DOCUMENT RESUME ED 382 019 FL 022 920 AUTHOR Langran, John; Purcell, Sue TITLE Language Games and Activities. Netword 2: Teaching Languages to Adults. INSTITUTION Centre for Information on Language Teaching and Research, London (England). REPORT NO ISBN-1-874016-23-2 PUB DATE 94 NOTE 71p.; Cartoons by Joanne Bond. AVAILABLE FROMCentre for Information on Language Teaching and Research, 20 Bedfordbury, Covent Garden, London WC2N 4LB, England, United Kingdom. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MFO1 /PC03 Plus Postage. DESCRIPTORS Adult Education; *Class'Activities; Classroom Environment; Classroom Techniques; Cooperation; Foreign Countries; *Games; Recordkeeping; *Resistance (Psychology); Second Language Instruction; *Second Language Learning; Student Attitudes ABSTRACT This guide discusses the use of games in the second language classroom and describes a number of games language teachers can use. An introductory chapter outlines different types of games and explains the use of the book. Chapter 1 offers a rationale for classroom use of games for second language learning. Chapter 2. suggests classroom techniques for using games, including preparation of the classroom environment, considerations for selecting games, presentation, and follow-up activities. The third and fourth chapters outline 13 games and additional activities, including information on preparation, pre-teaching, classroom procedures, follow-up, and possible variations. A chapter is devoted to techniques for overcoming student resistance to classroom games, and the final chapter offers suggestions for teachers to plan and record game use, develop a repertoire of games, obtain and use learner feedback, and pool resources with other teachers. Contains fourteen citations for further reading. 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L. - O S netword 110111111111111111P A national network of local NETWORD groups of teachers of languages to adults in all learning environments. netword Offers opportunities for: professional and social contact; ideas and information exchanges; professional development. netword Contact CILT for details of: NETWORD, the biannual newsletter avail- able free to all tutors of languages; existing groups in your area; how to start your own NETWORD group. CILT, 20 Bedfordbury, London WC2N 4LB Tel: 071 379 5101 NETWORD 2 TEACHING LANGUAGES TO ADULTS Language games and activities John Langran and Sue Purcell Cartoons by Joanne Bond C LT 4 The views expressed in this publication are the author? and do not necessarily represent those of CILT. Acknowledgement It is difficult to attribute authorship of different language games. Many of the games and activities in Chapter 3 have been added to and adapted by different teachers in different ways. In this list we give the name of the teacher whose work led to the game's inclusion in this book. Sue Purcell Contraband, Our street, The holiday game, Who's who?, Wo bin ich?, Alibi John Langran The census, The Russian travelling salesman, I love... , Le Dourdy, The picnic Thorsten Friedrich Get in line Natasha Markina The Nobel Prize Celia Weber Le Dourdy cartoon The photographs were taken at a one-day CILT conference in Leicester in February 1994. The adaptation of The Bricklayer story on p 53 is included by kind permission of Mrs Annetta Hoffnung. First published 1994 © 1994 Centre for Information on Language Teaching and Research ISBN 1 874016 23 2 Cover by Logos Design and Advertising Printed in Great Britain by Bourne Press Ltd Published by the Centre for Information on Language Teaching and Research, 20 Bedfordbury, Covent Garden, London wc2N 4LB. Only the worksheets and role-cards may be photocopied by teachers for classroom use. Apart from this, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the Copyright owner. Contents Page Introduction 1 Chapter 1 WHY USE GAMES? 5 Chapter 2 How TO USE LANGUAGE GAMES 8 Chapter 3 A COLLECTION OF GAMES 13 Chapter 4 OLD FAVOURITES AND OTHER ACTIVITIES 44 Chapter 5 OVERCOMING RESISTANCE TO LANGUAGE GAMES 55 Chapter 6 OVER TO YOU 58 Further reading 60 6 List of games Chapter 3 Games in this chapter are arranged in order, with the most basic and closely structured activity at the beginning and the most open activity at the end. Page Contraband 13 Our street 15 The holiday game 17 Who's who? 19 Wo bin ich? 22 Alibi 24 The census 27 Get in line 29 The Russian travelling salesman 31 I love... 34 Le Dourdy 36 The picnic 40 The Nobel Prize 42 Chapter 4 Happy families 44 Bingo 45 Twenty questions 46 What's my line? 47 Kim's game 47 My grandmother went to market 48 Find someone who... 49 Jumbled up sentences 51 Ordering game 52 7 1 Introduction Language games are a well-established element of foreign language teaching. Many teachers of languages to adults use language games as a standard part of their repertoire. Many of today's coursebooks suggest ways to practise and reinforce language items with various games and activities. Language games have become particularly popular with teachers of languages to adults because: they give learners a real chance to speak and be creative; they are effective 'ice-breakers', loosening the barriers that can exist in the first lessons with a new group; they encourage involvement and participation; learners in an evening class are often tired after a hard day's work and an active approach, with language games, can be a welcome means of relaxation; language games encourage repetition without monotony, making practice a pleasure. This handbook gives teachers of languages to adults a summary of reasons for using language games and a checklist of good practice and useful ideas. This is followed by a collection of thirteen language games that the authors have found useful in the classroom. Each is an example of a principle or a strategy that can be reused or recycled with a different language or at a different level, with a different group, perhaps for a different purpose. There is also a summary of 'old favourites' and other shorter activities. In conclusion, there are suggestions to help tutors overcome resistance to language games, an 'Over to you' section to set teachers thinking of ways to develop and adapt language games, and a list of further reading. A language game is a device to create a situation in the classroom which What is a gives learners the opportunity to use language they have already learnt language game? 2 GAMES AND ACTIVITIES in a relaxed way, with maximum possible free expression in order to fulfil a simple task, solve a problem or communicate a piece of information. Games range from the very simple with strictly limited structures for beginners to fairly complicated simulations used with advanced learners for revision work. Here is a list of some types of games and activities. Guessing games People like to make intelligent %1, cops! Z Howep.,r vroaTto yer guesses, to form their own theories and to work things out by a process of elimination. This can be used as a motivating factor in a 113ES LIFlteellee language game. to nipat'STRE Memory games People like testing their memory. This gives you a challenge and can make you think in the language you are learning. See if you can remember as much about a picture as other people in the group. Putting things in order Many things have a natural order or sequence, but to remember a logical sequence can be an exciting challenge. Comparing pictures finding differences An effective way of generating conversation in pairs. Find a suitable picture and photocopy it with alterations. Then ask learners to find the differences by talking to each other without looking at each other's pictures. Comparing notes with other learners Like picture differences, but with text. In pairs, each partner has the same set of notes but one has been changed. Find the differences by asking each other questions. 9 Introduction 3 Information gap games Many language games contain 'informationgaps'. The object is to find the information you need from anothermember of the group. Filling in a diary/calendar Planning your time can be a challenge, especiallywhen you have to make arrangements that fit in with those ofothers in the group. This can be used effectively as abasis for games involving the language of arranging meetings and planning trips. Collaborating to complete a task Many activities can be given to small groups as ajoint task. This encourages individuals tomake a contribution, and the need to get the task completed adds a sense of urgency to thework. Word games Games can be used to manipulate wordsand text, for example in word bingo. Simulations When fully developed, the language game can become afull simulation, with the classroom transformed into an imaginary scenario and learners taking