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Games Language People Play
Copyright © 2009 by Pippin Publishing Corporation P.O. Box 242 Don Mills Ontario, Canada M3C 2S2 www.pippinpub.com All rights reserved. Reproducible pages are identified by and may be photocopied for classroom use only. Otherwise, no part of this publication may be reproduced or transmitted in any form or by any means, electronic, mechanical, or otherwise, including photocopying and recording, or stored in a retrieval system without permission in writing from the publisher. Every effort has been made to identify and credit sources of copyright material. Please inform Pippin Publishing of any omissions, and they will be gladly rectified.
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Library and Archives Canada Cataloguing in Publication Steinberg, Jerry Games language people play / Jerry Steinberg. Includes index. ISBN 978-0-88751-129-5 1. Literary recreations. 2. Language and languages – Study and teaching. I. Title. GV1507.W8S84 2009 418.0071 C2009-900129-2
ISBN 978-0-88751-129-5 Third edition
10 9 8 7 6 5 4 3 2 1
. 50.. 25. 14... T. 54. 33...... 16..TABLE OF CONTENTS . 46. Definitions Tic-Tac-Vocab Guide Word Four-Square Tic-Tac-Verb Dictionary Question Baseball Triple Definitions Hidden Sentence Password Segmented Sentences Diamond Word Word Scrambles Do Heads And Tails Telephone The Name Game Commands Tic-Tac-Number Surprise Sack Where Was I? 22. 5.. 12. 34. 47... 10..... 17.... 20.... 41... 4.. Guesser Yes/No Ping-Pong Prepositions Tic-Tac-Weather Here And There Fish! Professions Who Has It? Family Tic-Tac-Before-And-After Odd And Even Results Rhyme Ping-Pong Body Stretcher Word Calling I Spy Prepositional Pictures Where Is It? Tic-Tac-Math What Happened? Odd Or Even? Sound Off Description Darts Sit for Sounds Ninety-Eight Where? What Are They Doing? The Game Of War What Did They Do? LEVEL: Beginners LEVEL: Beginners & Intermediate 51. Flashwords Rhyme Mime Railroad Spelling Slides And Ladders Games Language People Play iii . 18... 26... 15.. 27........ 13. 2. 53. 28.. 36. 30... 52.. 43.. 31.. 9. 32. 38.... 42. 7. 40.. 39... 11. 45... 37....... 24.. 19....V. 49. 48.... 35. 23..... 44.. Dedication v Acknowledgement v Game Essentials vi Linguistic Skills vi Examples vii Level vii Optimal Group Size vii When To Play Games ix Scope of Games ix The Pedagogical Value Of Games x LEVEL: All 1...... 21. 3..... 6.. 8.. 29.
104. 82. Newscast Chain Stories Words Within Predicaments Finish It! How Many Words? Misfits Biography Alphabet Out Word Explosion Ten Definitions Travelog Hink-Pink Buffet Hybrid Prerootsuff Charades Wonder Word Sabered Stories Homonyms Compliments Encyclopedia Lifeboat Rhyme Detailed Instructions What’s New? Relatively Speaking Figure This! Adages To Tell The Truth LEVEL: Advanced iv Games Language People Play . 69. 77. 67. 70. 74. 75. 101. 79. 60. 85. 59. 58. 98. 83. 94. 116. 73. Two-Word Verbs 91. 78. 122. Name The Nouns Alphabet Dash Spelling Baseball Hands Up! Stop! Twenty Questions Three Words What’s Different? Question Tag Four By Four Super Secretary Lettergory Opposites Rhyme Whirl Tic-Tac-Tense What’s My Line? Lost And Found Categories Mystery Person Paired Letters Interrogation Waiter/Waitress Puzzle Words Questions And Answers Exaggeration Make A Sentence Alphabetical Adjectives Letter Getter Suitable Adjectives What’s My Rhyme? Tic-Tac-Frequency My/Mine Deafman Sentence Relay What Am I? Verb And Particle 90. 56. 119. 72. 107. 80. 88. 71. 89. 93. 102. 103. 76. 115. 114. 68. 92. 86. 108. 84. 99. 97. 62. 112. 117. 63. 113. 96. 65. 105. 87. 121. 111. 66.55. 81. 100. Grammar Relay LEVEL: Intermediate & Advanced LEVEL: Intermediate 64. 110. 106. 118. 95. 61. 120. 57. 109.
I did trick you. or played a game (all in the target language. of course). a former student of mine. who once confessed. And in doing so. “Every time we sang a song. we thought we were just fooling around and not working. You tricked us!” You’re right. I realized that everyone was paying attention and participating. listened to one of your corny jokes. Bill. Games Language People Play v . A C K N O W L E DG E M E N T I would like to thank Sharon Ginsberg for her perceptive comments from a fresh perspective. Then.DE DI CAT I O N I dedicate this book of games to Bill. I made learning more fun for you. We were laughing and learning. and teaching more fun for me. and that as much learning was taking place during the fun times as did during the formal lesson.
G AM E E S S E NT I AL S
Things I look for in games to play with my students. (1) Ease of Explanation: The rules of a game should be few and simple. If you are fortunate enough to be able to speak the background (native) language of all of your students, I would suggest taking a few minutes to explain the game in that language and use the remaining time to play the game. (I would rather spend a few minutes explaining the game and have lots of time left over to play it, than use up all the time explaining it in the target language and have no time left to play.) If you cannot communicate with students in their own language, use the simplest vocabulary possible, utilizing lots of visual aids and giving lots of concrete examples, to ensure comprehension. (2) Absence of expensive or complicated materials. (3) Versatility: I like games that can easily be adapted to suit the number, age, and linguistic level of my students.
L I NG UI S T I C S KI L L S
Under each game title, I have indicated which linguistic skills are involved in playing the game. They are Listening, Speaking, Reading and Writing. Letters in parentheses indicate the linguistic skills which can be practiced if the game is adapted. Feel free to modify the games to emphasize or de-emphasize any particular linguistic skills – I often do!
vi Games Language People Play
E X AM P L E S
Examples given in this book are exactly that – samples, models, guides to be followed, modified, and expanded to suit your needs. They are not intended to be used exactly as they appear, nor are they meant to represent all possibilities. I often make modifications to a game to suit the specific situation and meet the needs of the particular students I am teaching at that time.
I have attempted to indicate which level of learner (Beginner, Intermediate, or Advanced) each game is best suited to, but please keep in mind that the meaning of each term will vary according to the educational situation of the individual teacher. So please examine each game with the intention of adapting it to suit your students.
OPTIMAL GROUP SIZE
During my demonstrations of linguistic games for the language classroom, teachers have often expressed the concern that it is next to impossible to play games with classes of 30 to 40 (or more) students. Although some games are well-suited to large groups (YES/NO PING-PONG, LETTERGORY and WHAT’S NEW?, to name a few), to ensure total involvement and participation of all students, teams of no more than 10 students are recommended. This enables each and every student to take an active part in the game and to contribute to his team’s effort, in addition to permitting the teacher to monitor each individual’s performance. So, what should you do if you have upwards of 30 students in your class? Send half of them home? No! I suggest “Activity Stations.” Divide your class into equal teams (as nearly as possible) and assign each group to an Activity Station. By way of illustration, a class of 40 could have 4 teams of 10 students each. Team A could go to Station One, where they could, for example, listen to a taped story and answer written questions about the story. Team B, at Station Two, could do crossword puzzles. Team C would play T.V. DEFINITIONS (or another suitable game) against Team D under the direction of the teacher at Station Three.
Games Language People Play vii
After a given length of time (for example, 15 minutes), the groups would move on to the next station in a clockwise direction: Team A would advance to Station Two, B to Three, and D to One, leaving Team C at Station Three to compete against Team B. This rotation could take place the next day, depending on your schedule. This takes a bit of organization, but once the system is learned, it functions quite smoothly, and students move from one station to the next with a minimum of noise and confusion. Here is how the rotation would work. Each diagram represents one session.
And here is a partial list of alternative activities which students at Stations One and Two could engage in while waiting to play at Station Three. (All are to be done in the target language, of course.) Reading comic books; Listening to a taped song and doing a cloze exercise; Watching a video-taped program and answering written questions; Creating a dialogue or skit on a given theme; Reading a story and answering written questions; Doing written exercises on grammar or vocabulary;
viii Games Language People Play
Games Language People Play ix . In summary. I then return to the lesson with alert and attentive students.Listening to a taped dialogue and answering questions. and how difficult it is to “get their motors started. I frequently play a short game with my students at the beginning of the lesson. Arabic. I will interrupt a lesson to play a short. You know only too well how much can be forgotten over the weekend. What better way to review last week’s (or yesterday’s) learning than by playing a game which requires students to recall and use that information repeatedly? Also. so feel free to adapt them to whatever language(s) you are teaching. by ending on a “high note.” it may entice them to return for the next session. Italian. Creating a story on a given theme. Japanese. Saving a game for the end of the session also has its advantages. snappy game when I find students’ attention waning. and warm them up for learning new material. Doing word searches or crossword puzzles. Teachers of other languages have told me at my workshops that almost every game in this book works equally well in Spanish. refresh their memories. Russian... occasionally. .” particularly on Mondays. Listening to a taped newscast and answering questions. It will encourage students to co-operate during the lesson and. especially on Mondays. S CO P E O F G AM E S I have used every one of these games in my teaching of both English and French as second languages to children and adults. German. Hebrew. Cantonese. Greek. W HE N T O P L AY G AM E S Games can be played at any time. Playing quiet games which don’t require the teacher’s presence or supervision. the best time to play a game is any time that a game will benefit your students. Mandarin. to welcome them back. Reading a newspaper article in preparation for discussion. Reading a dialogue and answering questions. Korean.
but some people think that they are only fun – lacking any pedagogical value. Not so! Games are a viable (and enjoyable) method of achieving many educational and behavioral objectives. The shy or linguistically weak student will feel more at ease and will participate more freely.T H E P E D A G O G I C A L V AL U E O F G A M E S Everyone knows that games are fun. thereby excluding the timid student and the one who is less sure of his facility with the language. a quiet game is a fun way to relax. Consequently. weeks. Playing games takes the drudgery out of learning and. thus. Games tend to reduce inhibition. it also intensifies the pressure to perform well. and not to score points and win. there are bound to be occasional general lapses in attention. immediately after it has been taught. Correcting errors immediately prevents them from becoming deeply rooted in students’ memories. Hence. games aid retention. A game makes an excellent reward to encourage students to cooperate (or to thank them for co-operating) during less enjoyable activities. Although competition often adds excitement and increases participation. After a gruelling oral drill. A short. Days. snappy game will raise attentiveness. games help to restrain rebellion. since no one wants to risk being responsible for bringing a pleasurable activity to a premature end. months. if the object is just to have fun. provides motivation. or other energy-draining exercise. A game provides the teacher with a method of rapid rectification of students’ errors. Students tend to remember best the things they enjoyed doing. x Games Language People Play . a game is a delightful way to review that material. No matter how dynamic a teacher you are. For example: I use games to reinforce newly acquired information. especially if the competitive element is diminished or eliminated. revive the class. and make them more receptive to further learning. Students are very co-operative during games. even years after something has been taught.
If that letter indeed isn’t in the solution. S OL UT ION : _ _ _ _ _ __ _________ (Each dash represents a letter of the solution..... For example: DE FINIT ION : What students are when they fall asleep in class........................... that team loses its chance to guess at the solution.... If a letter is GIVEN AWAY and is in the solution.. to review vocabulary and spelling..V. S..) OBJECTIVE For Advanced classes... If it is.1 .. to introduce or review idiomatic expressions. If the TAKEN letter isn’t in the solution..) Games Language People Play 1 ... DEFINITIONS L.. see ADAPTATION... and that team can guess at the solution.... her partner will TAKE a letter he hopes is in the solution. DE S CRI P T I O N The group is divided into 5 teams of 2 players each... the correctly TAKEN letter is written into its place(s) in the solution. and several T.. In turn........... and the next team has a free guess at the solution in addition to their regular turn to GIVE AWAY and TAKE letters.... DEFINITIONS.. T.. For Beginners and intermediate classes... one player from each team will GIVE AWAY a letter of the alphabet she hopes isn’t in the solution.... M AT E RI AL S NE E DE D Board or overhead projector. R levels: all optimal group size: 10 (For larger groups......... that team loses its turn.V..
Player C1 GIVES AWAY “B.” There are 3 “Os” in the solution. and they take their regular turn at GIVING AWAY and TAKING letters. Team D loses its chance to guess. He takes “E. Team D then gets a free guess. B. Player Dl GIVES AWAY “X” correctly. so player B2 TAKES “O. Player Al now GIVES AWAY “R” by mistake. and E2 TAKES “U” correctly. and D2 TAKES “M.” There is no “Z” in the solution. and E. There is an “R” in the solution. Player El GIVES AWAY “J” correctly. having GIVEN AWAY and TAKEN correctly.The group is broken up into teams A. C. He GIVES AWAY “Z. Team A passes. Team B has a free guess: BORE_ O_ E_U____O_ 2 Games Language People Play . BO_E_ O_ E______O_ They decide to pass.” There are no “Qs” in the solution. since they aren’t really sure of the solution. So. The “B” is written into its space and Team C loses its chance to guess. but it’s really too early in the game to have much of a chance of guessing correctly. so player A2 can now TAKE a letter he hopes is in the solution.” As there are no “Ms” in the solution. Bl GIVES AWAY “Q. can now guess at the solution. D. and they are now written into their spaces: _O_E_ O_ E______O_ Team B passes on their guess since there still isn’t enough information to help them make a correct guess. and after it is written in. Player A1 is asked to GIVE AWAY a letter he hopes isn’t in the solution.” but there is a “B” in the solution. but is wrong. All “Us” are written in (there’s only one): BO_E_ O_ E_U____O_ Team E takes a wild guess at the solution.” There are 2 “Es” in the solution and they are written into their spaces: ___E_ __ E________ Team A.
