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1. Upload a picture or video of your children engaged in playing with your teacher-made communication games with teacher's facilitation.

上传您的孩子玩游戏的图片或视频。

2. What questioning techniques did you use to facilitate speaking and listening skills during the game?

在游戏过程中，您使用了哪些提问技巧来提高口语和听力技能？

3. What learning outcomes did you observe? (SED, Language)

您观察到什么学习成果？ （社交情感和语言）

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1. Game title: Road to primary school
- A game that is adjacent to Snake and Ladder whereby children will take the road from MFS to primary school. Along the way, the children will come across challenges and scenarios which they have to solve through speaking.

2. Questions asked
- What are the different facilities in a primary school?
- What is our aim in this game?
- Why do we need to know the different place in a primary school?
- How do we solve the problem?

3. Language and Literacy
- Listen to variety of texts, discussions and presentation with sustained attention and interest for enjoyment  and information.
- Use vocabulary in different contexts.
- Use oral language appropriately, confidently and with increasing accuracy to communicate and to justify a point of view.
Social Emotional Development:
- Express their opinions.
- Recognise situations where they need to seek help from a trusted adult.
- Reflect on the consequences of their solutions/decisions on self and others.

4. Conflicts observed:
- The children were unable to reach to an agreement that certain drawings or scenario cards depict a particular facility in a primary school. Therefore, the children discussed similar items and prominent things that are applicable to that particular scenario.

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1. 游戏《学校大冒险》
2. 提问：＂小学都有什么设施？＂＂学校里都有哪些人员？＂＂你会在学校里做什么活动昵？＂＂你喜欢这个游戏吗？为什么？＂你可以把地点放在前面，再说一次吗？
3．社交情绪：因为游戏是两人－组，可以3组同时进行，因此促进了幼儿的合作意识，轮流进行的分享规则意识。帮助同伴进步及成功的喜悦，提高与人交往的能力。
语言：提高口语表达能力和语言的组织能力。对事物的认知能力及聆听能力和专注力。

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1. Game title: Monopoly: Primary School Edition

2.
Recall: What are some places we can find in a Primary School?
Understand: What can we do in these places in Primary School?
Analyse: What are some things you need to bring to Primary School?
Apply: What happens if you forget to bring wallet to Primary School?
Create: Can you make a sentence to share more about where this place is and what can you do there?

3. Learning Outcome:
Language and Literacy
L02 Express or elaborate ideas using appropriate language features
L15 Follow verbal instructions that involve a series of actions
L12 Recall and talk about experiences and events
L09 Respond appropriately when spoken to or questioned
Social-Emotional Development
S09 Express their opinions
S10 Discuss feelings when faced with significant changes in life (e.g. moving on to primary school)
S22 Approach tasks with flexibility and inventiveness
S33 Express concern and offer help to people in need
S44 Negotiate with peers to reach an agreement

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1.《火车接龙游戏》。
2.通过该游戏，幼儿轮流等待进行游戏，并细心观察颜色配对，在游戏时，幼儿还能够学习轮流提问以及尊重他人等社交情绪发展。
3.游戏前，引导幼儿观察游戏图卡并让幼儿分享游戏图卡里的内容。如:都有什么天气？有什么动物？都在哪里？做了什么？
此游戏可1-4人一起玩，游戏时，引导幼儿轮流等待。如:禹泽拿到卡片时问，雨天小猫要做什么呢?峰恺说：“可能会吃饭”，”庭锐说：“等一等就知道了。”
4.最后老师加入游戏，跟幼儿一起进行探讨，增加了幼儿的表达范围。
5.挑战及解决-有些幼儿只会讲出图片意思，但不能连成句子，还需要一些时间进行口语表达的练习。

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Applying Bloom's taxonomy question techniques, the game was facilitated via questions to help the children to Remember, Understand, Apply, and Analyse through their previous learning experiences and social play during playing similar board games such as Snakes and Ladders, and the Aeroplane game.

Example questions included: "What do you think happens when you land on that picture/number?", "What does the picture show?", "How would you sound out the letters in that word?", "How many more fingers would you need to make the number 8?"

