ERIC ED382019: Language Games and Activities. Netword 2: Teaching Languages to Adults.

69 Pages·1994·1.3 MB·English

by  ERIC

DOCUMENT RESUME
FL 022 920
ED 382 019
Langran, John; Purcell, Sue
AUTHOR
Language Games and Activities. Netword 2: Teaching
TITLE
Languages to Adults.
Centre for Information on Language Teaching and
INSTITUTION
Research, London (England).
ISBN-1-874016-23-2
REPORT NO
94
PUB DATE
71p.; Cartoons by Joanne Bond.
NOTE
Centre for Information on Language Teaching and
AVAILABLE FROM
Research, 20 Bedfordbury, Covent Garden, London WC2N
4LB, England, United Kingdom.
Teaching Guides (For
Classroom Use
PUB TYPE
Guides
Teacher) (052)
MFO1 /PC03 Plus Postage.
EDRS PRICE
Adult Education; *Class'Activities; Classroom
DESCRIPTORS
Environment; Classroom Techniques; Cooperation;
Foreign Countries; *Games; Recordkeeping; *Resistance
(Psychology); Second Language Instruction; *Second
Language Learning; Student Attitudes
ABSTRACT
This guide discusses the use of games in the second
language classroom and describes a number of games language teachers
can use. An introductory chapter outlines different types of games
and explains the use of the book. Chapter 1 offers a rationale for
classroom use of games for second language learning. Chapter 2.
suggests classroom techniques for using games, including preparation
of the classroom environment, considerations for selecting games,
presentation, and follow-up activities. The third and fourth chapters
outline 13 games and additional activities, including information on
preparation, pre-teaching, classroom procedures, follow-up, and
possible variations. A chapter is devoted to techniques for
overcoming student resistance to classroom games, and the final
chapter offers suggestions for teachers to plan and record game use,
develop a repertoire of games, obtain and use learner feedback, and
pool resources with other teachers. Contains fourteen citations for
further reading. (MSE)
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A national network of local NETWORD
groups of teachers of languages to adults in all
learning environments.
netword
Offers opportunities for:
professional and social contact;
ideas and information exchanges;
professional development.
netword
Contact CILT for details of:
NETWORD, the biannual newsletter avail-
able free to all tutors of languages;
existing groups in your area;
how to start your own NETWORD group.
CILT, 20 Bedfordbury,
London WC2N 4LB
Tel: [phone]
NETWORD 2
TEACHING LANGUAGES TO ADULTS
Language games and activities
John Langran and Sue Purcell
Cartoons by Joanne Bond
C LT
4
The views expressed in this publication are the author? and do not necessarily represent those of CILT.
Acknowledgement
It is difficult to attribute authorship of different language games. Many of the games and activities in
Chapter 3 have been added to and adapted by different teachers in different ways. In this list we give
the name of the teacher whose work led to the game's inclusion in this book.
Contraband, Our street, The holiday game, Who's who?, Wo bin ich?, Alibi
Sue Purcell
John Langran
The census, The Russian travelling salesman, I love... , Le Dourdy, The picnic
Thorsten Friedrich
Get in line
Natasha Markina
The Nobel Prize
Le Dourdy cartoon
Celia Weber
The photographs were taken at a one-day CILT conference in Leicester in February 1994.
The adaptation of The Bricklayer story on p 53 is included by kind permission of Mrs Annetta
Hoffnung.
First published 1994
© 1994 Centre for Information on Language Teaching and Research
ISBN 1 874016 23 2
Cover by Logos Design and Advertising
Printed in Great Britain by Bourne Press Ltd
Published by the Centre for Information on Language Teaching and Research, 20 Bedfordbury,
Covent Garden, London wc2N 4LB.
Only the worksheets and role-cards may be photocopied by teachers for classroom use. Apart from
this, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the
prior permission of the Copyright owner.
Contents
Page
Introduction
1
5
Chapter 1
WHY USE GAMES?
Chapter 2
8
How TO USE LANGUAGE GAMES
Chapter 3
13
A COLLECTION OF GAMES
44
Chapter 4
OLD FAVOURITES AND OTHER ACTIVITIES
55
Chapter 5
OVERCOMING RESISTANCE TO LANGUAGE GAMES
58
Chapter 6
OVER TO YOU
60
Further reading
6
List of games
Chapter 3
Games in this chapter are arranged in order, with the most basic and
closely structured activity at the beginning and the most open activity at
the end.
Page
Contraband
13
Our street
15
The holiday game
17
Who's who?
19
Wo bin ich?
22
Alibi
24
The census
27
Get in line
29
The Russian travelling salesman
31
I love...
34
Le Dourdy
36
The picnic
40
The Nobel Prize
42
Chapter 4
Happy families
44
Bingo
45
Twenty questions
46
What's my line?
47
Kim's game
47
My grandmother went to market
48
Find someone who...
49
