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Buckingham Uni PGCE Feb 2017 Purposeful games


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12 MFL games described

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Buckingham Uni PGCE Feb 2017 Purposeful games

  1. 1. Purposeful games Buckingham University PGCE/IPGCE Feb 2017 Steve Smith
  2. 2. Why? Games or game-like activities are just another example of language tasks with a purpose, so there’s no need to belittle their value. The unique element they offer, however, is a degree of amusement or competition which adds an edge, an extra source of motivation. After learning and practising new vocabulary or structures, students have the opportunity to use the TL in a non-stressful, purposeful way. While playing games, the students' attention is on the message, less on the form of the language. Meaningful activity helps embed memory.
  3. 3. Battleships with a twist Suppose you are working on the past (preterite) tense with a grid made up of pronouns down the left and infinitives along the top. Normally you would get students to just give the pronoun and verb, e.g. in German “du hast getanzt” (you danced). Instead, you can require them to add an extra element to the verb, so a student might say “du hast mit deinem Freund getanzt”. Then ask students to make up sentences with a verb + two extra elements, e.g. “du hast gestern mit deinem Freund getanzt”. In this case an important aspect of German word order (time/manner/place of adverbs) is practised. Later get them to add another element to their sentences, e.g. make the sentences negative.
  4. 4. Mental maths bingo Instead of reading out a number, give classes a simple mental arithmetic sum to solve which leads to a number which may be on their card. You’ll need to teach them simple terms like plus, minus, multiplied by and divided by. The advantage of this variation is that it provides more mental challenge. The downside is that students don't make the immediate link between the numbers you read and the number on their card. You might also need quite a quick-thinking class to do it.
  5. 5. Number sequence bingo Instead of just reading a number, read simple sequences of numbers and students have to work out what the next number would have been. You can make this as simple or as hard as you want, depending on the class. e.g. 1,2,3,4 ___ . Or 64,32,16 __. You can cater for any number easily, e.g. 5,4,3,2 __. Students get to hear a lot of numbers, so you’re maximising the input. The minor downside is that, as in mental maths bingo, students don’t immediately match the number they hear to the one on their card.
  6. 6. Number in a sentence bingo In this variation, instead of reading out a number, you read a sentence containing the number, e.g. in Spanish Hay treinta alumnos en la clase (There are thirty students in the class). This offers a greater level of challenge and is an opportunity to provide input at sentence level, allowing students to hear the numbers in context. Some classes may find it too hard and you may need to do a bit of thinking beforehand about the nature of the sentences which are feasible. You can match the sentences to your current topic.
  7. 7. Quiz games University Challenge. The class is divided into two or more groups of about 4 students. You need to prepare at least a hundred general knowledge questions grouped by theme, all relating to the TL culture, e.g. food, history, art, cultural icons, geography, music and language. Ask a starter question for 10 points and the first team to answer correctly on the buzzer gets the right to answer three more follow-up questions on the same topic. If a student incorrectly answers before the question is finished they lose 5 points and the question passes over to a member of the opposing team. Conferring is allowed between team members for the follow-up questions.
  8. 8. The Price is Right Prepare by making a PowerPoint presentation with about 20 different items you’ve found in online stores. Keep a list of the prices. The more interesting you can make the items from a cultural standpoint, the better. You could, of course, choose items related to a recent topic you’ve been working on. Invite four students up at a time, describe the item they see displayed, tailoring your language to the needs of the class, then ask each contestant to name a price in euros. The student closest to the real price gets to stay up for the next round. An alternative twist would be to display three items at once, describe them, then give a price for one of the three. The contestants have to identify the correct item. To make sure all the class is involved you can get them to write down their own guesses on a mini-whiteboard.
  9. 9. How well do you know each other? • For intermediate to advanced level. A good way of practising question forms. Get two students to volunteer to be the couple and send them out of the room for 5- 10 minutes to find out as much as possible about each other. It helps if the pair are already friends. While they are outside preparing, you revise question forms with the rest of the class and write up some model questions on the board which the class can refer to. Questions will be in the third person, e.g. What is her favourite colour? Where did she go on holiday last summer? What’s her favourite sport? Who is her favourite movie actor? • The “married couple” come in one by one to be interrogated by the class. The winner is the one who gets the most correct answers. Note: although at any one moment only one student will be speaking, the whole class will be listening to what you and the other class members say. So this is an excellent listening activity above all.
  10. 10. Silly story-writing This is for intermediate to advanced level. Pair up students and give them a sheet of A3 paper each. Begin by calling out a category (e.g. the name of a town in the TL country) and giving the students a minute to write down as many words as they can from that category. Do another four categories, e.g. animals, means of transport, furniture and famous people from the history of the country. Don’t tell the students what will follow; leave them wondering what’s going on. You can then elicit some brief feedback from pairs. What words did you find? Next, tell them that they have 15 minutes to write a brief story which incorporates all the words they wrote down. Tell them the story can be as weird as they like, but they should try to be as grammatically accurate as possible. Explain that when the 15 minutes is up, you’ll ask pairs at random to read their story aloud (this should add some urgency to the task). When the 15 minutes have elapsed invite a selection of pairs to read their story aloud.
  11. 11. Grammar auction This is a popular and useful error correction game which can be used with all levels. Students bid for the right to say whether a sentence is right or wrong and/or correct it, doubling the money they bid if they’re right and losing that money if they’re wrong. One approach is to split the class into two teams and give each team a sum of money, say 1 million euros. Then display a sentence which is either correct or contains one or more errors. You could even make them up as you go along if you think the teams are winning or losing too much money and depending on your class’s ability to spot errors. One member of each team volunteers to place their bet while someone keeps a tally of the gains and losses.
  12. 12. Miming games 1. Vocabulary mimes Students mime a word they choose or are given, without speaking or using sound effects, until their partners say exactly that word. This works particularly well for adjectives, adverbs, action verbs and idiomatic phrases such as body part idioms: My head aches, etc. 2. Sentence mimes This is similar to vocabulary mimes, but students have to mime and guess whole sentences, e.g. The lion jumped over the chair. These sentences can be given by you, taken from a textbook exercise or text, written by the person or group that is going to mime, or written by another group as a challenge. 3. Imperfect tense mimes Students mime actions to each other in pairs. While one partner is miming their partner says Stop! and then explains to them what they were in the process of doing. The imperfect tense is required to give the explanation, e.g. you were making a cup of tea, you were watching a scary movie or you were brushing your teeth.
  13. 13. Call My Bluff An advanced level game played with a panel of three versus the rest of the class. For each round the panel in turn reads a different definition of an unusual word selected by the teacher. Only one definition is correct, the other two are bluffs. After each panellist has read out their definition students choose what they believe to be the correct definition. The class may ask questions to each panellist to see how well they can improvise around their definition. Do they sound convincing or not? Brief the panellists in advance to be inventive. You need this activity to be more than just reading aloud and listening. Provide each panellist with a card showing the words TRUE and FALSE in TL to hold up when the class has finally voted for the correct answer. The class collects points for correct guesses. The panel can remain the same for each round or be rotated.