Such questions helped the children interpret and make sense of the gameplay, as well as encouraged them to seek understanding from their higher ability peers, thereby fostering better communication and promote listening and prosocial skills among themselves. Positive learning outcomes in SED were observed, where the children demonstrated turn-taking, perspective-taking, and able to come up with different solutions and ideas to help their peers, and overall it was not about winning the game. It was heartwarming to see the children focusing on enjoying the game with their peers. :)

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1) Lai Eat Sedap Unavu
Sebelum bermain kami telah berbincang mengenai perkataan di kad bergambar dan di dadu. Kami juga berbincang mengenai cara bermain.

2)Kanak-kanak bertanya dan menjawab soalan 1H5W yang mudah seperti berikut:
-Apakah nama makanan ini?
-Siapa yang suka makan ini?
-Mengapakah awak pilih bahan ini?
-Di mana kita boleh beli makanan ini?
-Bagaimana cara memakannya?
-Bila kita boleh makannya?

3) Mereka dapat mengambil giliran. Mereka dapat memilih apa yang mereka rasa adalah bahan yang betul. Mereka tidak ragu dan sangat konfiden dengan pilihan mereka.

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1. Game Title: Skool - Do
(A game where the children play as detectives trying to solve the mystery of WHO was doing WHAT at WHERE)

2.
Recall - Do you remember how many cards did I place in the envelop?
Understand - What are we trying to find out through this game?
Analyze - If we tick these boxes, do you think the card will appear in the envelop, why?
Apply - Your friend has shown you a card, what can you do with this information?
Create - Can you create your sentence with the information you want to find out?

3. Learning Outcomes:
Social Emotional
S09. Express their opinions
S21. Initiate, plan and carry out tasks
S44. Negotiate with peers to reach an agreement
Language
1. Listen to information from a few sources, make connections and respond appropriately
2. Ask relevant questions to gain information and understanding, and seek clarification (e.g. “why”, “who”, “how”, “what”, “when”, and “where” questions)
3. Recognise high frequency words and/or familiar words that are taught or introduced

Conflicts Observed:
1. The children working together were not able to reach an agreement as to which location they would like to go next.
2. The children were unwilling to stop the game until someone guesses and wins.

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2. 这是一个《问、答、猜》游戏，这个游戏可供两位幼儿一起进行，通过一方问问题，另外一方回答来猜对方手里的卡片是哪里/什么物品。
例如问题可以问：
你的卡片里是一个地方还是一件物品？
那里可以吃饭吗？
那里可以踢球吗？
那件物品可以用来画画吗？等等。

3. 学习成果
通过这个游戏幼儿能够锻炼思考能力，提问技巧和记忆力，而且也会学习到在小学和幼儿园里不同的场所都可以做什么事情。比如：哪里可以看书、哪里不可以踢球、哪个物品是需要带去学校的，等等。从玩中提高幼儿们的语言能力，同时也促进幼儿们之间的社交能力。在这个游戏中，幼儿不但练习到了语言、思考能力，还可以让幼儿感受到挫败感，并自我调整和不放弃的精神，直到一方猜到正确答案为止。

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Sebelom bermain,guru telah menerangkan kepada kanak kanak peraturan dan cara-cara bermain permainan ini. Pada mulanya mereka kurang tahu bagaimana untuk bermain namun setelah beberapa kali bermain,mereka dapat mengetahui cara permainan ini.

Kanak-kanak berkomunikasi dengan bertanya jika makanan tersebut berada di kategori yang mana.