. . Tombstone for the Jolly Green Giant Status seeker . . . . . . . . . . Drink for a small person . . . . . What nurses are . Unable to sleep in a suit of armor . . . . . . . . . . . Vacation with the kids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hangover . . . .V. . . . . . . . Your child at Halloween . . . . . . Income Tax . . . . Afraid to eat at KFC . . . . . . . . . . . . . . . . . How the tailor’s new business went . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sign on a bird house . . . . . . . . . . . . . . . . . . What sleepy drivers do . . . . . . Letters to the President . . . . . . . . What a plumber is . . . . . . . . . . . . . Where to find chess pieces . . . . . . . .They guess “BORED OF EDUCATION” and win the match since that is the solution to What students are when they fall asleep in class. . . . . . . . . Retiring paratroopers . . . . . . What the garbage collector is . . . . . . William is late . . . . . . . . . . . . . . . . . . . . . . . . . . RESISTING A REST CHICKENING OUT SHRIMP COCKTAIL THEY REST IN PIECES BY PULLING STRINGS STABLE PEOPLE MADE TO MEASURE OUT OF COMMISSION A NEW LEASH ON LIFE OVERDUE BILL TALK IS CHEEP WELCOME ALL YE THINNERS JUMPING TO CONCLUSIONS A RESTLESS KNIGHT AT YOUR DISPOSAL SHEER MISERY REST IN PEAS A HIGH WAGE YEARNER IN A PAWN SHOP MAIL TO THE CHIEF A DRAIN SURGEON THE WRATH OF GRAPES CAPITAL PUNISHMENT SOMEONE WHOSE CAREER LIES IN RUINS FORGET ME NOTE A LOAN SURVIVOR KIN DREAD IT WAS SEW SEW A STEAK OUT HOLLER DAYS A BLESSING IN DISGUISE PATIENT PEOPLE SHE LOST PATIENCE SOFA SO GOOD Games Language People Play 3 . . . . She got a run in her stocking . . . . . . . . . What horse lovers are . . . . . . . . . . . . . . . . . . . . . . Excellent chesterfield . . . Police officers’ barbecue . . . . . . . . . . How the harpist got her job . One who has paid off the mortgage . . . . . . . . . Sign on diet club’s door . . . Why the doctor went broke . . . . . . . . . Fear of a relative . . . . . . . DEFINITIONS that I have used with my students: Refusing to sleep . . . . . . . . . . Retired salesperson . . . . . Here are some other T. Forced to use a ruler . . . . . . . . . . A “Dear John” letter . . . . Archeologist . . What a person who remarries has . . . . . . . . . . . . . . . . . . . .
. . then constructing silly definitions for them. teams could consist of 5 to 7 players each. DEFINITIONS. Sign on scientist’s door . Sign in maternity clothes shop . . . instead of 2 as outlined in the example. . . .Expensive barber shop . Q. Sign on music library door . Sign on a maternity room door . . . . S UG G E S T I O NS I write the alphabet beneath the solution dashes and erase each letter as it is GIVEN AWAY and TAKEN. modifying them slightly. Z. I suggest that they GIVE AWAY letters which are not frequently used. . . . . That way. and to TAKE vowels first. it is GIVEN AWAY and TAKEN only once. . such as X. . . . . .V. . 4 Games Language People Play . . . They are encouraged to confer with their partners as to which letter to GIVE AWAY or TAKE. . . . . Hence the name T. and J. . Sign on computer store door . instead of using puns of idiomatic expressions. A CLIP JOINT WE ARE OPEN ON LABOR DAY PUSH! PUSH! PUSH! GONE FISSION TIME WOUNDS ALL HEELS PLEASED TO MEET YOU OUT FOR A QUICK BYTE BACK IN A MINUET Create your own by thinking of some common expressions and idioms. . . . . Sign in podiatrist’s window . . For Beginners and Intermediate groups. . . . when they guess at the solution. . . of course. and. since every word must contain at least one vowel. . . A D A P T AT I O N When an entire class is involved. . Note: This game is an adaptation of the television game Definition. . What the butcher says to customers . I simply challenge them with: It’s an animal: _ _ _ _ _ _ _ _ or You can find this in your kitchen: _ _ _ _ _ To help students be more successful in the game. . .
.... Games Language People Play 5 ......2 .... M AT E RI AL S NE E DE D Overhead projector... about 2" by 3" or 5 cm by 8 cm) and 9 each of X and 0 on acetate pieces of the same size...... 1 4 7 2 5 8 3 6 9 Many (20 plus) pictures of known vocabulary items (nouns and verbs) drawn on pieces of clear acetate (small enough to fit into the 9 positions on the grid............. The group (of 20) is divided into 2 teams (Team X and Team O). one acetate with a large TIC-TAC-TOE grid on it...... S levels: all optimal group size: 20 OBJECTIVE To review and reinforce the use of vocabulary items (for Beginning classes) or to strengthen the ability to define words (for Intermediate and Advanced groups)................. TIC-TAC-VOCAB L.... DE S CRI P T I O N A drawing is placed in each of the 9 positions of the grid..........................
You have to name it and define it (size. or diagonally. simply identifying the word isn’t enough. material. Sample grid: A D A P T AT I O N For Intermediate and Advanced classes. A player on the other team now tries to identify a word in any vacant position which will help his team occupy 3 positions in a row – vertically. the position remains vacant until the word in it is correctly identified. The first team to occupy 3 positions in a row wins. If a mistake is made.” “Swim is an action performed in water to propel oneself. he puts his team’s symbol (X or O) into that space. used with toothpaste to clean the teeth. shape.” 6 Games Language People Play . It’s an apple. how it is used.” If correct. for example: “Number 1. usually made of plastic. For example: “A toothbrush is an instrument. etc).The first player chooses a position on the grid and names the word occupying that space. horizontally. where it is found. color. with a handle about five inches long (13 cm). where it is done. with bristles on one end.
............ R....... S.. The GUIDE WORD is given with the corresponding numbers below the letters.... For example: 9 12 5 16 8 5 3 7 8 14 6 9 10 23 1 Games Language People Play 7 .......... W levels: all optimal group size: unlimited OBJECTIVE To reinforce students’ appreciation of the composition and spelling of words.... M AT E RI AL S NE E DE D Pencils...... For example: G U I D E 23 10 19 16 8 Then several coded words are presented and the students are challenged to decipher the codes......... dictionaries......3 ......... GUIDE WORD L. DE S CRI P T I O N The teacher assigns a random number to each letter of the alphabet................. and copies of the GUIDE WORD challenge.....
... present 15 to 20 coded words (showing numbers only) to the students for decoding.. in any arrangement. For example: A B C D E..... The first student (or team) to decode the entire list is the winner.... The teacher calls out 16 random letters and the students place those letters in the spaces on their grids..... M AT E RI AL S NE E DE D Dictionary..... Z 9 20 4 16 8 13 After each letter has been assigned a number.....S UG G E S T I O NS Students could work in teams (of 2 or 3) to facilitate and expedite the decoding..... pen and paper for each student.. ..... Students are then challenged to make words from adjoining letters.. DE S CRI P T I O N Students draw grids 4 spaces by 4 spaces on their papers............... FOUR-SQUARE L........ R. W levels: all optimal group size: unlimited OBJECTIVE To develop vocabulary and improve spelling ability............ 4 ...................... 8 Games Language People Play ...... Assigning numbers to letters is easiest when the letters are printed in order and numbers are assigned randomly (from 1 to 26)......
Example: C H O M E S E N I R P L K A B O BAR PAR PAIR PARE ARE ARK ARIES HELP PERSON BARS RISE RAISE CHOE CHOSEN HOME HOMES SHOE PARK S T O P A O N E L M I A E U Y R MULE MINE LOOT LOONIE LEMON LOON LAST SAME LAME TAME SALE STOP STONE TON TONE TO TOP MAT MY AT SAT PEN LONE LOAM MOLE RAY RAN NEAR PEAR PEA YULE S UG G E S T I O NS When I introduce this game to my students.RUL E S Only adjoining letters may be used to make a word and each letter can be used only once per word. so they can help each other find combinations of letters that make words. Time limit: 3 minutes. students would be severely restricted if fewer than 5 of the 16 letters were vowels. I always make sure that there are at least 5 vowels called out. you’ll find another set up ready for you on the following Copiable Handout: Games Language People Play 9 . If your students enjoy this game. Once they are familiar with the concept. they compete as individuals. I allow them to play in teams of 2 or 3 players. since every word must contain at least one vowel.
Copiable Handout FOUR-SQUARE Form words by combining adjoining letters – one point per letter per word. 10 Games Language People Play . The person or team with the most points wins.
... TIC-TAC-VERB L. S.. a five-letter word earns 5 points.... R levels: all optimal group size: 20 OBJECTIVE To review a particular verb tense....... For example: eat watch write speak run walk swim laugh drink Games Language People Play 11 ... and so on........ MATERIALS NEEDED Overhead projector. since it costs nothing to play............. FOURSQUARE is quite similar..... DESCRIPTION A verb is placed into each of the 9 positions on the grid..... You could call it Frugal Boggle. board....... Note: If you are familiar with the commercial game Boggle.... 5 ......... a three-letter word is worth 3 points............S CO RI NG One point per letter per word.. i...... or self-made board (see SUGGESTIONS).....e..
12 Games Language People Play ! tive x or . This gives them a greater feeling of involvement and gets them up and out of their seats for a moment. indicating that Team X now occupies that position. affirmative or + . verbs which have been used are replaced by new ones. and a new round is begun by the losing team. A volunteer from Team X chooses a position on the grid and names the verb in that position.The verb tense to be reviewed is demonstrated. horizontally. the position is left vacant. if you can find the time. you could make a TIC-TAC-TOE board and use curtain hooks to support the verb cards (and the X and O overlays) in their positions. ADAPTATION I often use the following symbols over the verbs to direct students to SUGGESTIONS I don’t accept terse statements (such as. or diagonally). using the chosen tense. If you can’t. If he makes an error. and because they enjoy handling the materials. Also. So.” The group is divided into 2 teams (namely.’” He then uses that verb in a suitable sentence. “John is eating. an X is placed in that position. / use the interrogative ? . Team X. For example: “I choose ‘eat. and Team O can now try for any vacant position which will help them occupy 3 positions in a row (vertically. at least allow each student to mark his X or his O on the grid over his verb (whether on the board or on the overhead projector). one that could lead to misunderstanding. I ask the student to expand such short sentences. and nega- . I have found that students prefer games which have some concrete materials. When one team wins. “John is eating breakfast. Present Continuous/Progressive – “The baby is sleeping now. and they show little creativity.” If he is correct. for example. partly because it shows greater interest and preparation on the part of the teacher.”) since they don’t indicate that the meaning of the verb is clear to the student. and Team O). for example.
.. preferably one which.. One that I have found quite suitable for most ESL classes is the New Horizon Ladder Dictionary of the English Language....... in addition to defining words...... the teacher can make up definitions for each word..... 1970.......... New York.... S levels: all optimal group size: unlimited OBJECTIVE To develop critical listening skills and comprehension of definitions. Games Language People Play 13 .6 ..... M AT E RI AL S NE E DE D Provide a dictionary geared to the linguistic capabilities of your students................ and.. New American Library.. shows the word in context......... DICTIONARY L.. in a pinch......... Almost any dictionary will do.............
... M AT E RI AL S NE E DE D Four lists of questions of varying difficulty are presented..... reason.... It means: 1... QUESTION BASEBALL L...” S UG G E S T I O N For classes that tend to get over-excited......... R levels: all optimal group size: 20 OBJECTIVE To assess and increase students’ knowledge of grammar.... / often of home.. subtract 2 points for each wrong guess and add 5 for a correct guess. and general information... 3.... have faith in something.. For example: “My word is a verb and it begins with the letter ‘t’.. and reads the definitions (and the sentences using the word in context. I divide them into 2 teams.. consider... He is about the problem.... Questions can deal with grammar....) and the first letter.... believe. produce thoughts. each list being more advanced than the last... 14 Games Language People Play ........... mathematics. if necessary).. form in the mind.. 7 .... The students try to guess the word being defined.... etc..DE S CRI P T I O N The teacher finds a suitable word in the dictionary. instead of calling out every word they know that begins with the named letter. verb.. He he can do it..... names the part of speech (noun. 2... S..... This encourages students to listen carefully and to think.. The first student correctly to identify the word chooses the next word and reads its definitions...
and Home Run (the most difficult) questions. When a batter answers the chosen question correctly. he’s out (no 3 strikes in this version).mathematics. due to the range of difficulty and complexity of the questions. Double Hit (slightly harder) questions. They may be marked on the floor or be represented by specially designated desks. students of all abilities can be active contributors to their teams’ progress. One team pitches (asks the questions) while the other is at bat (answers the questions). DE S CRI P T I O N Three bases and home plate are indicated in the room. and general information. Note: The beauty of this game is that. Each time a batter crosses home plate. Triple Hit (harder still) questions. Here is a sample progression: Games Language People Play 15 . The group is divided into 2 teams of 10 players each. When three batters are out. the teams exchange roles. If a batter doesn’t know the answer. a point is scored. he advances that number of bases. or answers incorrectly. Batters can choose from among Single Hit (very easy) questions. There should be at least 10 questions per list. All batters ahead of him advance that number of bases.
16 Games Language People Play .
Games Language People Play 17 .
In example IV above. Change to past: I see the bird. minus twenty-four? S UG G E S T I O N You might want to limit the time allowed to formulate and deliver a response to each question. How old are you? What is the plural of “he?” How much is six plus four? Double Hit: Have you ever lived in another city? What was its population when you lived there? How many eggs make a dozen? Change to “She:” I watch television. Single Hit: What is your name? Name the city where you live now. Batter D causes C to come home and score a point by correctly answering a simple question.” Home Run: How many Olympic “rings” are there? What do the Olympic rings represent? Change to past continuous: Shirley looked out the window. You would tailor them to suit the knowledge and abilities of your students. How much is nine times seven. Here are some possible sample questions. 18 Games Language People Play . Name the capital cities of India and China. How much is ninety minus sixty-two? Triple Hit: Name the current Secretary-General of the United Nations. How much is six times eight? Spell “dictionary.
....... For example: Games Language People Play 19 .......8 .. TRIPLE DEFINITIONS L.. one student might choose the following 9 words and place them in this arrangement.. eat small V carrot music socks laugh V knife V sleep hungry V The teacher now chooses words randomly from the master list and... gives a definition of each.... DE S CRI P T I O N Each student draws an X and O grid on a piece of paper........ A list of 30 or more suitable words on the board or overhead...... M AT E RI AL S NE E DE D Paper and pencil for each student.......... For example..... R...... He writes his 9 words into the 9 squares on his grid..... and chooses 9 words from the master list of 30 or more words which are on the board (or overhead)................. instead of naming the words. W levels: all optimal group size: unlimited OBJECTIVE To refine listening skills and improve students’ ability to recognize vocabulary items..........
The first person to have 3 words crossed out in a row (vertically. Another idea is to have the numbers spelled out in the spaces instead of using the numerals. For example: 25 37 V 29 24 20 47 35 V (Numbers are from 20 to 50.” What you do when someone tells a funny joke. New grids are made and filled in with new words and a new round is begun. fourteen V twenty-six seventeen twenty-one twelve V thirty-three V thirty-eight nineteen eleven 20 Games Language People Play . What you use to cut meat. or diagonally) is the winner.) 42 43 The teacher says: The answer is 20 plus 17. horizontally. The answer is 5 times 7. When a word on his grid matches the definition given by the teacher. ADAP T AT I ONS This game could also be played mathematically. How you feel when you haven’t eaten in a long time.It’s the opposite of “big. the student crosses it out.
