presented by: amy e. lingenfelter senior english language fellow, 2013-15...

Games in the English Language

ClassroomPresented by: Amy E. Lingenfelter

Senior English Language Fellow, [email protected]

www.peopleleap.com

Questions to consider before we begin playing. . .

• 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?

Questions to Consider

1) The classroom should be a serious and quiet place at all times so that students can learn the most possible.

2) Games should be used every day. 3) If you’re not sure what to do for your lesson,

use a game!4) Children might feel nervous if they are asked

to compete in a game, so you should not use games.

5) Competition is fun and can be used appropriately.

Do You Agree or Disagree?

5 Reasons We Should Use Games in the English Classroom

1) Games are FUN! They help to lower the affective filter.

2) Games are MOTIVATING! They provoke interest as students learn through play.

3) Games are CHALLENGING! They can challenge students to be responsible for their learning and knowledge in a new way.

4) Games are INTERACTIVE! They create situations in which students interact with each other.

5) Games are REPETITIVE! All people learn through repetition.

How should we select appropriate learning games?

1) 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

2) Create 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?

3) 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?4) Consider the materials and time that you

will need. Make sure to leave time at the end for reflection as a class.

5) Play the game with your students!

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

• Competition is cool! Speed games Quality games/contests

• Guessing games• Mingling• Inner/outer

circle• Line pairing

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

General Strategies

• Musical chairs• English relay race

(speak and/or write)• Blind picture description• Pictionary• Charades• Running dictation

game• Broken telephone

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

Specific Games

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

Specific 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 Rather”

Example: Conversation Board Game

Example: Board Game Template

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


it more appropriate for your context?

Game 2: Grammar Board Race

http://www.youtube.com/watch?v=wam5PscoSjU

Game 3: Mirror Words

• Mirror Words




http://www.youtube.com/watch?v=DmUIzJQJABs

Game 4: Pass the Ball to Learn Vocabulary

• Ball Game




http://www.youtube.com/watch?v=YpjspLKO_zA&feature=related

Game 5: The Money Game

• The Money Game




http://www.youtube.com/watch?v=4hmAoIoh88c&feature=related

Game 6: Teacher Says

• Teacher Says




http://www.youtube.com/watch?v=qGZ_HRwb29g&feature=related

Game 7: Vocabulary Review Game

• Vocabulary Review Game




http://www.youtube.com/watch?v=hmpyFtebexU&feature=related

Game 8: Touch and Go Game

• Touch and Go Game




http://www.youtube.com/watch?v=1ZDbsA_L464&feature=related

Game 9: Shake Dance Game

• Shake and Dance Game




http://www.youtube.com/watch?v=-ZTKK3Szor4

Game 10: Charades (Feelings)

• Charades




http://www.youtube.com/watch?v=uC0xdL1AbMA

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?

http://www.youtube.com/watch?v=Lmmzm7XjqBI

http://www.youtube.com/watch?v=Lmmzm7XjqBI

Game 12: Crocodile Game

• http://www.youtube.com/watch?v=r7dwHHacVHs&feature=related




http://www.youtube.com/watch?v=r7dwHHacVHs&feature=related



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.

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.




it more appropriate for your context?• 4. What other language topics could you

use this activity to practice?


English Personality Adjectives:•Friendly•Talkative•Quiet/Calm•Shy/Timid•Realistic•Practical•Traditional•Decisive

•Organized•Responsible•Honest•Good-looking•Logical•Compassionate•Kind•Serious•Cautious•Brave

•Imaginative•Creative•Athletic•Adaptable•Disorganized•Go-with-the-flow

•Carefree•Intuitive•Funny

•Sensitive•Hard-working•Spontaneous•Intelligent/Smart

•Cooperative•Independent•Confident•Clumsy•Talented

• On 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 I’m Looking For?

Part/s of Speech Synonym Antonym

Definition/s: (Include part of speech and two complete definitions from the dictionary) 1)

2)

Use the word in 2 sentences:

1) 2)

Draw a Picture:

Word

Write the word six times: 1) 2) 3) 4) 5) 6)


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.”


• 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).


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

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


AARREE YYOOUU WWHHOO II ’’MM LLOOOOKKII NNGG FFOORR??

Your Companion’s Name

Compatibility (YES!)

(Check “X” every time the person

IS who you’re looking for)

No compatibility (NO!)

(Check “X” every time

the person is NOT who you’re 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).


AARREE YYOOUU WWHHOO II ’’MM LLOOOOKKII NNGG FFOORR??

Your Partner’s Name

Compatibility (YES!)

(Check “X” every time the person IS who you’re looking for, based

on his/her answers)

No Compatibility (NO!)

(Check “X” every time the person is NOT who

you’re looking for, based on his/her answers)

AAddjjeeccttiivvee CCllaauusseess::

DDeessccrriibbiinngg aa PPeerrssoonn UUssiinngg ““WWhhoo””

USING AN ADJ ECTIVE (e.g. “introverted”):

1. I am a person. 2. I am introverted. 1.+ 2. = I am a person who is introverted.

Combine the two sentences to f orm an adjective clause that describes me:

I am a person + who is introverted (3rd person). = I am a person who is introverted.

(Main clause) + (dependent clause)

USING AN ADJ ECTIVE IN NEGATIVE FORM (e.g. “not expressive”):

1. Mary is a woman. 2. Mary is not/ isn’t expressive. 1.+ 2.= Mary is a woman who isn’t expressive.

Combine the two sentences to f orm an adjective clause that describes Mary:

Mary is a woman + who isn’t expressive. = Mary is a woman who isn’t expressive.


