Language Games

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;

10	Simon says (Action verbs + Parts of the body)

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