Theme - playtime

Theme - playtime

Welcome!

Welcome to the playground!

AI-generated playground

It’s time to play! You grab your coat and go outside with your class. What does the playground look like? What kinds of games will the children play? How do you deal with playground conflict?

 

 

About this theme

Learning objectives

Basic user - B1 of the CEFR

  • You can explain a playground game to elementary school children using simple and clear sentences, and name common playground equipment and outdoor play materials so that the children understand the rules and can participate.

 

Independent user - B2 of the CEFR

  • You can role-play solving playground conflicts with children by using clear explanations and appropriate strategies, and you can discuss common causes of playground conflicts and suggest practical ways to prevent and resolve them.

 

Proficient user - C+ of the CEFR

  • You are able to take into account multiple viewpoints when designing outdoor play environments, and you can formulate and respond to critical questions by presenting well-reasoned and persuasive arguments.

 

Success criteria

Basic user - B1 of the CEFR

✔ You can name playground material and outdoor play material correctly.

✔ You can describe at least two playground games to primary school children, so that they can play the game.

✔ Your level of English is at least B1 of the CEFR.

 

Independent user - B2 of the CEFR

✔ You can name sources of playground conflicts and strategies to solve and prevent them.

✔ You can describe how to deal with playground conflicts.

✔ Your level of English is at least B2 of the CEFR

 

Proficient user - C+ of the CEFR

✔ You can compare different viewpoints on outdoor play and playground design.

✔ You can hold a conversation in English for 5 to 7 minutes.

✔ You can adequately discuss the topic.

✔ Your level of English is at least C1 of the CEFR.

 

Vocabulary

Vocabulary

You will learn words to do with the playground, including playground equipment and materials, rules of play, and vocabulary related to resolving conflict on the playground.

 

These are examples of words you will be using:

Playground equipment: slide, monkey bars, swings, jungle gym, see-saw, merry-go-round, tyre swing, and sandbox.

Playground materials: skipping ropes, marbles, shovels, buckets, tricyles, scooters and hoops

If you work on the 'Independent' or 'Proficient' exercises, you will make your own word lists. Use Frayer Models to help clarify new words:

Frayer Model
Frayer Model for new vocabulary

 

Grammar

Grammar

In your speaking exercises, you may use imperatives, which are commands. You might also use 'reported speech' and conditionals. Here are some videos that help explain what each of these are and how to use them.

 

Imperatives:

This website has a basic instruction of how to make imperatives by writing instructions: https://www.bbc.co.uk/bitesize/articles/zbxgn9q#zr2dxg8 

 

This website gives a short explanation about imperatives:

If you think you are ready for a quiz, try this website: https://wordwall.net/resource/33072338/esol/imperatives

 

Reported speech:

You use this to talk about what somebody else said.  For instance, 'my friend told me that...' or 'he said ...' or 'Yesterday, my teacher told me that...'

This website has exercises to practice using reported speech: https://test-english.com/grammar-points/b1/reported-speech-indirect-speech/

 

Conditionals: 

You use these to discuss possibilities or conditions. For instance, 'If I had ... then I would ...'  

This website has games to help you practice using conditionals: https://wordwall.net/en-gb/community/conditionals

 

B1 - Basic user

 

Introduction

When you go out, you realise that you don’t know what all of the playground equipment is called in English. A bit of a problem, as your school is expecting English speaking visitors in a week. Time to find out what everything is called! During playtime, the children want to play, but don’t always know the rules for their games. Can you explain a game or two to them? In this theme, you will learn how to do just that.

 

Learning objective

Basic user - B1 of the CEFR

You can explain a playground game to elementary school children using simple and clear sentences, and name common playground equipment and outdoor play materials so that the children understand the rules and can participate.

 

 

Vocabulary

Vocabulary

What does your playground look like? Draw a map of the playground from your school, including buildings and sheds, playground equipment, gardens and trees, benches, and other important landmarks. It doesn’t have to be perfect, just make it as complete as possible. Label everything on your map.

Playground

 

Now take an inventory of all the outdoor playing material your school has. An inventory is a list of things, including how many of each thing you see.

Inventory

For instance:

  • Skipping ropes, 3
  • Small shovels, 10
  • Small buckets, 10

 

Time to speak!