Mereka menggunakkan SED di mana rakan rakan dapat membantu antara  satu sama lain

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1.我准备好上小学
2 问题：
1 . 两个骰子的数字总和是多少？
2. 游戏底板上有哪些标志？你能理解是什么意思？
3 . 你走到有问号的格子应该做什么？
4.  你拿到的卡片上画的是学校的什么地方或活动？你会怀念幼儿园的什么？期待小学的什么？
5. 小学和幼儿园有什么不同的地方？

3 学习成果
1）幼儿能参与制作游戏卡片，画出小学的不同场所。
2）幼儿能观察图片，说出图片内容，说出在小学的操场 食堂 课室 应该做什么。
3）通过游戏，幼儿讨论小学可能发生的事情，遇到问题会怎么做？
4）幼儿能说出小学和幼儿园的不同之处，为上小学做好心理准备。
祺蒽：在小学，学生要帮忙老师收作业，我的哥哥告诉我的。
渝蒽：幼儿园有角落游戏，小学没有了。
曾涌恒：在小学要收好自己的铅笔盒，每天放在书包。
蔡欣恩：幼儿园有游戏活动，小学要做功课。
翁正： 小学要自己买食物吃，可以买自己喜欢吃的。
林浩恩： 在食堂地上有水，不看的话，会跌倒，买的食物就会撒在地上。
嵘杰： 我会分一点钱给他，让你重新买吃的。

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这个游戏主要是语言，数学，社会情感领域。可以更换主题，这次我们主要是熟悉新加坡的景点，食物，交通工具和家人。幼儿们按照所丢的骰子的数量前进。当遇到抽取卡片时，幼儿们可以根据图片的内容说出相应的词语。当遇到桥的时候，幼儿们可以选择挑战，第一关是进行数学颜色的模式排列。第二个层次的桥挑战是进行排列图片，并说出相应的句型。最后，看哪一队先到达宫殿，谁的卡片多。
2）在游戏中，直接根据幼儿们的骰子，抽取的卡片，闯关的卡片进行提问，有时候，他们说不出，可以让朋友帮忙，他们再重复正确的答案。锻炼幼儿们的听力，请她的朋友重复说出正确的说法。
3）在游戏中，我观察到幼儿们学习了如何与朋友交流，轮流进行，也学习到一些词语和句型，数学的模式和数量。

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诚实一班 《找朋友》找相同物品游戏

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活动过程：1.老师引导幼

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活动过程：
1.老师引导幼儿观察图卡内容，对比不同卡片之间的相同点，在找相同点的同时，从而解释游戏规则，强调游戏的玩法。
2.带领幼儿游戏，老师先加入游戏，在与幼儿的互动游戏中进一步演示游戏玩法。
3.活动结束后，请幼儿分享游戏感受，一起设想其他的玩法。

幼儿表现：
1.华族幼儿和马来族幼儿都能理解游戏玩法并积极参与游戏。个别幼儿在一开始讲解游戏时不太清楚游戏规则，但在游戏中亲身参与后逐渐熟悉玩法。
2.当幼儿找到和自己相同卡片内容的朋友时，非常兴奋，会主动凑在一起拥抱。
3.游戏结束后，幼儿都能积极分享游戏体验，惠匀说很难，因为太多小朋友很难找。

挑战及解决办法：1.幼儿一开始听不懂游戏规则，于是老师加入游戏，演示并引导，幼儿逐渐清楚玩法。
2.个别幼儿分享游戏太难找不到朋友：老师鼓励幼儿创设更简单的玩法，大家积极思考并总结，可以一个人玩配对游戏；两个朋友比赛配对游戏；每次游戏时减少卡片数量和人数等方式。

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1.  Lai Eat Sedap Unavu                                     Picture cards were introduced before playing the game.                                            2. I used the 5Ws to ask questions. Questions asked -

What food is this?

How many food are needed for this set?

Which ethnic group does the food belongs to?                                              3. Language skills was enhanced. Children build on their vocabulary. Turn taking and playing cooperatively SED skills were also seen during the play.   4. The fan wind was stronger then the magnet that the picture card fall off a few times. 5.Naytran wanted the Nasi Lemak set instead of his Porridge set. He wanted to exchange with Maya but Maya refused. He was unhappy and did not want to play. I explained that they will eventually take all the different trays and they to wait patiently for their turn.

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2. What questioning techniques did you use to facilitate speaking and listening skills during the game?
- Used my question cards and intentionally let them use the "How, what and where questions" to gain information and clues during the game.

