFITS Schools must increase their human capital as trained English teachers are expanding and building a European network that can connect beyond the school. Learners need to improve their knowledge of English and thus gain better results in end-of-cycle exams and school competitions. Educational institutions without Erasmus+ expertise will develop the capacity to carry out projects.
CONTEXT The learning of language for primary school learners is an significant step in the future being successful conversationalists. Teachers can not continue to supervise the sense of early learning language ability. Research indicates that when professors provide games and play in their teaching, English as a foreign language is best learned and exploited by primary pupils. Educators may build inspiration with games and generate increased interest. In fact, the usage of competitive games should help teachers improve trust and self-esteem in students, two important aspects in the management of language education. Games will rely on specific abilities, vocabulary, listening, communicating, writing, understanding, pronunciation and they can be incredibly complicated. Games often allow every professor design ways in which the words are relevant and significant. They involve one way to support students understand language instead of simply studying it. OBJECTIVES 1. Promoting language acquisition and raising the participation of early-age learners in language study by at least 40 percent 2. Increase student interest and inspiration by at least 50 percent in English classes 3. To encourage EFL teaching staff to share best practices around Europe 4. To encourage English teachers to improve their skills 5. Improving language learning and pupil skills growth (by at minimum 10 points on a scale 0-100) 6. To build the self-esteem and trust of the learners at using English 7. To cultivate appreciation for other beliefs, intercultural relations and empathy... NUMBER AND PROFILE OF PARTICIPANTS Teachers-mainly primary English teachers. In each transnational operation we will involve at least 4 teachers / government. They are EFL teachers at primary level and their work in the project will be in the limelight. They will participate directly in the project, by attending LTTAs, but also indirectly, by applying activities and games with students before and after the transnational meetings Students-are interested in the project's internet communication and interaction, including playing games during English courses. In our schools these are children aged 6-11 (around 500 students). We will be at the center of the events at their school's transnational conference. They attend online meetings before LTTAs where they speak about the host country with their peers MAIN ACTIVITIES C1 – Education through games – current method in partner countries C2 – Teaching grammar and vocabulary through online games C3 – Teaching reading and writing through interactive games C4 – Teaching listening and speaking across outdoor team games C5 – Teaching English via web, interactive and indoor / outdoor games METHODOLOGY Till the main tasks, teachers work with their learners on the particular issue of exchange, deliver and test games and activities. Based on the feedback from the students, they choose the practices they will extend to host students throughout the LTTAS. In C1, the organizer coordinates round tables and seminars on the theme Teaching English across games, in which attendees provide the presentations and analyze the conceptual dimensions of using games in language courses. In C5, partners bring together the practices and modify the final content product and layout – a catalogue of English games.All partners facilitate a regional workshop with teachers from EFL. RESULTS Outputs: comparative analyzes in C1 between partner countries regarding education systems, EFL curricula, 3 sets of games as a result of C2-C4, which will be submitted to an open access platform during C5 and introduced at regional conferences. Other results include: lesson plans created in mixed teams, learner,s work, presentations about participating countries, online group notes, language portfolios, twinspace, website, social media pages, articles testimonials, input forms, initial and final reports, evaluation and effect reports, development plan, five regional assemblies to disseminate the final product. IMPACT AND LONG-TERM BENEFITS Schools must increase their human capital as trained English teachers are expanding and building a European network that can connect beyond the school. Learners need to improve their knowledge of English and thus gain better results in end-of-cycle exams and school competitions. Educational institutions without Erasmus+ expertise will develop the capacity to carry out projects.