Speaking Task 1

Now your pupils are done playing hide and seek and want to do something else. They turn to smaller materials.

In this activity, you will practice naming various playground materials. You will need to print a document for this activity.

 

Print this document: Playground material

Work with a partner.

  • Step 1: Quiz yourself on these words. Can you name them correctly? Then you are ready for the next step.
  • Step 2: Cut the cards apart and play memory, naming each of the cards as you turn them over.
  • Step 3: Then, take turns asking each other: “What do you want to play with?” Answer with “I want to play with the…”

 

For instance:

  • What do you want to play with?
  • I want to play with the ball.

If you say it correctly, you may keep the card.

 

Note: for the scooter and tricycle you say “I want to ride …”

For instance: “What do you want to play with?” “I want to ride the tricycle.”

 

Speaking Task 2

But not everybody wants to ride the tricycle, a group of children is playing with a skipping rope.

Skipping rope

They use skipping rope rhymes while they skip rope. These rhymes have a simple beat that matches the rate of skipping, and often include some form of counting or a list. This video shows how this works, including some sample rhymes.

 

https://www.youtube.com/watch?v=ikAXRogSV-A&t=107s

 

You may do this task on your own or in small groups of three or more. You will need a skipping rope.

  • Visit this website and choose (at least) two rhymes to practice.
  • Memorize the text.
  • Recite it while skipping rope. If you fail, no worries! Try again until you make it through the rhyme three times.

 

Speaking Task 3

Some children get bored and don’t know what to do. So, you introduce a nice game.

Explain how to play a playground game to a small group.

Work in small groups of 5 to 6 people. Each of you selects a different game from the document below.

Take turns being the ‘teacher’ and explain your game to the group.

Make sure your explanation is clear and use modelling.

Play the game for 3 to 4 minutes; check that everyone understands how to play the game.

 

https://www.cypsc.ie/_fileupload/Documents/Resources/Galway/Games%20Cards.pdf

Give each other feedback. Was the explanation clear? Could they play the game correctly? How could you improve your instruction?

Make notes for yourself about each game.

 

Know it? Show it!

Success criteria

 

Basic user - B1 of the CEFR

✔ I can name playground material and outdoor play material correctly.

✔ I can describe at least two playground games to primary school children, so that they can play the game.

✔ My level of English is at least B1 of the CEFR (checklist B1 of the CEFR).

 

 

B2 - Independent user

Playground duty

Hula hoop
Photo from Tom Woordward (Flickr)

It’s playtime, and you have playground duty. What do you do? Do you stand and watch? Do you join in the games? Uh oh, some children have got into a fight. What now? Time to help them solve this conflict.

 

Learning objective

 

Independent user - B2 of the CEFR

You can role-play solving playground conflicts with children by using clear explanations and appropriate strategies, and you can discuss common causes of playground conflicts and suggest practical ways to prevent and resolve them.

 

Story time: listen and read

Input information

Today, it’s your turn for playground duty. What do you usually do? Sip your tea or join in a football game?

Read this article about playground duty: https://www.tes.com/magazine/archive/playground-duty-are-you-patroller-or-present

 

Step 1: Read the text. Look up the words you don't understand.

Tip: fill in a Frayer Model for new words:

Frayer Model
Frayer Model for new vocabulary

 

important words Do you have these roles or subjects at your school?
SMSA School Meals Supervisory Assistant
SLT Senior Leadership Team
PSHE education Personal, Social, Health and Economic education. It is a school curriculum subject in England that helps children stay healthy, safe and prepared for life

 

Step 2: Make a Venn Diagram about Patrollers and Presents:

Th3 Venn Diagram

 

What does a Patroller do, what does a Present do and what do they have in common?

 

Step 3: Can you describe your experience with doing playground duty? Are you more of a Patroller or a Present, do you tend to patrol and observe, or do you prefer to be fully present and engaged. Why and how?

Use phrases such as...

  • In my experience…
  • I have noticed…
  • I have tried out…

 

 

Vocabulary

You’re lucky when there are no conflicts when you’re on playground duty, but often there are.

