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Are we playing games or being serious 1

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Presented at the IP exbhibition on September 4 2016
with Alexander Makarios, CELTA tutor at CELT Athens

Published in: Education
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Are we playing games or being serious 1

  1. 1. Are we Playing Games or Being Serious? Sunday 4 September, Athens IP Autumn 2016
  2. 2. 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
  3. 3. 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
  4. 4. Let’s Play: “–ing or –ed?” 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!
  5. 5. 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.
  6. 6. 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.
  7. 7. Unusual Uses
  8. 8. http://marisaconstantinides.edublogs.org/2014/01/13/the-giant-storymaker-ideas-for-a-hundred-million-stories/ Storymaking games & competitions
  9. 9. Storymaking games & competitions
  10. 10. Why use games? •focus on the learner •reduce anxiety •motivate •have fun •collaboration •team-building •communication •meaningful practice •creativity •skills integration
  11. 11. 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
  12. 12. Lead ins
  13. 13. Mystery Ice Smashes Roof In 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?
  14. 14. 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!!!!!!!!
  15. 15. 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.
  16. 16. Lead out
  17. 17. 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
  18. 18. ‘Serious’ or ‘Playful’ games? Cognition Playfulness
  19. 19. Practical problems... and solutions! •Large classes •Noise •To compete or not? •Ιnfantilising effect •Time •Language produced
  20. 20. 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 1 Talk about one of the games you used to play when you were 10 years old 2 Talk about where you used to go on Saturday nights when you were 20 3 Tell us where you used to go on summer holiday when you were in your teens 4 Talk about the school where you used to go as a child 5 Tell everyone about some of the places you used to go to with your parents 6 How did you use to spend your weekends five years ago? 7 Talk about the clothes 8 What did your 9 Talk about some of the
  21. 21. Story Dominoes He 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 'What a bizarre dress you are
  22. 22. Teacher roles 1. Code-control games •Master of ceremonies / Quizmaster •Evaluator of responses / Judge •Scorer 2. Communication games •Informant / Language consultant •Monitor / Corrector •Referee
  23. 23. Let’s play!
  24. 24. Thank you very much! Ευχαριστούμε πολύ! CELT Athens © 2016 Web: www.celt.edu.gr Email: info@celt.edu.gr Tel: +30 210 33 02 406

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