.... DE S CRI P T I O N Depending on the abilities of the students. Each letter can be used only once.... 9 ... choose a square 3 × 3 spaces.. Examples: Games Language People Play 21 ............... 16 (for a 4 × 4)......S UG G E S T I O NS I tell my students that the definitions will be given only once...... and fill the spaces with the letters of a predetermined sentence. 9 (for a 3 × 3). Also. M AT E RI AL S NE E DE D Overhead projector... etc..... or paper copies of the grids on page 22.. 5 × 5... 25 (for a 5 × 5).......... You can go in any direction.. that is........... The sentence should have exactly the same number of letters as there are spaces in the square. board. 4 × 4..... W levels: all optimal group size: unlimited OBJECTIVE To improve students’ appreciation of syntax and spelling... 36 (for a 6 × 6) etc. HIDDEN SENTENCE R...... except diagonally...... to ensure that the winner has indeed won. This makes them listen more attentively. I ask him to read the words (or numbers) that gave him the win..
Give them another challenge. 22 Games Language People Play . they are ready to create their own HIDDEN SENTENCES and challenge one another. Then. Challenge the entire class to discover the HIDDEN SENTENCE. After half the class has discovered the solution. Now. WE ATE POPCORN DURING THE SHOW. S UG G E S T I O NS I find it best to start with a simple game. 5 × 5 grid. a sentence in which the words are jumbled and must be re-arranged to form a correct sentence: WILL HER HE FORGET NEVER. 9 letters total. For example: HEWILLNEVERFORGETHER. have one student show it to the rest of the group. Arrows are to aid you. the solution to the others. 25 letters total. Arrows are to aid you. or have a student show.3 × 3 grid. like having a sentence with no spaces between the words. SUE TOOK IT. The class is challenged to break up the sentence into words. show. Once most of the group have solved the problem. this time a little more difficult.
one could subtract 4 letters. S.. 64. scrambled words in jumbled order: VENRE ERH EH LIWL FOTGER.. For more difficult challenges..... R levels: all optimal group size: 10 (For larger groups.................... 16.. or add 5. you could leave one or two blocks blank. 49. such as: HE WILL NEVER FORGET HER. adverbs. adjectives... I usually use a 3 × 3 to introduce the game for the first time.. These can be nouns.. Now.... SENTENCES 10 .. or prepositions that are familiar to the students... 81 or 100 letters long. we could start with the sentence HE NEVER FORGOT HER which has 16 letters (4 × 4)..Next. perhaps the letters of the first word should be circled..... The easiest way to create a HIDDEN SENTENCE is to write down a sentence within the students’ ability. M AT E RI AL S NE E DE D Small slips of paper with one word on each... Then a 4 × 4 to challenge them. 36......... It is recommended to have the first letter of the sentence circled to facilitate solution. see ADAPTATIONS. Games Language People Play 23 ........... they are ready (or should be) to work with HIDDEN in squares... PASSWORD L. or the sentence HE WILL NEVER FORGET HER SMILE which has 25 letters (5 × 5)..... So.... If you’re hard pressed to make a sentence fit precisely into a particular grid. in the example which is 20 letters long.... verbs... Hence. and add or subtract letters to make it 9.....) OBJECTIVE To develop vocabulary. 25..
C1 could try “coffee’. there are at least two ways in which this game can be adapted to suit large groups. C2. might be tempted to answer “tea. a class of 37 students could be broken up into 5 teams of 5 students each and 2 teams of 6. For example. and in turn says one word which will. the last winner. thus winning has its drawbacks since the winner has to start the next round. she says one word to the next person (#2) on her team who tries to guess the PASSWORD. you could divide the group into any number of equal (as nearly as possible) teams. the #2 person on each team is shown the next PASSWORD and takes her turn giving clues to her team members in turn. and that might encourage D2 to reply “cup. D1 and E1) of each team is shown the PASSWORD (for example. he hopes. while his partner. For groups larger than 10. The next time her turn comes up. team D wins one point. and D2. and B2 might respond with “milk”.” D1 could use “saucer” as his clue. A2. The starting position is the most difficult. would begin the next round.DE S CRI P T I O N Students are divided into 5 teams of 2. see ADAPTATIONS. Now.” That being the PASSWORD. the other partner of each team (#2) would be shown the next PASSWORD. 24 Games Language People Play . First. Hence: Team A Team B Team C A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 Team D D1 D2 D3 D4 D5 Team E E1 E2 E3 E4 E5 Team F F1 F2 F3 F4 F5 F6 Team G G1 G2 G3 G4 G5 B6 The first person on each team is shown the PASSWORD and when her turn comes up. CUP). A1 might say “glass” which might prompt his partner. she would give her clue to the next in line (#3). to guess “window” ‘ B1 could give “drink” as his clue. When the PASSWORD is discovered. ADAP T AT I ONS If you cannot break your class up into groups of 10 students. prompt his partner to say the PASSWORD. B1. One partner (A1. C1.
nine points would be won. until no points are left. If the second clue is the one that claims the PASSWORD. I also disallow the use of proper nouns as clues. Also. I allow my students to use dictionaries and thesauruses. He would then give one clue to the class and choose a person to respond to that clue. To make the game more challenging. For example. S UG G E S T I O NS I encourage my students to build upon previous clues by using hints such as “opposite” or “longer” or “similar” as their clue. but not while it is their turn to speak. This eliminates long waits while the speaker searches for an appropriate clue. and so on. This prevents students from insulting one another if the PASSWORD is a word such as “ugly” or “stupid. the person at the front wins 10 points.” students may not use “black” or “board” as a clue to elicit the PASSWORD from their partners. if the PASSWORD is guessed on the first clue. Clues and guesses may be repeated by others as their clues. The value of the responses diminishes with successive clues. for example) as a clue helps others to zero in on the PASSWORD. one person could come up to the front of the room and be shown the PASSWORD. That means that a person has a maximum of 10 clues to give for each PASSWORD. if the PASSWORD is “board. For example. I stipulate that clues cannot contain or be contained within the PASSWORD.” I print out the photocopiable handout on page 26 and distribute it to students before I introduce the game: Games Language People Play 25 .Alternatively. “Pencil” can’t be used as a clue for “pen” since it contains the PASSWORD. giving the part of speech (noun.
Your clue must: (1) be ONE word (2) not contain or be contained by the PASSWORD (3) not be a proper noun (such as the name of a person.Copiable Handout PASSWORD RUL E S Each person gives his/her partner a clue (helping word) to make his/her partner say the password.” “opposite. or company.” you may also repeat any other word said by anyone else as your clue.” “same. which begins with a capital letter). 26 Games Language People Play .” “noun.” “longer. Your clue may be a word such as “verb. place.
A D A P T AT I O N Instead of the teacher making the SEGMENTED SENTENCES. SEGMENTED SENTENCES R....... The smaller (3" by 5"..... students could create them and write the words on the index cards.... one word per card... M AT E RI AL S NE E DE D Index cards (200 to 400) and felt-tip markers. When the sentence is correct...... For example: the to Henry store went When a student feels confident that his sentence is correct..........11 .... or 7. Each sentence is written on a separate pile of cards....5 cm by 13 cm) index cards are fine................... and the shuffled pile is given to a student who is challenged to place the word-cards in correct order.. he shuffles his cards and exchanges piles.............. W levels: all optimal group size: unlimited OBJECTIVE To assess and strengthen students’ appreciation of syntax..... DE S CRI P T I O N The teacher composes a number of sentences that are within the linguistic ability of the students.. he checks it with the teacher. Games Language People Play 27 .........
To prevent the cards of various sentences from getting mixed and students from becoming frustrated by missing cards. the cards could be coded to show groups and the number of cards in a group. This enables them to learn from one another and reduces the number of sentences required. Faster students could help check the sentences of the other students. For example: 28 Games Language People Play . To ensure that students don’t have to wait between sentences there should be more sentences than the number of students (teams) in the class.S UG G E S T I O NS Students could work in teams of 3 to 5.
... HELLO. DIAMOND WORD R......12 ....... that space is in the DIAMOND WORD (for example. PHEL _ _ _ _ ). M AT E RI AL S NE E DE D Board or overhead projector... For example: PHEL SEY " " " " WOLYEL HOTUM " " " " " " H E L P Y E S Y E L O L M U T Games Language People Play 29 " " O H W ............ PHEL Supply enough scrambled words to use all the letters of the DIAMOND WORD....... Then........ PHEL)... dashes are used to represent letters of the word (for example................ and a diamond is placed on an appropriate dash to indicate that the letter in ).... paper and pencil. W levels: all optimal group size: unlimited OBJECTIVE To reinforce students’ appreciation of the composition and spelling of words... words containing at least one of the letters of the DIAMOND WORD are given... in scrambled fashion (for example. Beside each scrambled word. for example......... DE S CRI P T I O N The teacher chooses the DIAMOND WORD which comprises 4 to 8 letters.........
.. For example: HYPAP POSA SIFH OAPIN MECARA The length of the list depends on the time available and the interest level of the students... 30 Games Language People Play ....... or paper....... The words...... The first person... overhead........... M AT E RI AL S NE E DE D A list of scrambled words.... or furniture. to unscramble the entire list wins.. paper and pencils....... W levels: all optimal group size: unlimited OBJECTIVE To develop vocabulary and improve spelling ability.. political leaders.. A D A P T AT I O N The list can occasionally be restricted to a category such as occupations. and are challenged to unscramble them............... of course.... overhead or board optional.... WORD SCRAMBLES R..... DE S CRI P T I O N The students are presented a list of scrambled words on the board.... are from known active and passive vocabulary. or team.. world capitals........13 .
. DE S CRI P T I O N This game can be called: WHAT AM I DOING..... I usually start by having teams of 3 to 5 players each compete against each other.............. THE PRESENT CONTINUOUS: While the action is being performed........... DO L.. the Games Language People Play 31 ...S UG G E S T I O N To introduce the game to students for the first time................ Simple Past and Present Perfect..........) M AT E RI AL S NE E DE D None.... 14 ... S levels: all optimal group size: unlimited OBJECTIVE To practise asking questions with DO and identifying actions in the appropriate tense (Present Continuous/Progressive............ Working in teams enables individuals to learn from one another and helps to build self-confidence....? WHAT AM I GOING TO DO? WHAT DID I DO? WHAT HAVE I DONE? The choice of the title depends on the tense being reviewed.. Future......
. and the first player on the next team must call out a word which begins with the last letter of the previous word......” 15 .... HEADS AND TAILS L. or win a point (for his team......... but board or overhead is optional.... THE FUTURE TENSE: (going to) The actor prepares to perform an action and asks... any word....... W) levels: all optimal group size: unlimited OBJECTIVE To expand vocabulary.” THE SIMPLE PAST TENSE: THE PRESENT PERFECT TENSE: The actor.... DE S CRI P T I O N The class is divided into any number of equal teams...”) can either replace the actor. “What did I do?” An appropriate answer could be “You drank some water. when finished performing an action..” The actor... 32 Games Language People Play ......... “What have I done?” Someone could win a point with the answer “You have written on the board.. if teams have been formed). asks........... “What am I doing?” The person who answers correctly (for example.. M AT E RI AL S NE E DE D None.....actor asks.. “What am I going to do?” A correct response might be “You’re going to sit down.... (R.... S... The first player calls out a word.. after having performed an action... “You are walking..... asks.....
S UG G E S T I O N I try to enforce the rule that each word can be used only once. and the player of the next team gains two points for her team if she comes up with an acceptable word. verbs. loses a point for his team. I often restrict the words used to specific categories such as countries. suitable word. as they are called out. especially with Intermediate classes. when I play HEADS AND TAILS with an Intermediate or an Advanced class. To make the game more challenging.This continues from team to team until someone cannot think of an original. or singers. A D A P T AT I O N Usually. This is facilitated if the words are written. She. I require students to give a definition of their word or use it meaningfully in a sentence. Games Language People Play 33 . then. on the board or overhead projector by the teacher or a student.
Intermediate: The boy wearing the brown shoes ran away from the barking dog. he says it aloud to the group and it is compared with the original on the paper... The first student is given the sentence and reads it quietly to the second student.. Beginners: The boy ran away from the dog.. Advanced: The boy wearing the brown shoes and carrying a pile of books was terrified and ran away screaming from the vicious........ TELEPHONE L....... complexity of grammar and length of sentences will vary according to students’ abilities... DE S CRI P T I O N Students sit in a circle. I have 2... Vocabulary... 3 or 4 groups of students in circles. M AT E RI AL S NE E DE D A number of sentences written on strips of paper. When the last student is told the sentence. Students are often amazed at how much a sentence can change when passed through several players.... For example........... S levels: all optimal group size: 10 (For larger groups................. The second student whispers what she heard to the third.......... so that no one else is able to hear it. barking dog..........16 .... see ADAPTATION) OBJECTIVE To improve listening skills and memory. A D A P T AT I O N For larger groups........ and so on around the circle. 34 Games Language People Play .
.... Games Language People Play 35 ... as a means of breaking the ice and familiarizing students with one another.17 ......... or year... Note: This game is best played at the beginning of the semester.............” The third person says..... DE S CRI P T I O N Students and the teacher stand in a circle.... M AT E RI AL S NE E DE D None.... “My name is Jerry and I have three dogs and a cat.......”) The second person says. “His name is Jerry and he has three dogs and a cat.... My name is Cheng-Chou and I just learned to inline skate...g........ The first person – usually the teacher – says his name and something about himself (e....” Each successive player repeats the name and characteristic of all preceding players and introduces himself until everyone has repeated everyone’s name and characteristics.. S levels: all optimal group size: unlimited OBJECTIVE To enable students (and the teacher) to learn students’ names and something about each person.. My name is Yoshiko and I like to eat sushi..... Her name is Yoshiko and she likes to eat sushi........ “His name is Jerry and he has three dogs and a cat.... THE NAME GAME L......
... M AT E RI AL S NE E DE D None. instead of a whole sentence........ 36 Games Language People Play . students could use “one word” to associate with themselves..... S level: beginners optimal group size: 20 OBJECTIVE To review the use of the imperative... Jerry would say “dogs”... In the examples above............ The difficulty and complexity of commands will depend on the ability of your students. COMMANDS L......... One point for a correct command and one for the correct action....... and Cheng-Chou would say “skating........... DE S CRI P T I O N The group is divided into 2 teams (A and B). Examples: A1: “Touch your toes!” B1: Performs the action.” 18 ................... B1: “Point to the window!” A1: Performs the action..S UG G E S T I O N For Beginners. Yoshiko would say “sushi”....... Students take turns giving a command to their opponents on the other team...