Make your own mind map. Think of the words you need for each of these tasks:

  1. Sources of conflict on the playground (taking turns, not getting a turn, sharing the equipment, changing the rules to gain, differences in play style, accidental physical contact, feeling excluded, not being a good sport)
  2. Strategies for solving the conflict (identifying the problem, summarising, sorting out, acknowledging, encouraging, active listening, taking perspectives, developing solutions, implementing rules, mediation, punishing, discouraging children from breaking the rules, having a watchful eye)
  3. Strategies for preventing conflicts from happening (establishing rules, enforcing rules, (self) regulation, boundaries, reflection, pre-empting problems, core values)

Which of these concepts is new to  you? Which are familiar? Make notes for yourself, or find examples for each of these concepts.

 

Time to speak!

Speaking task 4

You’re not the only teacher dealing with conflicts. Discuss the following questions with a fellow teacher. Use your mind maps!

  • Causes: What are some common causes of conflicts on the playground?
  • Strategies for solving conflict: Can you think of a time when you experienced a conflict on the playground? How did you handle it? Ask questions: Can you tell me more…?
  • Strategies for preventing conflict: What are some ways to prevent conflicts from happening in the first place? Ask questions: Have you thought about…?

 

Speaking task 5

Uh oh. There they are: hot-headed and in tears. Two pupils approach you.

Role play: Work in groups of three. Two of you are students and number three is the teacher. Select one of the cases below for the speaking task:

  • Case 1: There’s snow! Children have a snowball fight. They laugh and have a great time. But then there are tears. A snowball lands on someone’s head. There’s some cold slush trickling down the back.
  • Case 2: Children are playing in the sandpit. There are only a few spades. One child comes to you because she doesn’t have a spade, and the other children don’t want to give her one.
  • Case 3: A child comes to you because he is not allowed to join a group of children playing. The other children are calling him names. Your own case: ….

 

  1. Choose one of the examples above or take one of your own examples. What was the conflict about? What was the cause of the conflict? What did the pupils say? What did you do and say? Or what would you do and say? Think about using sentences like "He said..." or "She said..."
  2. Think about your role play. Did you have all the words you needed? Make notes of words you needed and use this as a 'cheat sheet' in the next round.
  3. Change roles two more times. Select a different conflict, if you wish.

 

Getting ready for speaking task 6

So many conflicts to solve all the time. Can they not do it themselves?

fight
photo by Jeff-o-matic (Flickr)

 

Read this article: Trusting children to resolve conflicts in play

  1. Read the text. Look up the words you don’t understand.
  2. Summarise the text in 4 sentences. How does the text link to your experiences? To which degree do you agree with her approach?
  3. Create your own step-by-step instruction for resolving playground conflicts using the input and vocabulary you have learned so far.

 

Speaking task 6

You have read two texts and created your own step-by-step instructions.  Now it’s time to practice speaking and for peer feedback with your classmates.

You’re going to exchange ideas and experiences with playground duty. Describe thoroughly one conflict that you solved. What was the cause of the conflict? Which steps did you take to resolve the conflict? Use your step-by-step plan.

 

Game for speaking practice: speed dates!

  • Find another speaking partner in the group. You will have four minutes to talk about whether or not you can trust children to resolve their own conflicts.
  • Share your opinion and support it with your own experiences and facts.
  • After the four minutes, make notes of any words you needed or new ideas you got.
  • Find a new speaking partner and repeat steps 2 and 3. Do this three or four times in total.

 

For independent work using ChatGPT

Write down in a few bullet points whether or not we can trust children to resolve their own conflicts. Give at least three arguments.

After that, open ChatGPT and share your thoughts. Include your supporting arguments.

 

ChatGPT prompt 1: I want to discuss why I think children can/cannot resolve their own conflicts. Please listen and estimate my CEFR level of speaking.

  • After speaking prompt 1: Please estimate my CEFR level of speaking.
  • After speaking prompt 2: What suggestions can you make to improve my vocabulary, based on my speaking?
  • After speaking prompt 3: What suggestions can you make to improve my grammar, based on my speaking?

After each prompt, make notes of the feedback ChatGPT gives.

Then, write down in a few bullet points why you think children can/ cannot resolve their own conflicts. Give at least three arguments and repeat the speaking task.

