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Games in the English Language Classroom

Games in the English Language Classroom. Presented by: Amy E. Lingenfelter Senior English Language Fellow, 2013-15 alingenfelter@peopleleap.com www.peopleleap.com. Questions to consider before we begin playing. . . . Questions to Consider.

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Games in the English Language Classroom

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  1. Games in the English Language Classroom Presented by: Amy E. Lingenfelter Senior English Language Fellow, 2013-15 alingenfelter@peopleleap.com www.peopleleap.com

  2. Questions to consider before we begin playing. . .

  3. Questions to Consider Why should we (or shouldn’t we) use games in the classroom? How should we select appropriate learning games? What are some games you know that could be helpful in the classroom? What other questions do you have?

  4. Do You Agree or Disagree? The classroom should be a serious and quiet place at all times so that students can learn the most possible. Games should be used every day. If you’re not sure what to do for your lesson, use a game! Children might feel nervous if they are asked to compete in a game, so you should not use games. Competition is fun and can be used appropriately.

  5. 5 Reasons We Should Use Games in the English Classroom Games are FUN!  They help to lower the affective filter. Games are MOTIVATING! They provoke interest as students learn through play. Games are CHALLENGING! They can challenge students to be responsible for their learning and knowledge in a new way. Games are INTERACTIVE! They create situations in which students interact with each other. Games are REPETITIVE! All people learn through repetition.

  6. How should we select appropriate learning games? • Choose your language and/or content objective. • Think carefully about what language point the playing of the game will teach/practice. • If the game is fast-paced, make sure students have had some practice before • Create a game or use a game that someone else has created that will allow your students to meet that objective.

  7. How should we select appropriate learning games? • Plan for assessment. • How will you ask students to show what they have learned in your lesson? • What exactly will students be able to do at the end of the lesson? • Consider the materials and time that you will need. Make sure to leave time at the end for reflection as a class. • Play the game with your students!

  8. To survive as an English teacher you need to know the “rules of the game”. . .

  9. General Strategies • Competition is cool! • Speed games • Quality games/contests • Guessing games • Mingling • Inner/outer circle • Line pairing

  10. General Strategies • Pull interesting conversation topics out of a “hat” • Alternative independent games for fast and/or bored students • Board games: can be used to practice almost anything! • Have the students create their own questions on cards first

  11. Specific Games • Musical chairs • English relay race (speak and/or write) • Blind picture description • Pictionary • Charades • Running dictation game • Broken telephone

  12. Specific Games • Grammar Board Game Race • Mirror Words • Pass the Ball to Learn Vocabulary • The Money Game • Teacher Says • Vocabulary Review Game • Touch and Go Game • Shake Dance Game

  13. Specific Games • Charades • Taboo • Crocodile Game • Round Robin • Red light, green light • Spell word with bodies • I Love my Neighbor Who. . .

  14. Game 1: Board Game “Would you Rather” • Directions: • Get into groups of 3. • Roll the dice and on the space where you land, read the choices aloud. • Select one of the possibilities and then say what you would rather be or do (even if the idea may be imaginary and really impossible). You should explain your choices. • If you are unable to answer correctly, you cannot move forward.

  15. Example: Conversation Board Game

  16. Example: Board Game Template

  17. Game 1: Board Game “Would you Rather” Questions: 1. What is the objective of the lesson? 2. Would you use this game in your classroom? 3. How could you change this game to make it more appropriate for your context? 4. What other topics could you use a board game to teach?

  18. Game 2: Grammar Board Race • Board Race Video Questions: • 1. What is the objective of the lesson? • 2. Did the students meet the objective? • 3. Would you use this game in your classroom? • 4. How could you change this game to make it more appropriate for your context?

  19. Game 3: Mirror Words • Mirror Words Questions: • 1. What is the objective of the lesson? • 2. Did the students meet the objective? • 3. Would you use this game in your classroom? • 4. How could you change this game to make it more appropriate for your context?

  20. Game 4: Pass the Ball to Learn Vocabulary • Ball Game Questions: • 1. What is the objective of the lesson? • 2. Did the students meet the objective? • 3. Would you use this game in your classroom? • 4. How could you change this game to make it more appropriate for your context?

  21. Game 5: The Money Game • The Money Game Questions: • 1. What is the objective of the lesson? • 2. Did the students meet the objective? • 3. Would you use this game in your classroom? • 4. How could you change this game to make it more appropriate for your context?

  22. Game 6: Teacher Says • Teacher Says Questions: • 1. What is the objective of the lesson? • 2. Did the students meet the objective? • 3. Would you use this game in your classroom? • 4. How could you change this game to make it more appropriate for your context?

  23. Game 7: Vocabulary Review Game • Vocabulary Review Game Questions: • 1. What is the objective of the lesson? • 2. Did the students meet the objective? • 3. Would you use this game in your classroom? • 4. How could you change this game to make it more appropriate for your context?