...A1: “Laugh quietly!” B1: Performs the action.. To encourage students to be creative and original........... 19 .... TIC-TAC-NUMBER L........... W level: beginners optimal group size: unlimited OBJECTIVE To review cardinal numbers.... Examples: Games Language People Play 37 .. R. be reasonable and physically possible to perform............... while ordinary or repeated commands are worth only one point.... DE S CRI P T I O N Students are instructed to draw a grid with 2 vertical and 2 horizontal lines (3 for a longer game). of course....... B1: “Untie your shoe!” A1: Performs the action. 2 points could be awarded for novel commands... S.. M AT E RI AL S NE E DE D Pen and paper for each student................ They then fill the 9 (or 16) spaces with numbers (within a prescribed range) in any order......... S UG G E S T I O NS Commands should.
or diagonally) wins.LETTER – Letters. instead of numbers. Likewise. I will often say. in TIC-TAC-LETTER.Short Game (range 1–25) 1 14 21 12 20 25 8 13 6 6 18 27 10 Long Game (range 1–50) 34 31 45 38 9 26 2 49 50 14 40 42 The teacher now calls out random numbers and students cross out called numbers that appear on their grids. Any number that has been changed or tampered with will be rejected. I often call out arithmetic operations that result in that number. The winner can call the numbers for the next round. the winner must call out the 3 (or 4) numbers that gave her the win. I would say. I encourage the use of pens and tell my students that they must print clearly and legibly.” depending on the abilities of my students.TAC.” or “Fifteen plus five. K P O B W R M L S S UG G E S T I O N To make the game more challenging for students.” or “Five times four. To prove the validity of the claim. The first person to eliminate 3 (or 4) numbers in a row (vertically. “Eight plus twelve. For example. A D A P T AT I O N TI C. for 20.” To avoid controversy. are placed in the spaces. horizontally. instead of calling out numbers. 38 Games Language People Play .” and “The letter between K and M. “The letter after Q.
...... What is it?” S UG G E S T I O NS Terms to describe aspects such as size..... the objects they have brought to class. color. cup...... It weighs about 6 ounces (150 g). or a sock.. Students could write out their descriptions beforehand to facilitate playing the game... weight. texture. I have found that students’ interest is aroused when the object in question is contained in a paper bag. SURPRISE SACK L.. or material.. than when the object is totally concealed in a desk........ W level: beginners optimal group size: 20 OBJECTIVE To give students practice in description. such as a comb.... It is oblong in shape.. S.. and is dull black. It is made of nylon...... DE S CRI P T I O N Students take turns describing............ while the others try to guess the identity of each one...... A paper bag is optional.. should be familiar to students before this game is played... penny. shape. Games Language People Play 39 .. For example: “My object is about 4 inches (10 cm) long.............20 .. in detail. M AT E RI AL S NE E DE D Each student brings a common object. R...... It is flexible..... It seems to pique their curiosity more by almost being able to see the object as it is being described..
” A D A P T AT I O N To review other persons.................... affirmative......... DE S CRI P T I O N A student writes down where he was at a certain time in the past and challenges the class to guess where he was.. R....... M AT E RI AL S NE E DE D Pen and paper........ S.. For example: “Where was I at noon yesterday?” “Were you at the dentist?” “No...... the challenger could ask: “Where was Gary last Tuesday?” or “Where were Joan and I last Sunday?” or “Where were you and I last night?” 40 Games Language People Play ... W level: beginners optimal group size: unlimited OBJECTIVE To practice using the verb TO BE in the Simple Past (interrogative...................21 . and negative)........ I wasn’t at the dentist....... WHERE WAS I? L.
..S UG G E S T I O N I limit the number of questions to one-half the number of students in the group (or 20). Games Language People Play 41 ... hair color.... eye color... DE S CRI P T I O N The GUESSER has his back to the board as the teacher writes the name of another student on it for the class to see.... S UG G E S T I O NS In order to ensure that the clues go from the general to the specific.... and then quickly erases the name.... 22 ..... W level: beginners optimal group size: 20 OBJECTIVE To give students practice describing people. It helps if those features are written on the board for the students to follow. weight. I have my students tell about the mystery person’s sex.... a new round is begun. The GUESSER chooses some students to describe the person whose name was written........ height... GUESSER L....... When the person’s identity is guessed......... it is revealed...... and other general characteristics first... If the location has not been guessed by that time.... and the challenger is replaced by another...... S..... The clues start by being general and then narrowing down to the specific........ M AT E RI AL S NE E DE D Board and chalk. R.......
42 Games Language People Play ..To make the game even more challenging....... DE S CRI P T I O N The class is divided into 2 teams (A and B).. 23 ........ in most cases)...... For example: A1: Do you speak English? B1: Yes..... he poses one to his questioner.......... Students.............. M AT E RI AL S NE E DE D None... ask their opponents questions to which only YES or NO is the answer........ we frequently blindfold the GUESSER . YES/NO PING-PONG L... S level: beginners optimal group size: unlimited OBJECTIVE YES/NO To give students practice asking and answering questions that require answers... in turn........ Once a student answers a question.. I do...... I can....... I usually set a limit on the number of clues given for each round (10. A point is won for each correct question and for every appropriate answer.. B1: Can you ride a bike? A1: Yes..
... TO THE LEFT OF... and the person with the fewest errors takes her turn at instructing the class. IN THE BOTTOM RIGHT HAND CORNER OF.. the shapes........................ S level: beginners optimal group size: unlimited OBJECTIVE To assess and strengthen students’ knowledge and use of prepositions.. 24 .... ON........ M AT E RI AL S NE E DE D Paper and pencil.. There are some examples for you on page 44: Games Language People Play 43 .. I do............... PREPOSITIONS L.. B2: Do you know my name? A2: Yes. DE S CRI P T I O N The teacher instructs the class to draw various geometric shapes in certain places on their pages and to place numbers and letters IN..... she isn’t. UNDER......A2: Is your sister here? B2: No....... Results are compared with the teacher’s copy....... etc....
“In the lower left corner of the page............. TIC-TAC-WEATHER L.... Put a C in the center of the square... draw a square. M AT E RI AL S NE E DE D The grid on page 45 on the overhead and in photocopiable form............The teacher says...... a 3 in the lower left corner of the square and a G to the left of the square ................................... S level: beginners optimal group size: 20 OBJECTIVE To review weather conditions... Put a 2 in the upper right corner of the square......” 25 ......... 44 Games Language People Play .
Copiable Handout NOT Games Language People Play 45 .
or diagonally) wins.......... DE S CRI P T I O N The objects are divided into 2 piles which are placed at opposite ends of the room.. while the other half explores the other pile for theirs.... at any time. comb.. by stating the negative form of any other position.DE S CRI P T I O N The group is divided into 2 teams (Team X and Team O)........... S level: beginners optimal group size: 20 OBJECTIVE To reinforce the meaning and use of HERE and THERE. such as a notebook... The central position can be gained.. M AT E RI AL S NE E DE D Each student supplies several (2 to 5) objects..... ruler.. for example.. The first team to occupy 3 positions in a row (vertically. horizontally... shoe. identifies it by number... If an error is made............ and describes the weather condition in that space... One-half of the group searches one pile for their belongings. for example: 46 Games Language People Play ..... Students take turns indicating the location of their possessions by pointing and saying...... “It isn’t raining....... her team marker is placed there and her team occupies that position.. The first player of Team X chooses a position...... HERE AND THERE L. (Articles not found in one pile are assumed to be in the other pile)...... If she is correct... the position remains vacant until it is correctly identified.” 26 . etc...
... The turn to ask continues around the group in the same direction until somebody gets 4 of a kind.... The remaining cards are turned face-down in a pile in the center of the group... affirmative.. M AT E RI AL S NE E DE D One deck of playing cards for every 4 or 5 students in the class..........) “My shoe is THERE. or when told to fish from the inverted pile.. 4 Queens..... S. the names of the playing cards are learned... FISH! L... using the interrogative... and negative forms... or four 3s)....“My pen is HERE.the object being to get four of a kind (that is.. (Cards can be provided by students.......... (R) level: beginners optimal group size: unlimited OBJECTIVE To review the verb TO HAVE in the Present Indicative... For example: Games Language People Play 47 ...) DE S CRI P T I O N Students are grouped in 4s or 5s and each one is dealt 5 cards. A player continues to ask as long as he receives the card(s) asked for..... In addition.... whether from another student...” (He points to the pile at the far end of the room....” (She indicates the pile he is looking through........) 27 . Then the cards are re-shuffled and re-dealt for a new round... The first person to the left of the dealer asks anyone in the group for cards already in his hand ............
” “You’re welcome. I have the entire class repeat it after me (showing them the card being asked for so they learn the cards as they learn the dialogue). I give them the dialogue on paper and.) “Thank you.” “How many ________s do you have?” “I have 1/2/3 ________(s). Student A takes the top card from the inverted pile in the center of the group. continues to ask for more cards.) Student C: Student D: Student C: Student D: Student C: Student D: Student C: Student D: “Do you have any ________s?” “Yes I do.” singular and plural. together.Student A: “Do you have any _________s?” Student B: “No. please?” “Here you are. I then walk among them as they play. and collect papers which have been placed face-down. we read it several times.” “May I have it/them.” (Student C. I tell them to use the sheets during the game. I make sure to give them lots of practice during the drill as follows: Do you have any eights (8s)? Do you have any Aces (As)? How many eights do you have? How many Aces do you have? 48 Games Language People Play . Fish!” (Whereupon. Students of all backgrounds have difficulty distinguishing between “ace” and “eight. With some classes. and when they feel confident they can turn them face-down on their desks.) S UG G E S T I O NS When I teach the dialogue to my students. having received the card(s) asked for. using various cards. then they exchange roles. I don’t have any ________s. the turn goes to the player on his left. After several repetitions. monitor their facility with the dialogue. I have one-half the class ask the other half. If it is the card he had asked for. If not. he continues to ask for any card already in his hand.” (Hands C the card/s. This is repeated several times.
.......... I have two Aces....” Student 3: “He writes a lot.. I have one Ace..... the other students say one sentence which describes the PROFESSION..” Games Language People Play 49 .....I have one eight.......” Student 2: “He talks a lot.. I have two eights...... MATERIALS NEEDED None.. while he tries to guess it...... I have three eights.” Student 6: “He uses a lot of chalk...... I give each student 5 paper clips.....” Student 4: “He gets angry a lot. DE S CRI P T I O N One student leaves the room while the rest of the group decides on a PROFESSION.... S level: beginners optimal group size: 10 OBJECTIVE To review various professions. 28 ... I have three Aces........ PROFESSIONS L.... At the beginning of each round.... When he returns.... To make the game a bit more exciting. each player “antes up” (puts one clip in a pile in the center of the group) and the winner collects all of them..” Student 5: “He laughs a lot.. Examples: Student 1: “He works with many people........
. the answer is revealed for no points...” Student 3: “You call him for emergencies..” Student 4: “He comes to your house.......... 29 ..’) Student 1: “He fixes things.. affirmative. S level: beginners optimal group size: unlimited OBJECTIVE To reinforce the use of the verb TO HAVE in the Simple Present tense (interrogative...... 50 Games Language People Play ..... The value of the answer diminishes by one point with each successive clue....... and negative)... After eleven clues..(The answer is ‘teacher..” Student 2: “He charges a lot.............” Student 7: “He fixes sinks and toilets.......... WHO HAS IT? L.....’) S CO RI NG If the guesser is able to guess correctly after the first clue....... or paper clip). M AT E RI AL S NE E DE D A small object (such as a button.. coin. he gets ten points..” (The answer is ‘plumber.....” Student 5: “He works with water.” Student 6: “He uses wrenches..........
... Games Language People Play 51 ..” A3: “Does Carl have it.” A2: “Does Marie have it......” A4: “Do you have it....... 30 ........... S level: beginners optimal group size: unlimited OBJECTIVE To review familial relationships.. L.. Marie doesn’t have it. whereas Team B wins a point if the possessor is not guessed within the limited number of questions. A point is awarded to Team A if the possessor is guessed.. members of Team A take turns asking members of Team B – WHO HAS IT? For example: A1: “Do you have it................ I don’t have it. The teams change roles when the possessor is guessed. I have it.. FAMILY W................ Paul?” Paul: “No..DE S CRI P T I O N The class is divided into 2 teams (A and B)... Sharon?” Sharon: “Yes. Team A leaves the room while the small object is given to one member of Team B.......... Carl doesn’t have it.” The number of questions posed is limited to one-half the number of players on each team.. When Team A returns........ Linda?” Linda: “No. Robert?” Robert: “No.. or when all questions are used up.
.... Student 2: Carol is Susan’s mother.. TIC-TAC-BEFORE-AND-AFTER L..... S.........M AT E RI AL S NE E DE D Pen and paper for each student....... 31 ............ Who is Susan? Student 1: Susan is Carol’s daughter................. Who is Louise? Student 2: Louise is John’s niece........ S CO RI NG One point for each correct response... DE S CRI P T I O N Students pair off and challenge their opponents to state the familial relationship....... 52 Games Language People Play . This avoids confusion and lapses of memory. R level: beginners optimal group size: 20 OBJECTIVE To review and reinforce the concepts of BEFORE and AFTER....... S UG G E S T I O N I have found that this works more smoothly if the challenges are written down before they are presented....... For example: Student 1: John is Louise’s uncle....
Seven is after six. Games Language People Play 53 . For example: A is before B. To win. a/b 6/7 4/5 2/3 d/e c/d p/q 8/9 9/10 DE S CRI P T I O N The group is divided into 2 teams (Team X and Team O). a team has to place three of its symbols in a row – vertically. horizontally. her team symbol (X or 0) is placed in that position. If she is correct. The first player chooses a position on the grid and tells the relation of one letter or number to the other. the position remains vacant until it is correctly identified. If she is incorrect.M AT E RI AL S NE E DE D The following grid on the overhead or the board. or diagonally.
.... For example... ODD AND EVEN RESULTS L.... if the result is ODD... if you prefer) without seeing each other’s number....... The first person to earn 10 points wins....) 93 (ODD player wins 1 point.... S......) A D A P T AT I O N Subtraction could be used to provide a little variety... DE S CRI P T I O N Students are paired off.. the range is 20 to 50: Player A (ODD) 26 43 36 21 Player B (EVEN) 45 50 22 43 + + + + = = = = 71 (ODD player wins 1 point. the player who chose EVEN wins a point..32 .. R........ the player who chose ODD receives the point...........) 58 (EVEN player wins 1 point...... one of them takes ODD and the other takes EVEN...... W level: beginners optimal group size: unlimited OBJECTIVE To review cardinal numbers. They both write down any number (within a prescribed range.......... The 2 numbers are added together and if the result is EVEN.... 54 Games Language People Play ....) 64 (EVEN player wins 1 point.. M AT E RI AL S NE E DE D Pencil and paper for each student.....
