TEACHING LANGUAGE THROUGH GAMES<br />INTRODUCTION:<br />WHAT IS GAME?<br />"A game is an activity with rules, a goal and an element of fun.”<br />KINDS OF GAMES: <br />There are two kinds of games: <br />Competitive games: <br />In these games players or teams race to be the first to reach the goal.<br /> Co-operative games: <br />In these games players or teams work together towards a common goal. <br />The emphasis in the games is on successful communication rather than on correctness of language." (Toth, 1995)<br />IMPORTANCE OF GAMES IN LANGUAGE TEACHING:<br />Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. They also encourage and increase cooperation. Following two games can be very helpful for our students for teaching language skills.<br />GAME 1<br />Aim: <br />Speaking (using a whisper), pronunciation, listening, grammar (it takes ...to do ...)<br />Notes:<br />Divide the students into groups of 7 to 10.<br />Choose one leader from each group. Give the leaders the card which has the sentence. Ask him to memorize the sentence, go back to his group and whisper what he has read on the card to the person on his right. Each person will whisper the sentence to the next person and the sentence can be said only once. The last person will say the sentence out loud. If the sentence is the same with the one written on the card, that group wins. Following sentences can be used for this purpose:<br /><ul><li>I scream for an ice-cream.
It takes about six seconds for something you drink to reach your stomach.
He met an accident today. etc</li></ul>GAME 2<br /> Vocabulary game: Broken sentences<br />In this activity, students have to put together sentences which have been broken up into two halves.<br />Method:<br />Copy and cut up some sentences as below, so there is one sentence for each pair of students in the class. (If there is an odd number, the teacher can take part.)<br />Students walk around the room trying to find their "pair." Once they have, they sit down.<br />Check by getting each pair to read out their sentence.<br />I am going to the zoo..... .....to see the wild animals.<br />Let's go to the travel agent..... .....to book our summer holiday.<br />I need some soap..... .....to wash my hands.<br />You'll need a saucepan..... .....to boil those potatoes.<br />You'd better take a torch..... .....to see in the dark.<br />I need a ruler..... ......to draw straight lines.<br />Variation: In this activity, we can also break up the sentences into three parts.<br />I won't get..... .....married until I'm..... .....at least 25.<br />I'd change my..... .....name if I weren't..... .....happy with it.<br />I won't be able to..... .....arrive before..... .....Friday, I'm afraid.<br />I'd get a..... .....dog, only my son..... .....is afraid of them.<br />Match and Catch the Riddle<br />Aim:<br />Reading silently, reading aloud, pronouncing segmental and suprasegmental features correctly, listening selectively, grammar (simple present tense), linguistic and nonlinguistic reasoning.<br />Notes:<br />Divide the class into two groups: The QUESTION group and the ANSWER group.<br />Give the questions to the first group and the answers to the other group.<br />Each student in the first group is supposed to read the question he has aloud and whoever has the answer in the other group reads the answer aloud.<br />If the question and the answer match, put the students in pairs. If they don't, continue till the right answer is found. Each student can read his part only twice. When all questions and answers are matched ask the pairs to read the riddle they have just for fun.<br />Some Suggested Riddles:QUESTIONSANSWERSWhat animal is gray and has a trunk?A mouse going on vacationWhat animal eats and drinks with its tail?All do. No animal takes off its tail when eating or drinking.Why do mother kangaroos hate rainy days?Because then the children have to play inside.How can you tell the difference between a can of chicken soup and a can of tomato soup?Read the label.Why is an eye doctor like a teacher?They both test the pupils.Why did the cross-eyed teacher lose his job? Because he could not control his pupils.Why is mayonnaise never ready?Because it is always dressing.Do you know the story about the skunk?Never mind, it stinks.If a papa bull eats three bales of hay and a baby bull eats one bale, how much hay will a mama bull eat?Nothing. There is no such thing as a mama bull.What does an envelope say when you lick it?Nothing. It just shuts up.Why do cows wear bells?Because their horns don't work.Why shouldn't you believe a person in bed?Because he is lying.What is the best way to prevent milk from turning sour?Leave it in the cow.Why does a dog wag his tail?Because no one else will wag it for him.<br />STUDENTS’ FEEDBACK FORMM<br /> Name:_____________________Age:___________Class:_______________Date:_________<br />Institution:___________________________________________________________________<br />Thank you for taking the time to provide input on this lesson, worksheet and activities. It is our hope to create the most effective tool possible for teachers and group facilitators to use to introduce the learners very effective lesson plan for improving language skills. <br />For each of the three sections below, please circle your ranking for each question on a scale of 1 to 3, where 3 is “strongly agree” and 1 is “strongly disagree”. Additional comments and suggestions for improvement are appreciated. (Please feel free to attach additional sheets if needed.) <br />QuestionsStrongly AgreeAgreeStrongly DisagreeThe lesson was easy to understand.The discussion topic led to active discussion.The games were appropriate for age group and helped you explore the lesson more fully.The games were thought-provoking and helped you explore the lesson more fully.The games were diverse enough that they provided a challenge for you.333332222211111n/an/an/an/an/a1. What basic thing did you learn?<br />2) What concerns did you have?3) What was your most exciting moment with your teacher during this lesson?4) What would you have liked to happen that did not happen during this lesson?<br />CONCLUSION:<br />On the basis of our lesson plan executing the games given above and after getting feedback from our learners, we can safely say that games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. The aim of this report was to demonstrate some sample games. Teachers are encouraged to find other games which are suitable for their students or develop their own.<br />BIBILIOGRAPHY:<br />BALOTO, F. January 1996. "How to Motivate Learners of English". In English Teaching Forum. 34:1<br />SCHINKE-LLANO, L. & R. Rauff (eds) 1996. New Ways in Teaching Young Children. Alexandria, VA:TESOL Publications.<br />UR, Penny. 1995. Grammar Practice Activities. (9th printing). CUP.<br />WRIGHT, Andrew et al. 1989. Games for Language Learning. (7th printing). CUP.<br />Hadfield, J (1996). Elementary communication games. Longman: Addison Wesley Longman Ltd.<br />Lee, J. M. (1996). English games. Seoul: The People Publisher.<br />Lee, S. C. (1980). 101 games & activities for primary English. Seoul: Moonjin Media.<br />Lee, W. R. (1979). Language teaching games and contests. Oxford: Oxford University Press.<br />Lewis, G., & Bedson, G. (1999). Games for children. Oxford: Oxford University Press.<br />Rinvolucri, M. (1984). Grammar games. Cambridge: Cambridge University Press.<br />Toth, M. (1995). Children's games. Oxford: Heinemann Publishers.<br />Tyson, R. E. (2000). "Serious" fun: Using games, jokes, and stories in the language classroom. Class handout.<br />Ur, P., & Wright, A. (1992). Five-minute activities. Cambridge: Cambridge University Press. <br />