  24. Game 8: Touch and Go Game • Touch and Go Game Questions: • 1. What is the objective of the lesson? • 2. Did the students meet the objective? • 3. Would you use this game in your classroom? • 4. How could you change this game to make it more appropriate for your context?

  25. Game 9: Shake Dance Game • Shake and Dance Game Questions: • 1. What is the objective of the lesson? • 2. Did the students meet the objective? • 3. Would you use this game in your classroom? • 4. How could you change this game to make it more appropriate for your context?

  26. Game 10: Charades (Feelings) • Charades Questions: • 1. What is the objective of the lesson? • 2. Did the students meet the objective? • 3. Would you use this game in your classroom? • 4. How could you change this game to make it more appropriate for your context?

  27. Game 11: Taboo • http://www.youtube.com/watch?v=Lmmzm7XjqBI Questions: • 1. What is the objective of the lesson? • 2. Did the students meet the objective? • 3. Would you use this game in your classroom? • 4. How could you change this game to make it more appropriate for your context?

  28. Game 12: Crocodile Game • http://www.youtube.com/watch?v=r7dwHHacVHs&feature=related Questions: • 1. What is the objective of the lesson? • 2. Did the students meet the objective? • 3. Would you use this game in your classroom? • 4. How could you change this game to make it more appropriate for your context?

  29. Game 13: “Blind Caricature Pictionary” • Directions: • Get into groups of 5 people each based on the color of the index card you have. • Decide who is the best “artist” of the group • Each group will be given a caricature of a very famous person. Do NOT show this to the group “artist.” • Each group member will explain how to draw this caricature in as detailed English as possible. Group members can help each other word it appropriately so that the “artist” draws accurately.

  30. Game 13: “Blind Caricature Pictionary” • Directions (continued): • Do NOT mention anything about the person that would give it away. • After looking at what he/she has drawn, the “artist” must try to guess which famous person it is. The first “artist” to identify the person wins for the group! • If the artist is having difficulty, he/she is allowed no more than 5 yes/no questions related to the identify of the person. This means, however, that the group cannot be a “true” winner.

  31. Game 13: “Blind Caricature Pictionary”

  32. Game 13: “Blind Caricature Pictionary”

  33. Game 13: “Blind Caricature Pictionary” Questions: 1. What is the objective of the lesson? 2. Would you use this game in your classroom? 3. How could you change this game to make it more appropriate for your context? 4. What other language topics could you use this activity to practice?

  34. Game 14: Mingling Game: Are You Who I’m Looking For? • On a sheet of paper, write down at least 10 adjectives that describe you. Use the following list to help you.

  35. Game 14: Mingling Game: Are You Who I’m Looking For?

  36. Game 14: Mingling Game: Are You Who I’m Looking For?

  37. Game 14: Mingling Game: Are You Who I’m Looking For? • 1. “I am (adjective) because I ________.” • Example: “I am cautious because I • think before I do things.” • OR . . . • 2. “(Person/name) is (adjective)because • he/she _________.” • Example: “My mother is friendly because she talks to everybody.”

  38. Game 14: Mingling Game: Are You Who I’m Looking For? • Now think about the qualities you seek in a good friend, colleague, and/or significant other (choose one for time purposes). • On this same sheet of paper, write down at least 10 adjectives that describe this “ideal” person (they could be from that list or additional ones).

  39. Game 14: Mingling Game: Are You Who I’m Looking For? • 3. “My ideal (best friend / significant • other) is (adjective) because • ________.” • Example: “My ideal best friend is funny because I like to laugh.”

  40. Game 14: Mingling Game: Are You Who I’m Looking For? • Pretend you are mingling at a party or “speed dating.” • Stand in the “inner/ outer circle.” • When the music starts, “interview” the person facing you to see if they have the qualities you are looking for. • (For lower levels, write out the questions).

  41. Game 14: Mingling Game: Are You Who I’m Looking For? Questions: 1. What is the objective of the lesson? 2. Would you use this game in your classroom? 3. How could you change this game to make it more appropriate for your context? 4. What other language topics could you use a mingling game like this to teach?

  42. Game 15: Broken Telephone • Directions: • Each group of 3-6 students stands in a line facing the front. • The first person will get a card and read it . Then he will “spread this rumor” to the person behind him, and so on. • The last person will say what he heard out loud. The group that got it 100% right the fastest is the winner!

  43. Game 15: Broken Telephone Questions: 1. What is the objective of this game? 2. Would you use this game in your classroom? 3. How could you change this game to make it more appropriate for your context? 4. What are the best language topics to use Broken Telephone to teach/practice?

  44. Game 16: Grammar Auction Chart • Directions: • Get into groups of 3. • Read the sentence and decide with your group mates whether it is correct or not. • If it is incorrect, rewrite the sentence correctly in the space provided. • Decide with your group mates how much you want to “bet” that your assessment was correct. • The group that bets the most money total on the most correct sentences is the winner!

  45. Game 16: Grammar Auction Chart

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