Prior to the activity, we demonstrated to the children on how to initiate and play the game with their peer. Then the question cards were reintroduced for them to get more clues of the animals.

Some questions that children asked were:
"What does this animal likes to eat?"
"Where can I find this animal?"
"Where does this animals leaves?"
"How does this animal move?"

3. What learning outcomes did you observe? (SED, Language)
SED - Taking turns with others, perseverance
LL - Understand simple questions, Develop conversational skills by starting a conversation, taking turns to listen and speak, Ask questions to gain information

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-这是一个语言和数字的游戏，共有两个骰子，一个是数字，另一个有三种颜色和三个问号。小朋友要同时投两个骰子，如果是颜色，就要根据骰子的数字和颜色，选择相应的熟悉和颜色的kuti kuti.如果是问好，就要那一张问好卡，根据卡片，选择一位同伴提问，答对的同伴就可以得到跟骰子相应数字的kuti kuti.反之，就要给提问人跟骰子相应数字的kuti kuti.其中一位同伴的kuti kuti没有了，游戏就要停止，其他的同伴就要数看谁的kuti kuti最多，就是赢家。
-提问卡里的问题是针对水里、陆地等动物的特性来进行提问。小朋友们要根据自己的认知来回答问题。
-遇到挑战的问题是：小朋友们还不能掌握提问卡的内容提问。在设定提问的时候，有一定的难度，因为小朋友们还能认读很多的词汇。

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2. The questioning technique used were a mixture for eg with the LA children, I asked questions based on what they remember and understand such as What will they do if they wear the Sari?/Can you explain how they will go to the zoo?. For the HA children, they needed prompters or questions that helped them to create their own statements like Imagine you are the person in the story, what will you do?
The categories were also relatable and children felt connected during the game to form their own sentences/stories. When they look at the picture , they also try to read the words.
3. SED-S40-S42
LL-Listen for information and Understand information from a few sources, make connection and respond with actions and/or words
-Articulate ideas and thoughts in well-formed sentences
-Participate in discussions through sharing of ideas and opinions appropriate to purpose, audience and context

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Counting the number and colour to pick. (Medium Level)

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Children putting their hand up to answer when the “Who am I?” card was read out.

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1、骰子游戏
2、幼儿通过掷骰子往前走，当走到有颜色的圆圈时，双方都要抽出与圆圈同样颜色的图片片，一方是图片，一方是提问卡，而拿图片卡片的一方需要回答对方的提出的问题，然后才可以往前走。幼儿们在这个游戏中，可以学习数学、语言，以及与同伴合作良好学习品质。
3、游戏中的提问卡只是一个提示，幼儿不需要局限在提问卡里的问题，他们可以根据自己的生活经验针对图片内容提出任何问题，而对方也可以根据自己的生活经验，以及已知知识回答问题。
4、遇到的挑战是：
1）当幼儿提完问题后，不知道该如何继续进行游戏。
2）有的幼儿回答不出对方提出的问题时，游戏也暂停了。
3)刚开始进行游戏时，幼儿们不知道该如何合作。
5、当禹腾提问对方“鳄鱼喜欢吃什么？”地时候，义伟回答说：“鳄鱼喜欢吃鱼。”，而禹腾马上提出反对意见说：“鳄鱼喜欢吃肉。”，两个人就这个答案进行了争执。于是老师说他们两个的答案都是对的，因为“鱼”也是包括在“肉类”里，幼儿们通过这次的争执事件，又增加了知识。

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2. Share how this game supported the children in speaking and listening. What SED skills did they practice?

This is a language and numeracy based game that required children to communicate with one another when playing. They had to choose a friend to answer the question from the “Who am I?” Cards.These cards helped children to practice their listening and reading skills. The SED skills practiced were turn-taking, expressing their own feelings effectively to others, recognising feelings of others and offering to those in need and playing cooperatively with others.

