Language games
Introduction
Why use language games in ESL / EFL classrooms?
Games are fun and children like to play them. That in itself
is a strong argument for incorporating them in the language classroom.
Playing games is a natural part of growing up and learning. Through games
children, experiment, discover and interact with their environment. Games add
variation to a lesson and increase motivation by providing a plausible
incentive to use the target language.
What is a language game?
What differentiates language games from other activities in
the ESL / EFL classrooms, is the presence of a visible set of rules which guide
the children’s actions. Children can also employ their language skills
strategically in co-operative games where a group works together to achieve
certain goals. Language games are a healthy challenge to a child’s analytical
thought .The rules of the game set clear limits within which the children’s
natural decision making processes must function. The key to a successful
language game is that these rules are clear and the ultimate goal is well
defined .
Integrating games into the syllabus
Games can make your lesson planning easier .Once you have
played the games a few times and feel comfortable with them ,you will be able
to insert them into your program with very little preparation , especially if
you have made materials which can be used more than once . games can serve as a
valuable backup if you go through your material too quickly or if something
unexpected happens, for example, your colleague is ill and you need to cover
her class as well as yours they can help you control the rhythm of your lesson
and get a group of unmotivated children up and moving around, participating in
your class, and being more receptive to the rest of the lesson.
How you use a language game will depend on the personality
of the group of children. Do the children have a long attention span? Are they
very active? What is the boy /girl ratio? Also consider external factors such
as the time of day the English lesson is held and what happens before and after
it ?
‘ROUSERS’ wake a class up, typical rousers are movement
games and games where there is an element ‘ of competition .Guessing games also
tend to get the children excited. ‘SETTLERS ‘on the other hand calm a class
down. Typical settlers are craft activities and listening games.
Before choosing a game the teacher must also consider
safety. Is the space big enough for a lively movement game? Can the children
fall and injure themselves? Is the floor dirty? And not fit for sitting
on?
For the success of any language game the teacher has to
think ahead and prepare well all the materials required .She must also be well
aware of the rules of the game. The teacher must also consider the principle of
Variety and try to play different games from lesson to lesson. Children will
always ask for their old favorites, but don’t give in, for can have too much
even of as good thing.
Examples of Games;
Simon says (Action verbs + Parts of the body)
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Game type: Movement Game, ‘ROUSER”
Aims: Language: Names : basic introduction and and greetings
Students should only obey the commands if you preface each one
with Simon says. If you omit the preface Simon says any student who obeys the command can no longer participate in the
game. The last student to remain in the game is the winner.
Simon says: "hands up", "hands down",
"thumbs up", "thumbs down", "fingers up",
"fingers down".
Simon says: "touch your eyes / ears / nose / mouth with the
forefinger / middle finger / ring finger / little finger / of your
(right)(left) hand.
Simon says: "put your right hand / left hand / both hands on
your right / left knee."
Simon says: "shut / open your eyes", "stand up /
sit down", "stand on your right / left leg".
Simon says: "bend your knees / body", "straighten
your knees / body".
Simon says: "fold your arms", "put your arms by
your side".
Simon says: "wave your right hand", "STOP",
"jump up and down", "STOP".
Simon says: "point at the ceiling / floor with the
forefinger/ middle finger / ring finger / little finger / of your right / left
hand.
To view this language game ,follow the link
https://www.youtube.com/watch?v=lpE7Wi-F0ZA
Game type ‘SETTLER’: is shown in the above video clipping
Conclusion: Thus a language game should be fun, but the
language element should always be kept at the forefront of the planning. The
teacher must keep the focus on clearly recognizable objectives ,rather than moving
from theme to theme in an attempt to introduce popular games. The teacher must
also ensure that the activity is concluded when the fun is at it’s peak. It is
truly important not to play a game for tool long, Children will begin to loose
interest and wander off. Chaos may ensue. Games can provide the stimulus to language learning.The game context makes makes the foreign language immediately useful to the children and makes the reasons for speaking plausible even to reluctant children.
Reference:
Games for children: Gordon Lewis with Gunther Bedson
www. onestopenglish.com/teenagers/skills/game
www.teachingenglish.org.uk/language.assisstant/games
+994 12 4973710
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