Games in the English Language Classroom

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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. - PowerPoint PPT Presentation

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Effective Classroom Management in the English Language Classroom

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Games in the English Language ClassroomPresented by: Amy E. LingenfelterSenior English Language Fellow, 2013-15alingenfelter@peopleleap.comwww.peopleleap.com

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Questions to consider before we begin playing. . . 3

Why should we (or shouldnt 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?

Questions to Consider

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 youre 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.

Discuss: Do You Agree or Disagree?

5 Reasons We Should Use Games in the English ClassroomGames 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.

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 beforeCreate a game or use a game that someone else has created that will allow your students to meet that objective.

How should we select appropriate learning games?Plan for assessment. Will the game itself be the informal 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.

To survive as an English teacher you need to know the rules of the game. . . 9

Competition is cool!Speed gamesQuality games/contestsGuessing gamesMinglingInner/outer circleLine pairingDebatesAgree/Disagree

General Strategies

General StrategiesDebate/Agree-Disagree Topics:What should the legal drinking age be?Do you believe in aliens/extraterrestrial life forms?Can people from different cultures/countries have a good relationship?Is it important to speak more than one language? Which is the most important language to know?Do you think violence should be eliminated from movies?Should all education be free? Why or why not?Do you think that men should take a more active role in household responsibilities (e.g. cooking, taking care of children, cleaning, etc.)?What drugs should be legalized, if any? Why?If I didnt have to worry about money but still needed a job, which job would I pick?Should governments provide financial support to people?

Alternative independent games or conversation pull out of a hat topics for fast and/or bored studentsBoard games: can be used to practice almost anything!Have the students create their own questions on cards firstYou can make it a race between teamsGeneral Strategies

Example: Board Game Template13

Example: Conversation Board Game14

English relay race (speak and/or write)Blind Picture DescriptionPictionaryCharadesRunning Dictation Broken TelephoneI Love my Neighbor Who. . .

Specific Games

Mirror WordsPass the Ball to Learn VocabularyThe Money GameTeacher SaysVocabulary Review GameTouch and Go GameShake Dance GameTabooCrocodile GameRound RobinRed light, green lightSpell word with bodiesSpecific Games

TabooRound RobinRed light, green lightSpell word with bodiesCamp/Physical Games

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.Game 1: Board Game Would you Rather18

Game 1: Board Game Would you Rather19

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?Game 1: Board Game Would you Rather

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?

Game 2: Grammar Board Race

Game 3: Mirror WordsMirror 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?

Game 4: Pass the Ball to Learn VocabularyBall 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?

Game 5: The Money GameThe 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?

Game 6: Teacher SaysTeacher 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?

Game 7: Vocabulary Review GameVocabulary 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?

Game 8: Touch and Go GameTouch 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?

Game 9: Shake Dance GameShake 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?

Game 10: CharadesCharades

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?

Game 11: Taboohttp://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?

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?

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 groupEach 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. Game 13: Blind Caricature Pictionary32

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.

Game 13: Blind Caricature Pictionary33

Game 13: Blind Caricature Pictionary

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Game 13: Blind Caricature Pictionary35

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?Game 13: Blind Caricature Pictionary

English Personality Adjectives:FriendlyTalkativeQuiet/CalmShy/TimidRealisticPracticalTraditionalDecisiveOrganizedResponsibleHonestGood-lookingLogicalCompassionateKindSeriousCautiousBraveImaginativeCreativeAthleticAdaptableDisorganizedGo-with-the-flowCarefreeIntuitiveFunnySensitiveHard-workingSpontaneousIntelligent/SmartCooperativeIndependentConfidentClumsyTalentedOn a sheet of paper, write down at least 10 adjectives that describe you. Use the following list to help you.Game 14: Mingling Game: Are You Who Im Looking For?37

Game 14: Mingling Game: Are You Who Im Looking For?38

Game 14: Mingling Game: Are You Who Im Looking For?39

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.Game 14: Mingling Game: Are You Who Im Looking For?40

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).Game 14: Mingling Game: Are You Who Im Looking For?41

3. My ideal (best friend / significant other) is (adjective) because ________.

Example: My ideal best friend is funny because I like to laugh.

Game 14: Mingling Game: Are You Who Im Looking For?42

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).Game 14: Mingling Game: Are You Who Im Looking For?43

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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?Game 14: Mingling Game: Are You Who Im Looking For?

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!Game 15: Broken Telephone

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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?Game 15: Broken Telephone

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!Game 16: Grammar Auction Chart51

Game 16: Grammar Auction Chart52

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 an auction game like this to teach/ practice?Game 16: Grammar Auction Chart

Directions:Similar to a relay race with checkpoints. At each checkpoint, students must answer a question correctly in English, and can't leave until they do- this process could also require making a basket or doing something physical, or simply just running from one place to another answering questions at checkpoints. A teacher should be at each checkpoint monitoring correct usage. You can have one checkpoint per team or multiple, depending on space.Game 17: English Relay Race54

Directions (continued):Students can also write something (on a wall, etc.) instead of speakCheckpoint questions depend on English proficiency level and interests/lives of the camp attendees. They shouldnt include yes or no questions but require an answer of at least a phrase. Examples:What did you eat for breakfast today?Have you ever been to the United States?What do you like about your best friend?Game 17: English Relay Race55

Directions (continued):Get into groups of 3-4.3 people stand at checkpoints and the rest form 3 separate teams.Run to the checkpoint as fast as you can, answer the question, and when its answered correctly according to the checkpoint monitor, go to the end of the line and the next team member runs up.The team that finishes first is the winner!(The checkpoint monitor can be a student holding a card with the question and correct answer).Game 17: English Relay Race56

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 are the best language topics you could use a relay race to teach/practice?Game 17: English Relay Race

Directions:Divide students into groups of roughly 5 students. Post a list of sentences on the wall, which can be a poem or a riddle forming a complete text (for example, a short story). The same riddle/story can be used for all groups, or different texts can be used per group. Each group member takes a turn walking up to the wall, reading it, and then dictating the sentence to one secretary in the group who has to write it with correct capitalization, punctuation, and spelling. Game 18: Running Dictation Game58

Directions (continued):The person must physically leave their seat and remove themselves from the group to read it. The person can return as many times as she wants, but the second person cannot go to the wall until the previous person says he has finished dictating. Then the...

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