..... M AT E RI AL S NE E DE D None................. Her opponent then wins a point..... For example: Student 1: man Student 2: Student 1: sick Student 2: ` _ tan pan ` _ ` _ fan can trick ran YOU WIN! ` thick _ ` _ lick _ ` quick ` YOU WIN! YOU WIN! Student 2: wood Student 1: ` good should could _ Games Language People Play 55 ...33 ................. DE S CRI P T I O N Students pair off and the first of each pair says a word to her opponent who must respond with a rhyming word........ They volley back and forth until one of the students cannot think of an ORIGINAL rhyming word.... S level: beginners optimal group size: unlimited OBJECTIVE To expand vocabulary.... and the loser begins the next round with a new word............ RHYME PING-PONG L..............
...S UG G E S T I O N Have the students spell each word after saying it....... M AT E RI AL S NE E DE D None.. BODY STRETCHER L level: beginners optimal group size: unlimited OBJECTIVE To review parts of the body... the other must touch them in the order named..” When both participants have done 3 parts.... This expands the opponent’s vocabulary and ensures that there is no confusion with homonyms (for example...... 4 are named and touched.. Furthermore. For example: “Touch your nose. DE S CRI P T I O N Students are paired off.. and 6 .... 34 ................ it is a good exercise in spelling for all........ Only parts which are touched in the order called are worth a point each. then 5... One names 3 parts of the body............ Then the roles are reversed.. When he has finished....... knee and elbow... One point for each correct response......... “wood” and “would”)... 56 Games Language People Play ...
.... DE S CRI P T I O N The class is divided into 2 teams (A and B)...... M AT E RI AL S NE E DE D Flashcards of familiar words......S UG G E S T I O N Students could write the body parts before the game is played in order to avoid confusion and arguments.. S level: beginners optimal group size: unlimited OBJECTIVE To increase speed of word recognition................. The first person to call out the word wins a point for his team......... as many cards as there are students................. One word per card..... For example: (1) nose (2) knee (3) elbow (1) ear (2) toes (3) shoulder (4) wrist (1) chin (2) back (3) thumb (4) ankle (5) eye (1) finger (2) arm (3) leg (4) shoulder (5) foot (6) mouth 35 .......... A flashcard is shown very quickly and briefly to one member of each team simultaneously....... This continues down the ranks until each has had 2 turns.. Games Language People Play 57 .. WORD CALLING R.....
..... 36 ..................S UG G E S T I O NS This works more smoothly if each competitor is equidistant from the teacher as the flashcard is briskly displayed.......................... Questioning the judge’s decision will cost your team 5 points... I SPY L.......... Example: The teacher is the judge whose decision is final.............. 58 Games Language People Play . S level: beginners optimal group size: 20 OBJECTIVE To review vocabulary (and spelling).. M AT E RI AL S NE E DE D None..... curving into the center and up towards the teacher... The easiest method is to have each team line up on opposite sides of the room...
” Games Language People Play 59 . it isn’t the wastebasket. it isn’t a B-O-O-K. “I spy (with my little eye) something that is green. What is it?” “Is it a B-O-O-K?” “No. A D A P T AT I O N If spelling practice is needed.” “Is it a B-A-G?” “Yes. it isn’t the chalkboard. For example: “I spy something that begins with a ‘B’. What is it?” “Is it the chalkboard?” “No. it isn’t a B-O-Y. it is a B-A-G.DE S CRI P T I O N One student challenges the group to guess what he sees in the room.” “Is it a B-O-Y?” “No.” “Is it the wastebasket?” “No.” Once one-half the number of students in the group have guessed. the object is revealed and a new challenger is chosen. students could spell the names of objects instead of saying them.
.. to the right of the sidewalk.. and a window on the right side of the house..... I divide the class into groups of 5 to 7 players. each in turn asks 2 questions about the picture. and each player takes a turn dictating 2 additional details which the others in his group draw... A small dog is standing on the grass. DE S CRI P T I O N The teacher describes a scene to the class who draw what is being described........... there is a cloud.... and a sidewalk in front. In the upper right hand corner of the page. For example: “In the center of the page......... There is a tall tree to the left of the house...........” S UG G E S T I O N After I have dictated 10 to 15 details..37 ....... There is a chimney on the left side of the roof. there is a house....... S level: beginners optimal group size: unlimited OBJECTIVE To reinforce the use of prepositions of place......... He has a big bone in his mouth ... M AT E RI AL S NE E DE D Paper and pencil for each student... 60 Games Language People Play .. For example: “Where is the dog? What is in the tree?” This gives each student a chance to speak during the game....... PREPOSITIONAL PICTURES L... Then.........
....38 ..... it isn’t in my shoe.. the guesser is told its location and a new guesser is chosen for a new round. he tries to find where it is hidden by asking a few students questions like: “Is it under the desk.” If the object has not been found by the time a limited number of questions have been posed... M AT E RI AL S NE E DE D A small object. a button or a paper clip.. it isn’t under the desk. it is behind the door... When he returns....” “Is it behind the door... Rob?” “No.. WHERE IS IT? L... and to reinforce the use of prepositions...” “Is it in your shoe... Jackie?” “No..... negative.... Gary?” “Yes............. and affirmative. Games Language People Play 61 ................ S level: beginners optimal group size: unlimited OBJECTIVE To reinforce the use of IT IS in the interrogative....... such as a coin...... DE S CRI P T I O N A student leaves the room while the class hides the small object..........
........... 20 ÷ 4 = E... TIC-TAC-MATH L. M AT E RI AL S NE E DE D The following grid on the overhead projector or the board....... 10 + 6 = C......... A.S UG G E S T I O N I usually limit the number of questions to one-half the number of students in the class. S level: beginners optimal group size: 20 OBJECTIVE To review and reinforce the use of cardinal numbers with the aid of mathematical operations...... 6x7= B......... 6+8= D. 12 – 9 = I............ 14 – 9 = 62 Games Language People Play ...... or 20 maximum. 18 ÷ 6 = G..... 19 + 9 = H.......... 9x2= F...... 39 .......
DE S CRI P T I O N
The group is divided into 2 teams (Team X and Team O). The first player chooses a position on the grid and describes the arithmetic operation occupying that position. For example: “Space A: Six plus eight equals fourteen.” If correct, his team symbol (X or O) is placed in that space. If wrong, the position remains vacant until someone correctly describes the arithmetic operation there. The first team to gain 3 positions in a row (vertically, horizontally, or diagonally) wins.
A D A P T AT I O N
Sometimes, when we play this game, students are required to spell the number words in each operation described. For example, Space A: S-i-x plus e-i-g-h-t equals f-o-u-r-t-e-e-n.
level: beginners optimal group size: unlimited
To review the Simple Past in the interrogative, affirmative, and negative.
M AT E RI AL S NE E DE D
Cards with a simple sentence in the past tense on each. Examples:
Games Language People Play 63
Last night I had a terrible accident. Yesterday, I screamed at my children. My brother sold his new car last week. We went to a Japanese restaurant for dinner.
DE S CRI P T I O N
A student takes a card and reads the sentence to the class. The others take turns asking him questions to which he fabricates answers. For example: Where were you? Who was with you? What time did it happen? What did you do? Why did you do that? How did you do it? Did you get hurt? Was anyone else hurt? Was there a lot of damage to your car? Whose fault was it?
S UG G E S T I O N
I usually limit the number of questions to one-half the number of students in the group (or 20). When the limit has been reached, a new student reads a new card to the group.
64 Games Language People Play
ODD OR EVEN?
L, S, (R, W)
level: beginners optimal group size: unlimited
To review cardinal numbers.
M AT E RI AL S NE E DE D
At least 20 small objects (such as paper clips or hole reinforcements) for each student.
DE S CRI P T I O N
Students are paired off. One holds a handful of objects and asks his opponent, “ODD OR EVEN?” His opponent makes a choice and, together, they count the objects. If the result is odd, the player who chose ODD wins a point. If the result is even, the player who chose EVEN wins a point. The other player holds the objects for the next round.
A D A P T AT I O N
This game can also be played with no materials whatsoever. Students can get into groups of any number from 2 to 10. Two students compete in each round by one choosing odd and the other even. All players clench their fists and bring them down while counting aloud, “One, two, three.” On “three,” they each display a number of fingers (from one to ten) and add up the fingers in the group. If the total number of fingers is odd, the student who had chosen “odd” wins a point; the point goes to the other student if the total is even.
Games Language People Play 65
.. SOUND OFF L............ I find that using minimal pairs – where only one sound is different in the two words – works best. 66 Games Language People Play ................. students could keep score as follows: Number nine fifteen twelve nineteen sixteen Odd/Even odd odd even odd even Point Mike Susan Susan Mike Susan The first player to reach 10 points wins................... R level: beginners optimal group size: unlimited OBJECTIVE To develop auditory discrimination..S UG G E S T I O N To provide practice in spelling out the numbers. M AT E RI AL S NE E DE D Each student has 2 sound cards (each containing a word with one of the two sounds being contrasted).............. To avoid confusion................ 42 .....
.For the example.. THOSE/DOZE: THREE/TREE: CUT/COT and LEAD/READ....... Example: Teacher: Teacher: Teacher: Teacher: Teacher: Teacher: “met”....... for example)............. can be contrasted.... The color contrast facilitates counting similar responses...................... Example: BET DE S CRI P T I O N BAT The class is divided into 2 teams......... Students hold up “fat” ..... which students have difficulty distinguishing between...... Here are a few of the ones that I have used: BET/BIT... Games Language People Play 67 ........... Any two sounds......... but I advise them to use one color for one sound and another color for the other (red for BET and blue for BAT................................................ we’ll use / E / and / A /................ Students hold up “set”............ The teacher reads words containing one or the other sound and students are to hold up the matching sound card......... Students hold up BET BAT BAT BET BET BAT The team with more correct responses each round earns 1 point..... Students hold up “less”........... Students hold up “last”......... Students hold up “mat”... S UG G E S T I O NS I have my students make their sound cards....
........ Each member of Team A gives 1 detail about the person being described... Team A describes one member of the opposing team without revealing the person’s name. the identity is revealed....................... Once they have been reduced to zero. DE S CRI P T I O N The group is divided into 2 teams (A and B)...... OR (2) The guessing team starts out with 10 points and loses 1 for each detail it needs before it can guess the identity of the mystery person... DESCRIPTION L... 68 Games Language People Play .... and the roles are reversed.......... while members of Team B take turns trying to guess his identity after each detail is given..............43 .. S level: beginners optimal group size: 20 OBJECTIVE To give students practice in describing people. The scoring can be done in one of two ways: (1) The describing team gains 1 point for each detail that they must give before the guessing team identifies the mystery person... M AT E RI AL S NE E DE D None............
................ and one pencil for each student.....................................44 ....... S level: beginners optimal group size: unlimited OBJECTIVE To review cardinal numbers and to strengthen arithmetic skills... DARTS L........ M AT E RI AL S NE E DE D One dartsheet (with 5 dartboards on each side)....... Games Language People Play 69 ........
. M AT E RI AL S NE E DE D Appropriate word lists as described below...DE S CRI P T I O N Students pair off and one takes his turn touching a dartboard with his pencil (eyes closed) 10 times..... 45 . The teacher says: “I’m going to say 4 words......” 70 Games Language People Play 4 ................................. and to give students lots of practice... THAT. Then his opponent takes his turn........... Sit down when you hear one that begins with the sound / as in THIS.. SIT FOR SOUNDS L level: beginners optimal group size: unlimited OBJECTIVE To improve auditory discrimination... DE S CRI P T I O N All students are told to stand..... His score is totalled aloud. Ready? DISH.. S UG G E S T I O N I draw 5 dartboards on each side of each sheet of paper to make the best use of the paper.... THICK......... The higher score wins each match.... VERY...
..... The cards can be supplied by the students..b/p. or give everybody equal practice in auditory discrimination....... This gives us the opportunity to contrast sounds like s/f/ and z/v/ ......... The method you choose will depend on whether you want to concentrate on students who have difficulty discriminating between particular sounds (others remain seated). S UG G E S T I O N Once students become proficient..... medial and terminal positions can be used at different times. M AT E RI AL S NE E DE D Three paper clips per student and several decks of playing cards (1 deck for every 4 or 5 students).. õ/ ..d/t.......Only students who sat down correctly are allowed to remain seated for the next round. I perform the same exercise with my back to the group........... and the l/r contrast. g/k.. This eliminates the visual clue as to how the sound is produced........ 46 .. j / .... z/s. NINETY-EIGHT L.. Games Language People Play 71 2 2 … 4 4 .... or all students are told to stand for each new round....... Sounds in initial... S level: beginners optimal group size: unlimited OBJECTIVE To review cardinal numbers and to strengthen arithmetic skills..... A good practice is to contrast voiced and unvoiced sounds: v/f.......ž/š.....
9 = no change.) Students are grouped in 4s or 5s and each one is dealt 5 cards. 10 = minus 10. The rest of the cards are placed face-down in a pile. or 5 = reverse direction). He has to discard a card which will not raise the value of the pile over 98. 9 = no change. Each player to his left (B. The player without a special card can’t play his hand and loses that round. The Ace is worth 1 and the Queen and Jack are worth 10 each.(Please see the copiable handout. paying 1 of his 3 paper clips to the “kitty.) and calls out the value of that card. in the following example) discards a card (usually his biggest regular card . When the value of the discarded cards reaches 98. C. J. 10. but nothing more than a 2 since anything more would raise the value over 72 Games Language People Play . Players take turns discarding cards and adding their values up to a maximum of 98.DE S CRI P T I O N CARDS: KING All cards have their face value. and D in the example) discards a card in turn and adds its value to the accumulated value of the previously discarded cards. He then picks one up from the inverted pile in the center (so that he always has 5 cards in his hand). or he could use an Ace (=l) or a 2 (=2). player C discards a card that brings the value of the pile to 96. and 5 = reverse direction. etc. It is now player D’s turn. 10 = minus 10. except the following four SPECIAL = automatic 98.” Suppose. 9 or 5) to continue. around which the players sit. 7. the next player must have a special card (King. for example.Q. The player to the left of the dealer (A. He could use a special card (King = automatic 98. 8.
lose that round. 3) are reserved on the left for emergencies. and it is now A’s turn. since any other card would raise the value over 98. and B would begin the next round by discarding his biggest card. while big regular cards (Q. The cards are shuffled and re-dealt. and the turn would continue in that direction (to the right) until someone reverses it again (using a 5). If A deposits a 10 (= minus 10). Suppose he has a 2 and plays it. S UG G E S T I O NS I advise my students to arrange their hands so that special cards (K. 5) and low value cards (A. The last player with any paper clips (that is. Suppose C had the following cards in his hand: 4. The value remains 98 and the turn advances to player B. and would pay 1 of the 3 paper clips that he started with. 6. 8. 10. 2. would raise the value over 98. 9. When a player has lost all 3 of his paper clips. 8. he is out. 7. all the others have lost all 3) is the winner. D could now dump his biggest card (suppose it was a 7). D could now play any card since nothing would raise the value more than 10 points to over 98. Q. He would. that would reduce the value by 10 to 88 for D. Player A must now have a special card to survive. this time by A. the 4. therefore. Suppose he plays a 9 (no change). If B plays a 5 (reverse direction). this would reverse the turn back to A (value still 98). 6) are on the right.98. J. 6. That brings the value up to 98. For example: Games Language People Play 73 . He would be stuck. since even his smallest card. and raise the value to 95 (88 + 7 = 95) for C.
