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Are we Playing Games or Being Serious?
Sunday 4 September, AthensIP Autumn 2016
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What turns an ’activity’ into a ‘game’?A game consists of ‘play’ governed by ‘rules’ which add...
•purpose / objective •competition and/or collaboration •an element of fun / carelessness
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Where can we find games?
•Hidden inside a boring exercise • In coursebooks•On the web (FL sites)•On the web (non-FL sites)• In games EFL books • In non-EFL games books
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Let’s Play: “–ing or –ed?”
Improvisation (phrases lifted from a CB exercise)
Well, it’s not so amusing, you
know.
You don’t seem amused at all with my
story.
You don’t look very
convinced to me.
Well, you do not sound
very convincing!
You look so depressed!
But your story is so
depressing!
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Passive Voice Questions Practice
The Pyramids When were the Pyramids built?A.5th century BC B. C. 8th century BC
Why were the Pyramids built?A. to house a library B. to bury a king
QUIZ SHOW
You work for a new TV show in the team that makes the questions! Write questions about the following:
e.g.
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Grammar Auction
1.I suggest he ask several questions during the interview.
2.Please, explain us this word because we don’t understand.
3.It was impossible to know if he would have wanted to spend so much money.
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http://marisaconstantinides.edublogs.org/2014/01/13/the-giant-storymaker-ideas-for-a-hundred-million-stories/
Storymaking games & competitions
On paper, on card, on your projector
….. Or....
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Why use games?
•focus on the learner
•reduce anxiety •motivate •have fun•collaboration
•team-building •communication •meaningful practice •creativity•skills integration
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When should we use games in a lesson?
•early on in your lesson: to warm-up / present new
language / diagnose / revise
•mid-lesson: to offer controlled practice
•towards the end of the lesson: to offer freer
practice
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Mystery Ice Smashes RoofIn America the strange case of the block of ice that smashed through the roof of a house in the small town of Timberville, Virginia, still defies explanation. It happened on 7 March 1976 as Wilbert Cullers, his son’s girlfriend were watching The Six Million Dollar Man on television. The local Daily News-Record reported what happened on that peaceful Sunday evening:"We heard a roar just like dynamite, and pieces of the ceiling came through," Mr Cullers said. The pieces of ceiling and several large pieces of murky ice splattered onto the near the middle of the room, about a yard from the television. Several of the pieces bounced into the rooms adjoining the living room. When they looked up through the large hole in the living room ceiling, they could see all the way into the clear, star-speckled sky outside." Where, then, had the ice come from?
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COMPETITION: The Craziest Explanation Wins!
Where DID the ice come from? Brainstorm some theories
• It could/might/must have been (caused by) a.... • The ice may/might/could have come from... etc.
Most & least believable theories win prizes!!!!!!!!
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From Arthur C. Clarke’s Mysterious World (Collins)
A question the Daily News-Record lost no time in putting to all available authorities. Dr.Lehman, an astronomer from the University of Virginia, and officials of the National Weather Service were found to be in agreement: the ice probably came from an aircraft. Dr.Lehman and his colleagues surmised that ice had formed at a broken water vent on a plane and had fallen off when it reached a weight of 10 or 15 lb (4.5-7 kg). Others, however, seemed to be less sure. Not only did local meteorologists say there was nothing in the atmosphere that night that could have caused a large block of ice to form on aircraft, but none of the people who were outside in the area of Wilbert Cullers’ house saw or heard an aircraft, although the night was clear.
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Age-appropriate games Factors affecting the choice of games:
• Amount of background knowledge needed to play the game
• Cognitive abilities • Content suitability • Level of ‘silliness’ allowed in the game • The learners’ perception of the usefulness (or not) of
games• The type of course, i.e. Business English
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Practical problems... and solutions!
•Large classes•Noise •To compete or not?•Ιnfantilising effect •Time •Language produced
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Keep Talking
Cut up cards – distribute – each student must talk for a minute in order to get rid of a card – the winner is the one who finishes first
1Talk about one of the games you used to play when you were 10 years old
2Talk about where you used to go on
Saturday nights when you were 20
3Tell us where you used
to go on summer holiday when you were
in your teens
4Talk about the school where you used to go
as a child
5Tell everyone about some of the places you used to go to with your parents
6How did you use to
spend your weekends five years ago?
7Talk about the clothes
you used to wear in your teens
8What did your
grandmother use to wear when she was
a girl?
9Talk about some of the things you used to do at school behind you
teacher’s back!
10
What did your mother or father use to advise you about when you were in your teens?
11
Talk about what you used to do with
your friends when you went out 10
years ago
12
Talk about how you used to spend your
pocket money when you were 9
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Story DominoesHe loved her passionately
So, she decided to get rid of him.
Make it look like an accident'
'You are a real psychopath!'
The detective looked round, sniffing for
clues
'Don't ever seek refuge here', the
general commanded.
'My nerve has gone completely,
darling!'
They ordered champagne and
caviare to celebrate.
She was a really quiet and religious
girl.
Their parents believed them to
be very happy.
He would have done anything to
make her stop crying!
She thought she would never
forgive him for this.
'Oh, no! He is still alive and kicking!'
'I think we ought to call the police.'
He finally persuaded her to
promise.
'What a bizarre dress you are
wearing!'
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Teacher roles1. Code-control games
•Master of ceremonies / Quizmaster•Evaluator of responses / Judge•Scorer
2. Communication games• Informant / Language consultant •Monitor / Corrector •Referee
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Thank you very much!Ευχαριστούμε πολύ!
CELT Athens © 2016Web: www.celt.edu.gr
Email: [email protected] Tel: +30 210 33 02 406