Jumbled up sentences
51
Ordering game
52
7
1
Introduction
Language games are a well-established element of foreign language teaching.
Many teachers of languages to adults use language games as a standard part
of their repertoire. Many of today's coursebooks suggest ways to practise
and reinforce language items with various games and activities.
Language games have become particularly popular with teachers of
languages to adults because:
they give learners a real chance to speak and be creative;
they are effective 'ice-breakers', loosening the barriers that can exist
in the first lessons with a new group;
they encourage involvement and participation;
learners in an evening class are often tired after a hard day's work and
an active approach, with language games, can be a welcome means of
relaxation;
language games encourage repetition without monotony, making
practice a pleasure.
This handbook gives teachers of languages to adults a summary of
reasons for using language games and a checklist of good practice and
useful ideas.
This is followed by a collection of thirteen language games that the
authors have found useful in the classroom. Each is an example of a
principle or a strategy that can be reused or recycled with a different
language or at a different level, with a different group, perhaps for a
different purpose. There is also a summary of 'old favourites' and other
shorter activities.
In conclusion, there are suggestions to help tutors overcome resistance
to language games, an 'Over to you' section to set teachers thinking of
ways to develop and adapt language games, and a list of further reading.
What is a
A language game is a device to create a situation in the classroom which
gives learners the opportunity to use language they have already learnt
language game?
2
GAMES AND ACTIVITIES
in a relaxed way, with maximum possible free expression in order to
fulfil a simple task, solve a problem or communicate a piece of
information.
Games range from the very simple with strictly limited structures for
beginners to fairly complicated simulations used with advanced learners
for revision work.
Here is a list of some types of games and activities.
Guessing games
People like to make intelligent
cops! Z Howep.,r
%1,
guesses, to form their own theories
vroaTto yer
and to work things out by a
to
process of elimination. This can be
used as a motivating factor in a
ES LI
Flteellee
113
language game.
nipat'STRE
Memory games
People like testing their memory.
This gives you a challenge and can
make you think in the language
you are learning. See if you can
remember as much about a picture
as other people in the group.
Putting things in order
Many things have a natural order or sequence, but to remember a
logical sequence can be an exciting challenge.
Comparing pictures finding differences
An effective way of generating conversation in pairs. Find a suitable
picture and photocopy it with alterations. Then ask learners to find
the differences by talking to each other without looking at each
other's pictures.
Comparing notes with other learners
Like picture differences, but with text. In pairs, each partner has the
same set of notes but one has been changed. Find the differences by
asking each other questions.
9
Introduction
3
Information gap games
gaps'. The object is to
Many language games contain 'information
member of the group.
find the information you need from another
Filling in a diary/calendar
when you have to
Planning your time can be a challenge, especially
others in the group. This
make arrangements that fit in with those of
basis for games involving the language of
can be used effectively as a
arranging meetings and planning trips.
Collaborating to complete a task
joint task. This
Many activities can be given to small groups as a
make a contribution, and the need to get
encourages individuals to
work.
the task completed adds a sense of urgency to the
Word games
and text, for example in
Games can be used to manipulate words
word bingo.
Simulations
When fully developed, the language
full simulation,
game can become a
with the classroom transformed into an
imaginary scenario and learners taking
their own independent roles.
Ice-breakers
A large number of games can be used to
break down barriers that may exist, for
example, the tenseness at the start of a
lesson or a short course. Language
talking to each other.
games get learners
involve more than one of
As you will see in Chapter 3, many games
these 'ingredients'.
How to use this book
be adapted for use with any
The games in this book are intended to
given mainly in
language that you may be teaching, and examples are
Different languages will present
English, French, German and Russian.
and therefore we have
their own difficulties in particular language areas,
10