I would be off the hook. Each time I introduce the game to students. 10. In any case. correcting and helping where necessary. 9. I “play” with 3 other players. and 10 would lower the value to 88. When it is my turn to discard. the 10. since the odds are that the next player won’t have a special card.” I think out loud for each player in turn and play for each one in turn. Even if he had a 5 and reversed the direction back to me. while I float around and monitor their progress. and the two 9s. 9. while the rest of the class stand around the table and look on from behind the “player. no matter what its value was. I would probably lay down a King and automatically raise the value of the pile to 98. Suppose I am dealt the following cards: K. Special cards can be used anytime. I would feel pretty secure in doing so. and someone else would lose. but are most valuable in emergencies (when the value of the discard pile is close to 98). Then the class breaks up into groups of 4 or 5 students and each group plays amongst themselves. 74 Games Language People Play . Four of those 5 cards are special: the King. and will lose immediately.I project the values of the special cards on the overhead so that students have a constant reminder of which cards are special and their respective values and functions. open-handed (cards visible to all). I would have several options open to me: 9 would pass the 98 on to the next player. 6.
You can not exceed 98! You need a special card when the value is 98. Games Language People Play 75 . Special Cards: King = automatic 98 10 = minus 10 9 = no change 5 = reverse direction All other cards have their face value: Queen & Jack = 10 8=8 7=7 6=6 4=4 3=3 2=2 Ace = 1 If you forget to pick up a card after discarding.Copiable Handout NINETY-EIGHT Add card values up to 98. you are out. If you can’t make a move. you may take one only if the next person hasn’t discarded yet.
....) I usually have the answerer ask the next question.. A D A P T AT I O N For larger groups... a glove... two for a correct answer. some students will “tune out” until it is their turn. I have groups of students stand around 2. If another student can correct an incorrect answer. Students take turns asking.......). under.... 3 or 4 separate tables. Some objects are placed over. (If you choose to go around the table in a predetermined order.... keys. between... around which the participants stand.... M AT E RI AL S NE E DE D Each student provides two or three objects (a pen. he receives one point..... 76 Games Language People Play . a jacket.... WHERE? L............. “Where is the ___________?” and answering the questions in random order... DE S CRI P T I O N The objects are placed on a table.... others.47 .. etc......... beside.. a notebook........ etc.... S CO RI NG One point for a correct question. S level: beginners optimal group size: 10 (For larger groups...... an umbrella...... see ADAPTATION) OBJECTIVE To review prepositions and vocabulary items. I often play this game without keeping score.
.........” “Julio is rubbing his elbow.. see ADAPTATION) OBJECTIVE To review parts of the body and action verbs in the present progressive/continuous.. WHAT ARE THEY DOING? L...... 3 or 4 groups of students in circles...... At the end of each round..... DE S CRI P T I O N Students stand or sit in a circle....48 ..)... One student stands or sits in the center..... I have 2. as determined by the members of his group (for example........ rubbing his elbow....... S level: beginners optimal group size: 10 (For larger groups. The others choose and perform different actions (such as touching his nose... pulling his ear........ a new student steps into the center of the circle and takes a turn at describing the others’ actions. A D A P T AT I O N For larger groups. scratching his cheek.. M AT E RI AL S NE E DE D None. etc. “Mi-Jin is touching her nose... Games Language People Play 77 . The student in the center tells what each student is doing – while they are doing it – and receives one point for each correct answer..........”)........... covering his eye..” “Po Yin is scratching her cheek.
...” “King... if three... For practice in addition. if four....... S...... M AT E RI AL S NE E DE D One deck of playing cards for each group of five players...... Players take turns laying down a card (face up) and calling out its name... etc..... The highest card captures the lower card(s) (e. The higher of those cards is the winner and captures all five of the opponent’s cards.. 13. each receives 26 cards............... see ADAPTATION) OBJECTIVE To review cardinal numbers from two to ten (plus “Ace.... Ace takes King and everything else..... DE S CRI P T I O N The entire deck (52 cards) is distributed evenly among the players... 78 Games Language People Play .” “Queen” & “Jack”)..... In case of a draw (two cards the same)..... If there are two players.. THE GAME OF WAR L. three more cards are laid down (face down) and a fourth is turned face up for battle. 10. if five...... Jack takes 10 and everything below....).. see ADAPTATION. The player with the most cards (regardless of their values) at the end of the game is the winner..: 3 takes 2..49 . R level: beginners optimal group size: 5 (For larger groups.. 17... The game continues until one player loses all of his cards.g.... Any extra cards are put aside..
you could get them to add up the value of their cards (instead of the raw number of cards) at the end of the game...” “Kohei rubbed his elbow. 3..g... 4. The others choose and perform different actions (such as touching his nose. 8... 5. The student in the center tries to remember what each student has done and receives two points for each correct answer... 6. and the person with the highest total is the winner... “Yi-Fang touched her nose.....ADAP T AT I ON For larger groups.. One student stands or sits in the center....) until the student in the center has seen them do it. WHAT DID THEY DO? L... then they stop.. Games Language People Play 79 ..... DE S CRI P T I O N Students stand or sit in a circle.” etc. Order of cards: Ace.......” “Gloria scratched her cheek.. If you want to give your students practice in adding.... scratching his cheek...... 2....... Jack...... 9. rubbing his elbow. I have many groups of five students each. 50 .. and to test memory.. M AT E RI AL S NE E DE D None......... see ADAPTATION) OBJECTIVE To review body parts and the Simple Past of action verbs...... pulling his ear.. King. Queen.). S level: beginners optimal group size: 10 (For larger groups.. 7.. as determined by the members of his group (e... covering his eye...... 10.. etc...
......................... The student who can recall and write down the greatest number of words correctly chooses the new words for the next round. W levels: beginners & intermediate optimal group size: unlimited OBJECTIVE To assess and improve word recognition ability........ 3 or 4 groups of students in circles.. FLASHWORDS R.. 51 ... he can get one point if he is able to recall and duplicate the action. A D A P T AT I O N For larger groups. 80 Games Language People Play .................. a new student steps into the center of the circle and takes a turn at recalling the others’ actions.. M AT E RI AL S NE E DE D An overhead projector and many (50 or more) familiar words on strips of acetate.... If the student in the center doesn’t know the words to describe the action or the body part.. I have 2....At the end of each round................. DE S CRI P T I O N Several words (5 to 20) are shown briefly to the class and then are concealed....
... RHYME MIME L.... conceals them......... DE S CRI P T I O N The group is divided into 2 teams.. For example: SHIP HOT + TRIP + POT Games Language People Play 81 ........ after showing the words. Also. S level: beginners & intermediate optimal group size: 20 OBJECTIVE To review and reinforce vocabulary..........S UG G E S T I O NS Having the words on strips of transparent acetate makes it easy to control the number of words on the projector.. Turning off the projector.. A time limit is imposed (1 to 2 minutes... Team B takes its turn........... One player thinks of 2 rhyming words and acts them out for his team. I find it works best to begin with 5 words and make the game progressively more challenging by increasing the number of words by 1 for each successive round.............. and 1 point is won for each word guessed within the time limit....... 52 ....... depending on your students’ abilities)........ When Team A is finished.. M AT E RI AL S NE E DE D None...
........... M AT E RI AL S NE E DE D None..... RAILROAD SPELLING L............ The teams alternate turns down the ranks.. DE S CRI P T I O N The group is divided into 2 teams (A and B).. S levels: beginners & intermediate optimal group size: unlimited OBJECTIVE To reinforce spelling skills....... This encourages the inactive team to pay attention to the other team’s activities..... and the first person on Team B must say and spell a word that begins with the last letter of the preceding word....SEW SIGN + + THROW S HI NE SLOB S NO B + S UG G E S T I O N If one team cannot guess one or both words before the time expires. 53 .................... Repetitions are not permitted.... One point for each word correctly spelled.... For example: 82 Games Language People Play .......... The first person of Team A says and spells a word (any word)... the other team can make one guess earning one point for each correct word....
..... Games Language People Play 83 . or a pair of dice)... For example............... SLIDES AND LADDERS L....A1: hello.. M AT E RI AL S NE E DE D A SLIDES AND LADDERS board (made by the teacher or by students) and a number spinner (or a deck of playing cards................. the ace is worth 1 point and the picture cards are worth 10 points each. see SUGGESTION............. p-l-e-a-s-e S UG G E S T I O N I usually restrict acceptable words by setting the minimum number of letters.. If you use cards.... 54 . y-e-s A3: stop... S levels: beginners & intermediate optimal group size: 10 (For larger groups......... s-t-o-p B3: please. o-r-a-n-g-e A2: easy...... all words must be at least 5 letters long. h-e-l-l-o B1: orange... e-a-s-y B2: yes.) OBJECTIVE To review and reinforce the use of cardinal numbers and/or to review grammar and test general knowledge.......
however. If. I have them answer a question (on grammar or general knowledge) before they are permitted to spin and move. for example). you land at the top of a slide (28. or the person leading when time expires. you climb up to the top of the ladder (in this case. A D A P T AT I O N For students who don’t need practice with their numbers. wins. you slide down to the bottom of the slide (7) and continue from there on your next turn. 84 Games Language People Play . The first person past 100. or tossing the dice). Depending on their ability. they could (1) call out the spun (drawn or tossed) number and/or (2) say their destination and/or (3) orally add the spun number to their present position (5 + 7 = 12. 50) and continue from there on your next turn. They then move their marker the appropriate number of spaces. for instance). if you land at the base of a ladder as in the example (5 + 7 = 12).DE S CRI P T I O N Students take turns placing a marker on the starting space and spinning the number spinner (or drawing a card.
....................... draw or toss.... NAME THE NOUNS L....... tedious lulls while each student waits for his next turn.. W levels: beginners & intermediate optimal group size: unlimited OBJECTIVE To give students practice in identifying nouns in context..... so that 4 games can be played simultaneously. I feel that SLIDES AND LADDERS is a more meaningful name.... R.... 55 . S... They take turns reading one of their original sentences to their opponent and challenging her to name all the nouns in the sentence.... I have found that it works best to have students answer the question before they spin. they will purposely answer incorrectly if they see that they’re going to land at the top of a slide if they answer correctly...S UG G E S T I O N I have 4 SLIDES AND LADDERS boards and divide my class into 4 groups... Note: In various parts of the country.... Games Language People Play 85 ...... otherwise......... this game is also known as SNAKES AND LADDERS or CHUTES AND LADDERS... This eliminates long..... The opponent gains one point for each noun correctly identified. DE S CRI P T I O N Students are paired off... Then the opponent reads one of her sentences and challenges the other to name all the nouns in her sentence.... M AT E RI AL S NE E DE D Each student writes 10 sentences of varying length..
......... abstract (fear).......... ALPHABET DASH S levels: beginners & intermediate optimal group size: 20 OBJECTIVE To review vocabulary..S UG G E S T I O N If your students are able.. His team gets one point for each correct word........ M AT E RI AL S NE E DE D Cards numbered 1 to 20........ you could have them state the type of noun each one is... S UG G E S T I O N From time to time we play this game with a restriction on the words called out.. Each player is given a numbered card...... proper (France)....... For example....... they can be restricted to verbs. names of countries....... DE S CRI P T I O N The group is divided into 2 teams of 10 players each. or must have at least 2 syllables... The teacher calls out a number and a letter and the student with that number has 20 seconds to name as many words as possible that start with that letter.. common (dog)..... For example.... and collective (crowd)........ 86 Games Language People Play .. 56 ...
. To start the game.... If wrong..... DE S CRI P T I O N Three bases and home plate are indicated in the room (masking tape on the floor or specially designated desks). A point is counted each time a batter comes HOME.. Games Language People Play 87 . or disrupts the game in any way........... If he is correct. S UG G E S T I O N I stipulate that if one team is inattentive. When 3 batters are out........ must spell. One team (Team A) sits in the “dugout” (on one side of the room) while one member of the team is at bat..... SPELLING BASEBALL L..... The class is divided into 2 equal teams... he moves to FIRST BASE.. he is out..............57 ..... the teams change places.. in turn... S levels: beginners & intermediate optimal group size: unlimited OBJECTIVE To reinforce spelling ability. the other team is automatically given a point. If he spells it correctly. The next batter comes to HOME PLATE and is given a word by the next pitcher... a coin is tossed to determine which team will pitch and which will be at bat first.... Batter #1 stands at HOME PLATE while pitcher #1 gives him a word to spell........... M AT E RI AL S NE E DE D An appropriate spelling list.... The pitchers (students on Team B) sit in the center of the “diamond” and call out words from the list that the batters..... he moves to FIRST BASE and any batters at bases move ahead 1 base..
..... 88 Games Language People Play ..................................... HANDS UP! L........................... S levels: beginners & intermediate optimal group size: 10 OBJECTIVE To develop critical listening skills. M AT E RI AL S NE E DE D None. and reinforce understanding of question words......58 .........
.” (2 points) (2 points) (TOTAL: 4 points) Teacher Student 2 (2 points) (2 points) (2 points) (TOTAL: 6 points) Any errors or omissions are worth double to other students: Student 3 – “He forgot WHEN........DE S CRI P T I O N The teacher reads (or makes up) sentences to the group.” – “WHO? Henry... STOP! R..............” “WHERE? In the back yard........ One point for each question word and 1 for each answer... At the end of each sentence..” “HOW? Clearly............................” – “WHO? The dog. All night.. Games Language People Play 89 .” – “The dog barked loudly in the back yard all night... M AT E RI AL S NE E DE D Paper and pencil...... For example: Teacher Student 1 – “Henry speaks clearly.” “HOW? Loudly.” (4 points) 59 . W levels: beginners & intermediate optimal group size: unlimited OBJECTIVE To enhance students’ abilities in spelling and word recognition............. students raise their hands to offer to identify as many question words and answers as possible.
Name _______________ ABCDE FGHIJKL MNOPQRST UVWXYZ STOP! Name vs. Name _______________ ABCDE FGHIJKL MNOPQRST UVWXYZ STOP! Name vs. Name _______________ ABCDE FGHIJKL MNOPQRST UVWXYZ 90 Games Language People Play .Copiable Handout Is there a(n) ___ in your word? STOP! Name vs.