 

ChatGPT prompt 2: I will now repeat the speaking task. Please check if I have applied your suggestions correctly.

Make notes of the feedback ChatGPT gives.

Know it? Show it!

Success criteria

Independent user - B2 of the CEFR

✔ I can name sources of playground conflicts and strategies to solve and prevent them.

✔ I can describe how to deal with playground conflicts.

✔ Mylevel of English is at least B2 of the CEFR (Checklist B2 of the CEFR).

 

C1 - Proficient user

Introduction

Monkey bars
Photo from Connor Anderson (Flickr)

 

Surprise! You found out that there is a special subsidy to improve school playgrounds! You, of course, would love to improve your school playground.

In this activity, you will research the importance of (outside) play and consider various perspectives when designing the playground.

 

Learning objective

Proficient user - C+ of the CEFR

You are able to take into account multiple viewpoints when designing outdoor play environments, and you can formulate and respond to critical questions by presenting well-reasoned and persuasive arguments.

 

Listen and read

Watch and think

Before watching the videos, answer the following question: What is your fondest memory of your school playground when you were young? What does this memory make special?

 

Now, watch the following videos and take notes regarding the importance of outside play.

Outdoor play is important!

School gardens empower people:  

https://www.ted.com/talks/jodi_crimmins_how_school_gardens_empower_young_people 

 

Tip: if you need help organizing your thoughts, try making a 'tree chart'

tree chart
Sample tree chart

 

Processing the information

So far you have heard two perspectives on the importance of outside play and a school garden. Read through your notes and answer the questions: If you could change anything about the role of outside play at your school, what would it be and why? Would a school garden be something that fits your school? Why (not)?

 

Time to speak!

Research the topic

You have learned about the importance of play and the possible benefits of a school garden. Now, do more research on this topic on your own or use one of the following sources. Make notes because you will be the project leader of your new school playground. You may use the texts below, or find some of your own.

 

Principles of playground design: https://playgroundideas.org/10-principles-of-playground-design/

More principles of playground design: https://www.huckplay.co.uk/news/2023-11/playground-design/

TEDx talk: designing playgrounds for kids

https://www.ted.com/talks/sarah_werner_konradi_designing_playgrounds_for_happier_healthier_kids?language=en

 

Then, use this document to decide what is more or less important in a school playground. Remember: there are no right or wrong answers! Think about why you think these things.

Survey - what makes a good playground

 

Speaking Task 7

Now, you’ve got your rating. Find a classmate and discuss your rating and its consequences from the exercise above.

Make sure to practice sentences like “A good playground needs lots of green because…” If we invested in a school garden, then…”

 

With ChatGPT

ChatGPT prompt 1: I want to talk about school playground design and pedagogical vision. Please listen and estimate my CEFR level of speaking.

  • After speaking prompt 1: Please estimate my CEFR level of speaking.
  • After speaking prompt 2: What suggestions can you make to improve my vocabulary, based on my speaking?
  • After speaking, prompt 3: What suggestions can you make to improve my grammar, based on my speaking?

Repeat the speaking task

ChatGPT prompt 2: I will now repeat the speaking task. Please check if I have applied your suggestions correctly.

Make notes of the feedback ChatGPT gives.

 

Speaking Task 8: RAFT assignment*

*A RAFT assignment is a speaking assignment where you make choices regarding your role as a speaker, your audience, the format, and your topic.

Topic: playground design

Yay! You’re done researching this topic and can present your findings.

For this task, you will make once choice from each column: a Role, an Audience, a Format, and a Topic. You may work independently or with a partner.

Role Audience Format Topic
teacher parent speech/ pitch funds
parent student vlog school garden
student advisory committee responsible for the subsidy interview more playtime

Think about...

  • ...your role: what is your point of view?
  • ...your audience: who are you speaking to? What does that person want, or need? Is there any conflict between what you see and what that audience wants?
  • ...the format: what format will work best for this task?
  • ...your topic: what is it about? Are there pros and cons?

Choose a standpoint and complete the task.

Know it? Show it!

Success criteria

Proficient user - C+ of the CEFR

✔ I can compare different viewpoints on outdoor play and playground design.

✔ I can hold a conversation in English for 5 to 7 minutes.