3. What questions did you use to facilitate the game (This can be before/during/ or after the game.
-Who rolled the biggest number?
- What do you need to find?
-Do you need help to read the card?
-If you are not able to find the ______, would you like to ask a friend to help you?
-Who put their hands up first?
-Who would you like to choose to answer the question?
-Is it an insect/ bird / farm/ sea/ jungle animal?

4. What were some challenges you faced?
The first ‘challenge’ having only one ‘?’ face on the dice. The probability of children picking a card was lower and so it felt mundane to the adult. Adding more ‘?’ on the dice increased the fun element of picking the cards and listening and speaking interactions.

Some needed help to read the cards so this required teachers facilitation.

5. Describe a moment of conflict and how you may have managed this. The example can include how children cope with losing a game.

There was ‘conflict’ among some children. For the HA level, Ethan could not identify the farms animals. When asked if he wanted help, he asked for Rahul to help him pick the farm animals from the box. When it was Caleb’s turn, he automatically asked Sarah to help him (without wanting to try) because he didn’t know which were from the birds category.

Caleb: “1,2,3,4,5,6,7,8” as he counts the dice. “Ok, I will ask…..Sarah.”
Deidere: “Caleb, what do you need to find?”
Caleb: “8 birds” as he pushes the box to Sarah.
Deidere: “Caleb, you need to look for 8 birds.”
Caleb: “ I don’t know. I cannot find it.”
Sarah: “8 birds? I can help you find it.”
Ethan pulls the box towards himself and Caleb says,” I want Sarah.”
Ethan: “Hmmmph”
Caleb: “Be…because just now you don’t want.”
Ethan: “Because I actually thought I want you one eh. Then I was too rushed, I accidentally.”
Caleb: “Later I will pick you.”
Sarah: “Ethan, we are just playing only.” as she continues to help Caleb find his 8 birds.

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1.幼儿在玩《故事骰子》。
2.在这个游戏中，幼儿要能识别并说出卡片中华文名称，通过丢骰子得到卡片，将卡片摆在一起，根据卡片内容创编一句话，能力强的幼儿可以创编小故事，另外一名玩伴则可以听故事。这个游戏可以提升幼儿的词汇量，培养幼儿口语表达中的语言组织能力，同时也培养幼儿对故事的理解能力。
3.在游戏期间，我会问幼儿“你拿到了什么类型的图片？”“请你说说图片上的内容。”“这些图片组合在一起可以编出什么故事？”“爸爸穿校服要去做什么？”“改变图片的顺序又可以编出什么故事？”
4.有的幼儿还不理解华文描述性句型“人物+地点+事件”的顺序，会直接念出图片上的词语。有些词语的华文对孩子比较陌生，比如印度纱丽，热带雨林等，幼儿记不住。
5.这个游戏没有输赢，幼儿轮流丢骰子，抽取图片，旨在让幼儿根据图片编故事。因为图片是随机抽取，有些故事不符合常理，但是听起来非常有趣，比如“爸爸妈妈穿睡衣去游泳。”
幼儿理解句子意思会觉得很好笑，会继续抽取不同的卡片，创编故事。

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1. 幼儿进行《猜猜我是谁？》游戏视频。

2. 通过该游戏，幼儿需要仔细聆听同伴的问题，并细心观察“目标图”来做出回应。在游戏时，幼儿还能够学习轮流提问以及尊重他人等社交情绪发展。

3. 游戏前，引导幼儿观察游戏图卡并让幼儿分享游戏图卡之间相同及不同之处。如：这两只小猫有什么一样/不一样的地方吗？这只小狗和这只青蛙有什么一样/不一样的地方吗？