A and L written into their Games Language People Play 91 . Students alternate roles with every new match. If STOP! is formed before the word is guessed. the E is crossed out in the alphabet at the bottom of the page to show that it has already been guessed. I. the word itself. If “no”. the guesser wins. The guesser can make 10 mistakes before STOP! is formed and the game ends. shown by the 10 letters crossed out at the bottom. In either case. the opponent has made 10 guesses. For example: “Is there an E in your word?” If “yes. He puts dashes on the paper representing the letters of the word. His opponent tries to guess the letters of the word and. at this point in the challenge.DE S CRI P T I O N Students are paired off and one thinks of a word (any word). S. If the word is discovered before STOP! is formed. the challenger wins. eventually. Five guesses have been correct (the O.” all Es are written in their respective positions. Example: _OS_I_AL In the above example. one-half of the S of STOP! is formed as a penalty.
it is revealed.... M AT E RI AL S NE E DE D None. each player has the same chance.... The person who correctly guesses the noun replaces the challenger..... for example)..... With STOP!. The others can ask her up to 20 questions that require YES/NO answers in an attempt to discover the identity of his noun. DE S CRI P T I O N One student thinks of a concrete noun (BOAT. I have modified Hangman to limit to 10 the number of wrong guesses each player can make...... capital punishment is no longer in vogue in most of the world today........... I have seen some players hanged after only 5 wrong guesses. S levels: beginners & intermediate optimal group size: unlimited OBJECTIVE To strengthen the ability to ask and answer questions that require YES/NO answers. With Hangman... 92 Games Language People Play .. If the noun is not guessed by the time 20 questions have been posed......places in the word)......... and 5 wrong (indicated by the five half-letters in the incomplete STOP!) Note: If you are familiar with the game Hangman............ STOP! is quite similar......... depending on the complexity of the drawing of the hanged man.. 60 . TWENTY QUESTIONS L... Besides. yes......... and a new round is begun by a new challenger chosen by the teacher. while others survive 15 to 20......
....A D A P T AT I O N I divide classes of more than 30 students into 4 equal teams.......... and the next team..... W levels: beginners & intermediate optimal group size: unlimited OBJECTIVE To increase familiarity with the alphabet and improve spelling ability.............” The challenger can’t give any more information than a simple “Yes” or “No.... The group which guesses correctly wins a point........... THREE WORDS L. in turn.. 61 . One team decides on a noun and members of the other 3 teams try to guess its identity.. This allows for more direct questioning and gives questioners a better chance of discovering the identity of the noun... For example...... “How big is it?” Nor are OR questions permitted. This team effort enables greater individual involvement and increases each student’s interest in the game.... such as.......... “Is it big or small?” I make this clear to my students by stating that the only acceptable answers are “Yes” and “No..... R... S UG G E S T I O N I have the challenger write her noun on a piece of paper to avoid problems (such as forgetting or changing her word)... Note: Questions must elicit only YES/NO answers. questions to which “Yes” and “No” are equally correct responses) could be disregarded when counting the 20 questions...” MAYBE questions (that is. the question can be: “Is it bigger than this desk?” It cannot be general in nature. Games Language People Play 93 ... challenges the others.... for example.. S..
J. as in Elephant. in turn. call out numbers instead of letters. calls out 1 letter. Each student would write down THREE NUMBERS instead of THREE WORDS. I. in turn. in order to avoid confusion. we restrict the THREE WORDS to a specific category. Then. For example: G. DE S CRI P T I O N Each player writes down THREE WORDS of 4 to 8 letters each. as in George. as in John. The use of dictionaries (or thesauruses) enables students to expand their vocabulary even more. E. The first person with all THREE WORDS completely eliminated is the winner. each. as in Intelligent Occasionally. A D A P T AT I O N This game can also be played using numbers instead of words. or cities. pencil. such as animals. Each number would consist of 4 to 8 digits and the students would. 94 Games Language People Play . and dictionary (or thesaurus) for each student.M AT E RI AL S NE E DE D Paper. classroom objects. This tends to expand vocabulary in the category chosen. and everyone crosses out that letter everywhere it appears in each of his words. S UG G E S T I O NS I usually have the student call out a letter accompanied by a word that begins with that letter.
...... now they’re under it.. a jacket.. If incorrect....” M AT E RI AL S NE E DE D Each student provides two or three objects (a pen...... I have my students ask and answer in random order to prevent some students from allowing their attention to lapse until it is their turn. Student 1 then asks.... Some objects are placed over.. around which the participants stand... S level: beginners & intermediate optimal group size: 10 (For larger groups.... Games Language People Play 95 .. etc... “What’s different?” Student 2 opens his eyes and tries to guess what has changed.. vocabulary items and the expression “used to be. he receives no point.. Student 1 calls Student 2's name.). “The keys used to be on top of the notebook. a notebook..... beside. DE S CRI P T I O N The objects are placed on a table... I have groups of students stand around 2... WHAT’S DIFFERENT? L...... keys..... an umbrella.”... etc...62 ... Student 2 closes his eyes while Student 1 moves an object.......g. e... others.. between.. he gains a point...... and asks the next question.. see ADAPTATION) OBJECTIVE To review prepositions.. under.. If his answer is correct.. 3 or 4 separate tables.. is told what has changed. A D A P T AT I O N For larger numbers of students.. a glove.......
One question tag is placed in each square (see diagram).......63 . QUESTION TAG FOUR BY FOUR L... or diagonally) wins... The question must be correct and complete in order to occupy the chosen square..... S....... and creating a sentence to go with the question tag in the chosen square. M AT E RI AL S NE E DE D A grid with 16 squares is drawn on the board or projected on the screen. colored symbols may be used. The first team to occupy four squares in a row (horizontally......... DI RE CT I O NS Two teams are formed and are assigned a symbol (X and O.............. If the overhead projector is used.. Teams take turns picking a square. Numbering the squares makes it easier for everyone to focus on the square being chosen. “Number six...... Sandra is tall. or the male symbol [ ] and the female symbol [ ]). W levels: beginners & intermediate optimal group size: unlimited OBJECTIVE To review and reinforce the use of question tags. vertically..... isn’t she?” If correct........ so that students have to choose different tags each time the game is played.. identifying it by its number. the question tags could be moved around the grid after each game..... R... S UG G E S T I O N For greater variety........g.... e.... 96 Games Language People Play & % . the team’s symbol is placed in the square...
..... does she? 9 .. wasn’t I? 16 . will they? Games Language People Play 97 . don’t they? 13 ... do they? 6 ....... won’t we? 5 ....... doesn’t she? 3 ... isn’t she? 7 ... will he? 4 .. can’t she? 10 .. is he? 2 ..... can it? 12 ....... can’t you? 15 ....Copiable Handout QUESTION TAG FOUR BY FOUR 1 . will we? 11 .... aren’t they? 8 ..... aren’t you? 14 ...
The game ends when all players have had a turn at the board. spelling.................... S UG G E S T I O N To make it more challenging.... I read the sentence only once.. syntax and memory ability..... S CO RI NG (a) A correct sentence is worth 5 points..... SUPER SECRETARY L. Subtract 1 point for each error (to a maximum of 5 points)..... No points are awarded if errors exist...... DE S CRI P T I O N The class is divided into equal teams of 5 to 7 players each.. I watch for errors in syntax....64 ........ spelling.... This forces students to listen very attentively and to try to remember the entire sentence.................. W level: intermediate optimal group size: unlimited OBJECTIVE To strengthen vocabulary. 98 Games Language People Play ...... OR (b) Only a correct sentence gains 1 point.. The first player from each team goes to the board and writes the sentence dictated by the teacher. and punctuation.. M AT E RI AL S NE E DE D Five to 10 pieces of chalk and an equal number of sections of the chalkboard...
....... DE S CRI P T I O N The group is divided into 2 equal teams..... W.. M AT E RI AL S NE E DE D None..... If the letter is named first. E..... K.. S level: intermediate optimal group size: unlimited OBJECTIVE To review vocabulary and parts of speech........ Teacher: Adjective. some players on smaller teams would simply go up a second time... 65 ....Where teams have an unequal number of players. Games Language People Play 99 .... S UG G E S T I O NS Student: Kiss... Teacher: Preposition.. LETTERGORY L.... I find that there is less confusion if the part of speech is named before the letter. Student: Near.... Student: Wagon... some students will be tempted to take some “shots in the dark” before they hear the part of speech....... Teacher: Noun................. N... The first person to call out a word that begins with that letter and is that part of speech wins 1 point for his team. Student: Exciting..... For example: Teacher: Verb...... The teacher calls out a part of speech and a letter.
. Each word used must have an opposite..Also.. or verb on it.. adverb..... For example: LOUDLY HOT FAT FORGET QUICKLY WIDE CRY TOP STAND UP HEAVY LIGHT DE S CRI P T I O N The group is divided into 2 teams (A and B).......... S... each with either an adjective... 66 .............. OPPOSITES L...... The first person on Team A chooses a word and challenges the first person on Team B to give the opposite in a sentence.. adverbs and verbs. and their opposites. the competition should be limited to 2 players at a time (one from each team).. M AT E RI AL S NE E DE D A deck of flashcards....... but its opposite isn’t written on the card........... and so on.. especially adjectives...... R level: intermediate optimal group size: 10 OBJECTIVE To reinforce and expand vocabulary...... to avoid pandemonium... Then B1 challenges A1.......... For example: 100 Games Language People Play ..
. specifically words that rhyme..”....”..... rhyme endings are written around the perimeter. M AT E RI AL S NE E DE D Dictionaries and the Rhyme Disc (2 concentric discs. fastened in the center..... it is revealed by the teacher.. S CO RI NG B1: “My father is THIN..... For example: Games Language People Play 101 .” A2: “I don’t know!” 1 point for a correct challenge..... On the outside disc......... able to spin independently of each other).. 67 ....” A1: “This book is HEAVY..... W level: intermediate optimal group size: 20 OBJECTIVE To expand vocabulary.”........ various consonant blends are written around the perimeter.. B1: “This book is LIGHT. S UG G E S T I O N If the correct answer isn’t known.. RHYME WHIRL R.......A1: “My father is FAT.................... On the inside disc. B2: “She talks LOUDLY...” .......” B2: “I LAUGH when I’m sad. A2: “I CRY when I’m sad...... 2 points if you know the opposite that your opponent doesn’t.. 1 point for a correct opposite...
machine . tr/ue. in turn. br/ing. When a student has found a workable combination. pr/oud. pl/ease. scr/ap. to ensure that meaningful learning is taking place. I have my students include a short definition with each word they find. is important. (Rhyme. scene. Also. lean. fr/om. In the unlikely event that a student spins the Rhyme Disc and no word can be formed. pr/ice. cl/ean. with the help of a dictionary.) S UG G E S T I O NS I have my slower students spin first so they have more time to find their rhyming words. sl/eep. 102 Games Language People Play .. spin the Rhyme Disc and find a combination of a consonant blend and a rhyme ending that forms a legitimate word. looks for as many words as he can find that rhyme with his word. DE S CRI P T I O N Students. cr/op.bl/end. he returns to his desk and. mean.. bl/ack. seen. For example: CL + EAN = CLEAN bean. sw/ing. str/ong. not spelling. dr/eam. he spins again until he has a word to work with.
.... today two weeks ago this evening last night next month yesterday next year this morning tomorrow afternoon DE S CRI P T I O N The group is divided into 2 teams (Team X and Team O).............. or grid (see below) drawn on the board.. One person from Team X chooses a position on the grid and uses that time expression in a sentence in the appropriate tense.. The teams alternate turns trying to get 3 positions in a row (horizontally..68 .... or diagonally) to win..... the position remains vacant and the turn goes to the opposing team.......... S. R level: intermediate optimal group size: 20 OBJECTIVE To review various verb tenses.. A correct response gives that position to your team... vertically.................. Next year.. M AT E RI AL S NE E DE D Overhead projector. I’m going to visit my cousins in Texas.. For example: Two weeks ago. If an error is made....... I broke my leg. TIC-TAC-TENSE L........... Games Language People Play 103 .......
. or 20.............. 104 Games Language People Play ..... DE S CRI P T I O N The class tries to guess the occupation (real or fictitious) of the challenger.............69 ........... WHAT’S MY LINE? L...................... For example: Do you work with machines? Do you wear a uniform? Can a child do your job? Do other people work with you? Are you a supervisor? S UG G E S T I O N I usually limit the number of questions asked to half the number of students in the group..... Only questions requiring YES/NO answers may be posed by the guessers..... it is revealed and a new challenger takes his turn. If the occupation hasn’t been guessed by then...... S level: intermediate optimal group size: unlimited OBJECTIVE To give students practice in asking questions requiring YES/NO answers...... M AT E RI AL S NE E DE D None..
. LOST AND FOUND L...... When the desk is cleared of all objects.................... M AT E RI AL S NE E DE D Students’ pens. Games Language People Play 105 .. DE S CRI P T I O N One-half of the group places 2 (or more) objects onto a desk in the center of the room..... They then take turns describing their possessions to the others....... combs....70 ................... notebooks. S level: intermediate optimal group size: unlimited OBJECTIVE To give students practice in describing objects...... who try to locate the items described and return them to their rightful owners. the roles are reversed... rulers................ and other personal (but inexpensive and durable) objects..
... or in teams of 3 to 5 players) to find a word for each category which 106 Games Language People Play . The 5 letters can constitute a word.. sports..... cities...... car parts.......... names.. if you prefer....... DE S CRI P T I O N Students are presented with the grid and are challenged (individually. professions and athletes...... adjectives... song titles... paper.... CATEGORIES R.71 .... and dictionary for each student.... languages............ A grid in which there are 5 different letters across the top and 5 categories down the left side...... W level: intermediate optimal group size: unlimited OBJECTIVE To expand students’ vocabulary. Example: B Colors Animals Foods Countries Furniture Burma armchair llama kohlrabi L A C crimson K Other possible categories include: drinks......... verbs..... M AT E RI AL S NE E DE D Pen......
..... DE S CRI P T I O N The teacher describes an unnamed student to the class.. clothing... MYSTERY PERSON L level: intermediate optimal group size: unlimited OBJECTIVE To develop critical listening skills. while they try to guess his identity..... S UG G E S T I O NS I encourage my students to be adventurous and to look for unusual words (for example. for instance..... and K. and K... C... etc. M AT E RI AL S NE E DE D None... A...... I simply ask: “Who has an interesting word for a color that begins with the letter ‘B’?” 72 ..... In the example above....... can all be used in the description.. This game is best played non-competitively. students must find the names of COLORS that begin with the letters B.. Physical characteristics................ FOODS........ personal traits. They must also find the names of ANIMALS.. COUNTRIES and FURNITURE that begin with the letters B...... A.. L. C. “burgundy” instead of “blue”).......begins with each letter. L.... Games Language People Play 107 ....