USING A VERB (e.g. “work”):

1. J ohn is a man. 2. J ohn works. 1.+ 2. = J ohn is a man who works.

Combine the two sentences f or f orm an adjective clause that describes J ohn:

J ohn is a man + who works. = J ohn is a man who works.


USING A VERB IN NEGATIVE FORM (e.g. “dance”):

1. I am a person. 2. I don’t dance well. 1.+ 2. = I am a person who doesn’t dance well.

Combine the two sentences f or f orm an adjective clause that describes me:

I am a person + who doesn’t dance well (3rd person). = I am a person who doesn’t

(Main clause) + (dependent clause) dance well.

UUssiinngg PPeerrssoonnaalliittyy AAddjjeeccttiivveess

&& AAddjjeeccttiivvee CCllaauusseess iinn aa SSeenntteennccee Combine the following pairs of sentences to form a full sentence with an

adjective clause that describes you or your ideal friend/significant other:

1. I am a woman. 2. I am idealistic.

1. I am a woman. 2. I am talkative. 3.

1. I am looking for a good f riend. 2. This f riend is logical. 3.

1. I am looking for a good f riend. 2. This f riend is introspective. 3.

MMiinngglliinngg// SSppeeeedd-- MMeeeettiinngg AAccttiivviittyy

I nitial Statement:

“I am looking for [someone/ a f riend/ a boyf riend/ a girlf riend/ a husband/ a wif e] who + is + adjective...”

OR

“I am looking for [someone/ a f riend/ a boyf riend/ a girlf riend/ a husband/ a wif e] who + verb...”

For example: “I am looking for a girlf riend who is flexible.”

Response:

“Good/ great, because I am a person who...” OR

“I ’m sorry, I am not a person who...” For example: “Great, because I am a person who likes

meeting new people!”



it more appropriate for your context?• 4. What other language topics could you use

a mingling game like this to teach?


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

Questions:• 1. What is the objective of this game?• 2. Would you use this game in your


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 Chart

Grammar Auction

Sentence Correct or Incorrect?

If incorrect, please write the correct sentence in the blank provided.

How much money do you bet?

1. Did you goes to the park last Saturday?

INCORRECT. Did you GO to the park last Saturday?

$20 (incorrect)

2. Last week we go to the movies.

3. Do you want to clean the house today?

4. He goes to the store almost every day.

5. He is going to the store now.

6. I have dance in a TV show now.

7. I like to my dog.

8. Do they have a cat?

9. He went to the store yesterday.

10. Does John sings rock and roll music?



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?


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 Race

Directions (continued):• “Checkpoint” questions depend on English

proficiency level and interests/lives of the camp attendees. They shouldn’t 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?


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 it’s 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).




make it more appropriate for your context?• 4. What are the best language topics you

could use a relay race to teach/practice?


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 Game

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 second person goes up, and so on, until the riddle, poem, or short paragraph is completed correctly by the secretary. The teacher goes around and checks errors.




make it more appropriate for your context?• 4. What are the best language topics you

could use a running dictation game to teach/practice? What are the worst?


Grouping Strategies

Dividing into pairs:• Opposites attract• Commonalities• First Names• Line Ups• Finding “Twins”• Picture puzzles• Pair numbers, colors, or anything on

cards

Grouping Strategies

Dividing into groups:• Cries of animals• Values clarification (agree or disagree)• Shake, rattle, and roll• Form a band• Arm/Finger cross• Blue sky• Pictures/playing cards

Now for you to put your skills to the test!

Drum roll please. . .

Your Practice Task: • With your previous group members and notes,

create one lesson plan on any language point incorporating a game.

• Write the final version of the lesson plan on chart paper to present to your classmates.

• Be ready to justify your lesson and why you chose this particular activity.

• Be ready to demonstrate/act out the game part of this lesson (5 minutes total) to the whole group based on some strategies/ theories you learned today (a “mini-lesson”). Pretend we all are your students.

Your Practice Task:

Please include the following components in your lesson plan:1) OBJECTIVES (what you want to students to

know and do by the end of the lesson): Write “S.W.B.A.T.” (Students Will Be Able To)

2) PROCEDURE/STEPS (includes teacher and student activity)

3) TIMING (how long each activity will take)4) ASSESSMENT/SUCCESS INDICATORS (student

demonstration of actual learning)5) MATERIALS (if any)

• http://www.eslgamesworld.com/• http://www.eslcafe.com/• http://www.everythingesl.net/• http://www.teflgames.com/games.html• http://peopleleap.com/resources/links/

Websites for English Learning Games

http://www.eslgamesworld.com/

http://www.eslgamesworld.com/

http://www.eslcafe.com/

http://www.eslcafe.com/

http://www.everythingesl.net/

http://www.everythingesl.net/

http://www.teflgames.com/games.html

http://www.teflgames.com/games.html

http://peopleleap.com/resources/links/

Thank you!Questions? Comments?

• My website: www.peopleleap.com Go to “Resources” and “Amy’s Professional Blog”

• My email: [email protected]• Shaping the Way We Teach English Website:

http://oelp.uoregon.edu/shaping• American English Website:

http://americanenglish.state.gov• MOE Resources:

http://educacion.gob.ec/documentos-pedagogicos/

My Contact Info:

http://www.peopleleap.com/

mailto:[email protected]

http://oelp.uoregon.edu/shaping

http://americanenglish.state.gov/

http://educacion.gob.ec/documentos-pedagogicos/

presented by: amy e. lingenfelter senior english language fellow, 2013-15...

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