✔ I can adequately discuss the topic.

✔ My level of English is at least C1 of the CEFR(Checklist C1 of the CEFR).

 

Teacher's page

Downloadables

Here, we can put any material that teachers might need during the lessons, including assessment rubrics e.d.

Self-assessment checklists

  1. Self-assessment checklist B1 of the CEFR
  2. Self-assessment checklist B2 of the CEFR
  3. Self-assessment checklist C1 of the CEFR

Basic User

  1. Playground material

Independent User

  1. Frayer Model for vocabulary development

Proficient User

  1. Frayer Model for vocabulary development
  2. Survey - what makes a good playground

 

Links used

Here is a list of the links used for this theme. Is there a broken link? Please let us know via the feedback form. Thanks!

Grammar

  1. Imperatives: https://www.bbc.co.uk/bitesize/articles/zbxgn9q#zr2dxg8
  2. Imperatives: https://basicesl.com/language-use/commands-and-imperatives/
  3. Imperatives (quiz): https://wordwall.net/resource/33072338/esol/imperatives
  4. Reported speech: https://test-english.com/grammar-points/b1/reported-speech-indirect-speech/
  5. Conditionals: https://wordwall.net/en-gb/community/conditionals

Basic User

  1. Flashcards with playground materials: https://www.mes-english.com/flashcards/playground.php
  2. Skipping rope rhymes: https://www.youtube.com/watch?v=ikAXRogSV-A&t=107s
  3. Skipping rope rhymes: https://elitejumps.co/blogs/guides/jump-rope-rhymes-songs?srsltid=AfmBOoqB0AotwTjYg8rr6bk9-Zxim8yM9mDMtvJXWF4zhSNF3QLL7ylg
  4. Playground games: https://www.cypsc.ie/_fileupload/Documents/Resources/Galway/Games%20Cards.pdf

Independent User

  1. Article - playground duty: https://www.tes.com/magazine/archive/playground-duty-are-you-patroller-or-present
  2. Article - trusting childen to resolve conflicts: https://www.forestschooled.com/blog/trusting-children-to-resolve-conflicts-in-play

Proficient User

  1. TEDx - play is important: https://youtu.be/UqJ6f-cddbk
  2. School gardens empower people: https://www.ted.com/talks/jodi_crimmins_how_school_gardens_empower_young_people
  3. Principles of playground design: https://playgroundideas.org/10-principles-of-playground-design/
  4. Principles of playground design: https://www.huckplay.co.uk/news/2023-11/playground-design/
  5. TEDx - playgrounds for kids: https://www.ted.com/talks/sarah_werner_konradi_designing_playgrounds_for_happier_healthier_kids?language=en

 

Photo credits

Here is a list of the photos and credits used in this theme.

AI-generated playground

 AI-generated, Adobe Firefly

Playground

 Vector Art at Vecteezy

Inventory

 Flickr
Amy Klipp
Amy Klipp
Amy Klipp

https://www.pexels.com/photo/kids-playing-jumping-rope-8034588/

https://www.pexels.com/photo/kids-playing-jumping-rope-8034588/

Attribution/share-alike Tom Woodward at Flickr

CC BY-NC-ND 2.0

Jeff-o-matic Flickr

https://www.flickr.com/photos/connorwa/179329077

Attribution Connor Anderson Flickr

 

 

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Welcome to Speak UP! English for educators

 
 
08:00 School day starts
08:30 Silent reading
09:00 Maths (CLIL)
10:00 Snack time
10:30 Play time
11:00 Social skills training (CLIL)
12:00 Lunch
13:00 Fine arts (CLIL)
15:00 Tidy up time
15:30 Parent-teacher conference
16:00 Staff meeting

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Subjects in green will be ready in the coming years.

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User manual

  • Het arrangement Theme - playtime is gemaakt met Wikiwijs van Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt, maakt en deelt.

    Auteur
    Speak UP! English for Educators
    Laatst gewijzigd
    2025-09-29 10:41:17
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    Toelichting
    In this theme, students will learn to talk about playgrounds in the educational setting.
    Leerniveau
    HBO - Bachelor;
    Leerinhoud en doelen
    Engelse taal en cultuur;
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    Hide and seek on the playground

    Playground material

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