VESL Workshop ESL Games. A game is an activity with rules, a goal and an element of fun (Hadfield, 1990)

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1 VESL Workshop ESL Games Workshop Notes A) Definition of Games A game is an activity with rules, a goal and an element of fun (Hadfield, 1990) B) The Value of Games (Steinberg, 1991) Games are not only fun, but also Reinforces new learning Can be used to review past material A reward for students (i.e. for cooperating during less enjoyable activities) A fun way to relax Reduces inhibition o Makes students more at ease o Students will participate more freely Raises attentiveness and revives the class An opportunity for rapid correction of students errors Aids in retention o We remember best the things we enjoy doing Provides motivation for learning Restrains negativity (Hadfield, 1990) Generally two kinds: competitive games and/or cooperative games Techniques include: information gap, guessing, search, matching, exchanging, collecting, combining, arranging, card games, board games, problems & puzzles, role play, simulation Emphasis is on successful communication versus correctness of language Integral part of the language syllabus Provide concentrated practice as much as a traditional drill Opportunity for real communication (free communication)

2 Diagnostic tool for the teacher Teacher s role: monitor, act as resource centre, move from group to group, listen, supply any necessary language, note errors (but don t interrupt or correct as it impedes fluency & spoils atmosphere) C) Game Essentials Things to Look for (Steinberg, 1991) Few and simple rules o Use simple vocabulary, use visual aids, give concrete examples o (Hadfield) best to set up by demonstration rather than by lengthy explanation o My 90/10% rule for ***intermediate students 90% of time to play the game 10% of time to explain it Absence of expensive or complicated materials Versatility, such that game is easily adapted to: o Level of students (beginner, intermediate, advanced) o Age o Number of students Is it pair work/small group work/whole class? o What linguistic skills (listening, speaking, reading, writing) are involved Objective o (refer to Steinberg s value of games above) (Other Essentials) Does it involve each student (i.e. equal participation)? o Look for evidence that encourages equal participation (e.g. color tags) Maybe the game could result in meaningful learning or an opportunity for a teachable moment Can the game be adapted up or down to the different levels of learners Would the learning gained be useful outside of the classroom? (e.g. general information games)

3 D) Evaluating a Game (Why is this good game?) Consider VALUE + GAME ESSENTIALS + WHAT ELSE? What other purpose(s)** does the game fulfill? For example, if the objective is to reinforce learning, learning of what? such as: o Asking questions o Sentence structure o Grammar o Vocabulary o Spelling Ability o Pronunciation o Idioms o Other (eg revive energy, general information) **Need to know other purpose(s), so you can determine if any prerequisite learning/knowledge is required (e.g. grammar, essential vocabulary, etc.) or preparation & production, such as, in role play) Is game to be used pre/during/post teaching? Can this game be adapted to a different level? How? o Don t overlook any game if it specifies a particular level. If the game is a good one, it could probably be adapted up or down. Could this game be improved? How? o Strong language students may monopolize the game. Think about how the improve the game so there is equal participation.

4 Experience Games (3) and Evaluation Chart Instructions: Discuss the following questions for each game. Game Appendix D: Tic Tac Toe What other purpose(s) does this game fulfill? What prerequisite learning/knowledge is required? Can this game be adapted to another level? How? Can this game be improved? How? Appendix B: What is my occupation? Appendix E: Win That Letter

5 Resources: Corbett, Kathy. Pronunciation Games & Activities Egelberg, Arlene. (1999). Pronunciation Activities: Vowels in Limericks from Adam to Ursula Pro Lingua, Brattleboro, Vermont. Ganong, Elizabeth & Ingram, David. The Grab Bag of Telephone Activities Granger, Colin. (1993). Play Games with English series Hadfield, Jill. (1990). Intermediate/Advanced Communication Games Hadfield, Jill & Charles. (1999). Simple Listening Activities. Oxford University Press. Klippel, Friederike. (1983). Keep Talking: Communicative Fluency Activities for Language Teaching. Cambridge University Press Seymour, David & Popova, Maria. (2003). 700 Classroom Activities. MacMillan, Oxford. Steinberg, Jerry. (1991). Games Language People Play. Dominie Press, Pippin Publishing Limited, Markham, Ontario. ESL Partyland website: ESL Flow website:

6 APPENDIX A GUESS THIS OBJECT Level: Intermediate Setup: Whole class Objective: To give students practice in asking closed-ended questions Preparation: Collect objects or parts of objects (e.g. kitchen, hobby, tools) that you think the students would not know what the objects are and how the object is used. Description: The object is passed around to each student. Each student is allowed to ask one closed-ended question (questions that require a YES/NO answer) to guess what the object is and what the object is used for. Questions can not be repeated, so the students must listen closely to each other s questions to gain clues. The object is passed around until someone guesses the object and its use. Notes: **Before you start the activity, test the students knowledge between closed-ended questions and open-ended questions. Closed-ended Questions - generally these types of questions can be answered with just a YES or a No. - Do - Does - Did - Are - Is - Can - Would - Will Q. Do you own a car? A. Yes. Open-ended Questions - these types of questions can not be answered with YES/NO, as more information is needed. - What - When - Who - Where - Why - Which - Whose - How Q. What type of car do you own? A. I own a Toyota.

7 APPENDIX B WHAT IS MY OCCUPATION? Level: Intermediate Set up: Teams Objective: To give students practice in asking questions requiring YES/NO answers: Preparation: None. Description: Split class into teams. Team A decides on an occupation. Team B team tries to guess the occupation. Only questions requiring YES/NO answers are allowed. For example: Do you work with tools? Do you wear a uniform? Do you work with other people? Do you drive a car? Are you a carpenter? Once the occupation is guessed, then switch over so Team B decides on an occupation, Team A guesses. Continue switching teams over as time permits. Notes: For larger classes, split class into even number of teams (e.g. 6 teams of 5 people). Pair up teams (A with B, C with D, E with F) and run game in three groups.

8 APPENDIX C STORY CHAIN Level: Intermediate and Advanced Set up: Small Group Work Objective: To give students practice in sentence structure. Preparation: Determine which verb tense the story will be told in. Description: The teacher begins the story in a particular verb tense and each student adds a line to the story in the proper verb tense. For example, Teacher: Let s tell a story in the past tense. I will give you the first line of the story and each one of you will take a turn adding to the story. You can say anything you want. Make it funny if you wish. Let s begin. Yesterday, when I woke up, the sun was shining. Student 1: I went to the bathroom to brush my teeth. Max, my dog, was in the bathroom. Student 2: Max looked guilty. His head was hung low. Student 3: The dog had eaten the toothpaste. The toothpaste container was empty. etc.. (Continue with the story as time permits) Notes: For larger classes, the class can be split into smaller groups. Other groups may be assigned different tasks (e.g. homework, writing, reading) and will have a turn when a group finishes.

9 APPENDIX D TIC TAC - TOE Level: Intermediate Set up: Two teams Objective: To review various adverbs of frequency. Preparation: Put the following tic-tac-toe grid on the blackboard or overhead. never always occasionally seldom generally sometimes usually often rarely Description: Split class into two teams (Team A and Team B). One player from Team A selects a position from the tic-tac-toe grid and provides a proper sentence using the adverb of frequency shown. For example: I never use my cell phone while driving. If he/she uses the selected adverb in a proper sentence, Team A gets that space on the grid. If he/she makes an error, the space remains vacant. Team B now gets a chance on the grid. The object of this game is for one team to gain three spaces in a row (vertically, horizontally, or diagonally) to win. Notes: Have each student on each team take turns. APPENDIX E

10 WIN THAT LETTER Level: Intermediate Set up: Teams Objective: To expand vocabulary. Preparation: A set of alphabet flashcards is needed. Description: Split the class into teams. The teacher determines a category (e.g. person, animal, book, movie, etc.) and holds up a random letter flashcard. The first team to call out a word or an answer that fits the category and begins with that letter wins that letter. The team that collects the most letters wins. Notes: For equal student participation, have students on each team take turns to answer.

11 APPENDIX F Charades Level: Intermediate and Advanced Set up: Teams Objective: To revive a class. Preparation: Write many phrases or short sentences on separate strips of paper and place into a box, bag, or hat. A timer or a clock with a second hand is needed. Description: Split class into teams. Students from each team take turns acting out what is written on the strips of paper they select. His/her team tries to guess his sentence or phrase. For example, He dances twice a week. She eats bananas. They go bowling on every Sunday. Use a timer or clock to provide a time limit. The team wins a point if they guess the complete sentence or phrase within the time limit. Notes: Establish gestures beforehand. For example: Number of words First word, second word, etc. Number of syllables Sounds like Opposite Same as Past Present Future Display corresponding number of fingers while touching the outside of a bent elbow Display corresponding number of finger displayed o the inside of a straight elbow Pull on earlobe Show palm up, then flip palm down Clasp fingers together Point finger back over shoulder Point down in front of you Point finger ahead of you