游戏时，引导幼儿轮流等待。如：翁涵问完问题了，现在要轮到谁问问题了？以及引导幼儿可向同伴提问的问题。如：你看看这只动物，有什么特别的地方？

游戏结束后，引导幼儿回忆同伴的提问，从而让自己的下次游戏更有收获。如：刚刚宇喬问了什么问题？你觉得为什么她这么快就找到“目标图”了？那你下次想要问什么样的问题？

4. 部分幼儿不会提问，不知道要问什么问题。

部分幼儿无法理解答案为：不是/没有的问题。

5. 两名幼儿在进行游戏时，在旁旁观的同伴会插手为速度/反应较慢的幼儿做选择。我会提醒旁观者只能看不能动，以及在之后的游戏规定旁观者需与参与者保持一定的距离。

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1.本班幼儿玩游戏的图片。

2.在游戏的过程中，我使用的提问技巧有：
问题卡：（时间、地点、如何、什么）
五感卡：（视觉和触觉）。
先备知识：在游戏前老师和小朋友一起通过图片、动物模型和阅读故事书《这是谁的爸爸》、《这是谁的妈妈》、《动物是怎样睡觉的》学习并了解了动物的相关特征。
老师进行详细游戏的玩法介绍和规则讲解后邀请一名幼儿示范游戏玩法。玩家各自为对方选择动物卡并插入头饰卡槽内，然后以石头剪刀布的方式决定先后。赢的一方需要就自己头上的动物卡进行提问并根据对方的答案进行简单的推理，猜出自己是谁，输的一方则需要询问对方是否已经准备好了，如果是则倒放时间沙漏后回答对方提出的问题，直到猜出答案，实在猜不出来可选择换卡。
小朋友们的提问如下：
“我有几条腿？”
“我有胡子吗？”
"我的皮肤是什么颜色的？"
“我摸起来是软软的还是硬硬的？”
“我的身上有斑点吗？”
“我的尾巴长吗？”
“我喜欢吃XX吗？”/“我喜欢吃什么？”
“我怎样走路？”
“我什么时候睡觉？”
“我怎样睡觉？”——马可以站着睡觉也可以躺在草垛上睡觉。海豚是闭一只眼睛睡觉。火烈鸟单腿睡觉，而且能在睡梦中换腿，像是在练瑜伽。 海獭是手拉手躺在水面睡觉的。抹香鲸尾巴朝下竖着睡的。
“我住在哪里？”——树上、洞里、水里、笼子里(农场里/森林里/大海里/沙漠里/冰川上）目前我们的课程所学内容为农场动物，所以当问到住哪里，小朋友会直接说住在农场里。
（猪圈、马厩、鸡舍、羊圈......）

3.我观察到的学习成果有：
社交情感：小朋友们能在游戏中按照石头剪刀布的规则轮流，也能在提问的过程中坚持不放弃。
游戏技巧：宥妍直接在提问“我有几条腿？”得到同伴的“四条腿”回答后直接将我们这周所学的农场动物猜了个遍。
语言：小朋友通过与同伴进行提问和应答来获取动物的特征信息，提高了幼儿的口语和听力技能。

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2. Share how this game supported the children in speaking and listening. What SED skills did they practice?
Through this game, the children  practiced asking questions. Both players had to think of what questions to ask in order to help them guess what card their opponent had.

3. What questions did you use to facilitate the game (This can be before/during/ or after the game.
During:
- Is your card an item/place?
- Can I find the picture in your card in My First Skool/ a primary school?

After:
What kind of questions do you think you can ask your friend?

4. What were some challenges you faced?
Initially, the children did not know how to ask questions and they kept asking "Is your card xx". However, I wanted them to ask question while describing the picture on the card.

5. Describe a moment of conflict and how you may have managed this. The example can include how children cope with losing a game
Aditi got slightly upset that her opponent kept winning. However, I told her that it is only a game and she can try again. They played another round and she managed to win.

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1.Spot It: Before the children played the game. We identified the images first as it is important for them to name the images and I let the children decide what they want to call the images.
2. The children expanded their vocabularies as there are many images or object that are new to them.
They had to say the name of the image out loud and they have to listen to the other player if they say it right or they get the right match.
The children learned to communicate by deciding what name of the images, rules they want to implement and cooperate when both player cant find the match on the card.
3. The questions I asked were:
What is this image?
Where can we find or see this object?
How do we use this object?
4. For children who has short attention span, it can can complex as sometimes they tend to quit and stop looking for same images.
5. Having more cards in the end means winning. Some children who got lesser cards made them want to play again and try one more time which I think is good.