....... Overhead projector or chalkboard......... I have played MYSTERY PERSON with their heads down and their eyes closed. I impose a penalty of minus 2 for each wrong guess.... and dictionary for each student...... while a correct guess is worth 5 points.... This forces them to listen more carefully and to recall a person’s appearance from memory instead of looking around to see who fits the description............. DE S CRI P T I O N Students are shown the grid on page 109..S UG G E S T I O NS I have found that breaking the class up into teams of 4 or 5 players each allows students to interact and confer with one another before guessing.. to test students’ memories. 73 .. PAIRED LETTERS R.. W level: intermediate optimal group size: unlimited OBJECTIVE To expand vocabulary and reinforce spelling ability. M AT E RI AL S NE E DE D Pen.... and the person who creates the greatest number of words by combining PAIRED LETTERS is the winner................. Occasionally................. paper. To encourage precision.. 108 Games Language People Play ...
When I first introduce this game to a class. and so on. 8 points for an eightletter word. Games Language People Play 109 .li at ti op ca bi yi kn ck in ea ow ng st si so ll fe ro ar ye ki bl me lo Here are a few words that can be formed by combining PAIRED LETTERS from this grid: liar strong yellow rock know fellow SUGGESTIONS stop star yell sill feat fear I usually impose a time limit of 5 minutes. 8 and 10 letters and scatter the PAIRED LETTERS over the grid. 16 points for a ten-letter word. To encourage the formation of longer words. I often count 2 points for a four-letter word. doubling the points for each additional pair of letters. 6. To make your own grid. simply break up words of 4. 4 points for a six-letter word. I let them work with a partner to ease them into it.
” S1: “What will you do with it after that?” S7: “I’ll eat it...... S.. M AT E RI AL S NE E DE D Pen and paper for each student.” S1: “Why do you want it?” S3: “Because it’s delicious........ Then he collates the answers and writes the complete story.............. He then whispers one question to each member of his team and writes down their responses....... For example: S1: “What do you want?” S2: “I want a car.. The questions should relate to a particular subject... and finally writing stories....” 110 Games Language People Play .74 ...............” S1: “Where will you put it?” S5: “I’ll put it in the bathtub. When he has finished....” S1: “What will you do with it?” S4: “I’ll sleep with it..... he relates the story to the class.. INTERROGATION L.” S1: “How much does it cost?” S6: “It costs a million dollars.. the other players on his team take turns composing and whispering questions. R.. W level: intermediate optimal group size: unlimited OBJECTIVE To strengthen the ability to ask questions.... DE S CRI P T I O N The class is divided into teams of 5 to 7 players each... Note: Each player hears only the question posed to him and none of the answers of the others. The first player on each team composes a number of questions equal to the number of players on his team.......... excluding himself. Then.....
....... W level: intermediate optimal group size: 10 OBJECTIVE To develop listening skills.... and one restaurant menu....... I’d like tea and rice pudding........ DE S CRI P T I O N Students record the teacher’s order as he chooses from the menu...” S UG G E S T I O N With students of legal age... with a baked potato instead of French fries and a chef’s salad with the house dressing......... Then the chicken vegetable soup and the New York cut steak..... medium-rare.. to familiarize them with the names of various drinks........ The person with the most complete and accurate list dictates his order to the group on the next round. Games Language People Play 111 ....... please. For example: “I’ll have a shrimp cocktail to start....... For dessert.... I often order alcoholic beverages with my meal.............75 ... M AT E RI AL S NE E DE D A pen and paper for each student..... WAITER/WAITRESS L.
.... If it’s hard for a student to find a nineletter word. Students then challenge one another to discover their PUZZLE WORDS................ Examples: (Arrows are only to clarify the examples....... an eight-letterword can be allowed......... Each letter of the word can be used only once........... of course..... M AT E RI AL S NE E DE D Pen and paper for each student.... DE S CRI P T I O N Each student draws a square and divides it into 9 squares.. PUZZLE WORDS R.76 ..) 112 Games Language People Play .. Dictionaries may prove helpful...................... W level: intermediate optimal group size: unlimited OBJECTIVE To develop vocabulary...... He then chooses a nine-letter word and arranges it in the squares so that consecutive letters touch one another..
........ I display several PUZZLE WORDS on the overhead or board and challenge the entire class to solve them............... nor are the arrows drawn in when students play the game. 77 ...... QUESTIONS AND ANSWERS L....... to ease their opponents into the game. S level: intermediate optimal group size: unlimited OBJECTIVE To give students practice asking and answering questions... I’ve done it in the examples merely to show you some arrangements.E S A R E H R H T P O C U C I O N (churches) (You’re on your own!) S UG G E S T I O NS I have my students circle the first letter for the first challenge. The solution isn’t written beneath the challenge.................... Games Language People Play 113 ..... When I introduce this game to a class for the first time........ students are ready to create their own and challenge one another.... I then invite an individual to show the class her solution to one of the PUZZLE WORDS........ Then......
either by a student or by the teacher if no one knows how to correct the error(s).M AT E RI AL S NE E DE D None.” A3: “What did you eat for supper last night?” B3: “I eated pizza for supper. DE S CRI P T I O N The class is divided into 2 teams (A and B). WHAT and HOW questions. and 1 for a grammatically correct answer.” S UG G E S T I O NS (1 point) (1 point) (1 point) (1 point) (1 point) (no point) (no point) (1 point) The teacher is the judge and awards points. WHEN. Players take turns composing and answering WHO. WHERE.” B4: “Why said you ‘goodbye’ to me?” A4: “I said ‘goodbye’ because 1 was leaving.” B2: “How are you going to France?” A2: “I’m going by ship. Errors should be corrected immediately. For example: A1: “Where did Jack go last night?” B1: “He went to the movies. WHY. 114 Games Language People Play . One point for a grammatically correct question.
.... He has such big ears that on windy days he has to tuck them under his belt to keep from flying away.. EXAGGERATION R.....78 .............. choosing each student’s best 2 sentences to be re-copied on the good paper and fastened to the walls or ceiling for display............. She has such a loud voice that she never pays for long-distance phone calls.............. For example: My brother is so stupid that he studied for his blood test....... The teacher helps where needed............... M AT E RI AL S NE E DE D Rough paper and pencil for each student. plus two sheets of good paper (or cardboard salvaged from boxes of copy paper).. Games Language People Play 115 .... He talks so slowly that people are finished listening before he’s finished speaking.. and SUCH + (A/AN) + ADJECTIVE + NOUN + THAT.. W level: intermediate optimal group size: unlimited OBJECTIVE To reinforce the use of SO + ADJECTIVE/ADVERB + THAT....... DE S CRI P T I O N The teacher provides several humorous examples and gives the students a free rein (or almost free) to create several of their own..
... yours is long and mine is short...... verb........ For example: UNLESS You can’t go out unless you have finished your homework..... in turn........... they invariably invite other students into our room to read their hilarious creations. conjunction.. preposition. 79 .. Your hair is different from mine. adjective... L... Students sit around the inverted pile of cards and each... I usually leave them up for about 2 weeks. adverb..... DIFFERENT FROM 116 Games Language People Play .......... and I find that students have committed all of them to memory because they enjoyed them so much.... takes one and uses the word(s) on it in a sentence or two to show the meaning. M AT E RI AL S NE E DE D At least 30 flashcards with either a noun. or expression on each... S level: intermediate optimal group size: 10 OBJECTIVE To review and reinforce the use of problematic words and expressions..............Note: Every time I do this with my students. MAKE A SENTENCE R.. DE S CRI P T I O N The pile of cards is inverted............
I never drive after drinking alcohol. John has two pencils and Carol has three. John has fewer pencils than Carol. I used to smoke, but I stopped four years ago.
I USED TO
(You would, of course, choose words and expressions which require review and reinforcing for your students.)
S CO RI NG
2 points for a perfect sentence. 1 point for a good sentence with few errors. Zero for nonsense.
S UG G E S T I O N
I give any student 1 point if he can correct the error(s) in the previous student’s sentence(s). This encourages them all to listen carefully to one another’s sentences.
W, L, S
level: intermediate optimal group size: unlimited
To expand vocabulary (specifically, adjectives).
M AT E RI AL S NE E DE D
Board, dictionary, pen and paper.
Games Language People Play 117
DE S CRI P T I O N
The teacher writes a short sentence on the board using an adjective which begins with the letter “a.” The adjective is underlined. Challenge the students to rewrite the sentence, replacing the adjective with others which begin with consecutive letters of the alphabet. For example: Teacher: “I saw an ancient house.”
Student 1: “I saw a beautiful house.” “I saw a cheap house.” “I saw a drab house “ Student 2: “I saw a big house.” “I saw a classy house.” “I saw a dumpy house.” Student 3: “I saw a boxy house.” “I saw a creepy house.” “I saw a dreary house.”
S UG G E S T I O N
I encourage students to read their most interesting and unusual sentences to the class and they explain those that require clarification.
118 Games Language People Play
level: intermediate optimal group size: 20
To expand vocabulary.
M AT E RI AL S NE E DE D
A set of alphabet flashcards.
DE S CRI P T I O N
Four equal teams are formed. The teacher calls out a category (such as animal, person, sport, etc.) and holds up a random letter. The first team to call out a word which fits the category and starts with that letter wins that letter. The team with the most letters at the end of the game is the winner.
S UG G E S T I O N
For boisterous classes, I confine the competition to one member of each team at a time. For example, among teams A, B, C, and D, players A1, B1, C1, and D1 are the only ones who are permitted to respond. During the next round, A2, B2, C2, and D2 compete for the letter, while the others watch and listen quietly awaiting their turns. If those who are supposed to be quiet during a match speak out and disrupt the game, I penalize their team by taking away a letter each time.
Games Language People Play 119
......82 .. DE S CRI P T I O N The group is divided into 2 teams – Team A and Team B..... or cannot think of an original suitable adjective..... S level: intermediate optimal group size: 20 OBJECTIVE To expand vocabulary.......... A new round is then begun by the losing team................. 120 Games Language People Play ... The first player on Team B uses another adjective to modify the same noun.. When one player repeats a previously used adjective.... in turn.......... the other team gains a point.. and each player... L... The first player of Team A chooses a noun from the list and uses a suitable adjective to describe it........ SUITABLE ADJECTIVES R.. M AT E RI AL S NE E DE D A list of nouns on the overhead or board............. tries to use a suitable adjective to qualify the same noun. uses an unsuitable adjective (such as a “delicious house”).
” E: “Is it how you make a sweater?” A: “Yes........’ What is it?” The other teams (B........... but not naming it..... D... They then challenge the other teams to guess their word by saying: “We have a word that rhymes with ‘sit.” One point is scored by the team who guesses correctly.. The first Team (Team A) decides on a word (for example.” D: “Is it the past form of LIGHT?” A: “No..... C... Games Language People Play 121 ....” C: “Is it like a glove?” A: “No. and writes it down on the paper.. the challenging team wins a point........ WHAT’S MY RHYME? L...... If the word isn’t guessed within a pre-determined time limit (for example. DE S CRI P T I O N The class is divided into 5 equal teams.. and E) take turns guessing the mystery word by defining it...83 .......... 2 minutes). For example: B: “Is it a violent action?” A: “No..... KNIT)...... S level: intermediate optimal group size: unlimited OBJECTIVE To develop vocabulary. it is knit.. it isn’t hit...... it isn’t lit.. it isn’t mitt... M AT E RI AL S NE E DE D Pen and paper.....
.. M AT E RI AL S NE E DE D The following grid on the board or overhead..... Team X occupies that position......... or diagonally) to win.... sometimes generally occasionally often never rarely always seldom usually DE S CRI P T I O N The group is divided into 2 teams (Team X and Team O).............. horizontally......84 ............ For example: “I sometimes walk to school..... One player from Team X chooses a position on the grid and uses the expression (adverb of frequency) in that space in an appropriate sentence.. R level: intermediate optimal group size: 20 OBJECTIVE To review various adverbs of frequency.....” If he is correct...... the space remains vacant and Team O can try for any vacant position which will help them gain 3 positions in a row (vertically...... 122 Games Language People Play ....... S...... TIC-TAC-FREQUENCY L. If he makes a mistake.....
............... Games Language People Play 123 ...” A2: “His is short...” B2: “Ours is white....” A1: “Hers is young. B1: “Her father is old.. For example: A1: “My car is brown... M AT E RI AL S NE E DE D None...... MY/MINE L...” A2: “Our house is white..............85 ..” A mistake costs your team a point.......” B2: “His hair is long. The first student on Team A uses a possessive adjective in a sentence to which the first student on Team B must respond using the corresponding possessive pronoun.... S level: intermediate optimal group size: unlimited OBJECTIVE To reinforce the use of possessive adjectives and possessive pronouns............” B1: “Mine is green.......... too.. Then B1 challenges A1 in return. DE S CRI P T I O N The class is divided into 2 teams (A and B)... and so on down the ranks...
..” Student C: “What did he say?” Student A: “He said that his brother was fifteen years old... The last person starts the next round........... The third reports what has been said....” Student C: “Where did you go last night?” Student A: “What did she ask you?” Student B: “She asked where I went/had gone last night...................... The second. pretending not to have heard... Examples: Student A: “It’s cold outside..... asks the third what has been said......” S UG G E S T I O N I always have the roles alternated so that everyone has the chance to play all parts.” Student B: “My brother is fifteen years old............86 ..... S level: intermediate optimal group size: unlimited OBJECTIVE To give students practice in using indirect/reported speech.. DE S CRI P T I O N Students are grouped in threes.....” Student B: “What did he say?” Student C: “He said that it was cold outside... DEAFMAN L.. 124 Games Language People Play ... The first asks a question or makes a statement.. M AT E RI AL S NE E DE D None......
............. W level: intermediate optimal group size: unlimited OBJECTIVE To encourage proper sentence construction (syntax)... On a signal from the teacher.... 1 2 3 4 5 6 Games Language People Play 125 . or behind. the first word.. the first player of each team goes to the board and writes a word (any word) on the board. SENTENCE RELAY R..... DE S CRI P T I O N The class is divided into teams of 5 to 7 players each..... in turn........87 . There is to be no conferring among team members...... isn’t it? 34 5 1 2 6 7 Team B: (6 players) Player # We went to the movies yesterday.. adds a word and the last member of each team must complete the sentence including punctuation.................... Every other player..... M AT E RI AL S NE E DE D Several pieces of chalk and an equal number of sections of board.......... The number of words in each team’s sentence will equal the number of players on that team.. She then hands the chalk to the second member of her team who writes another word in front of....... For example: Team A: (7 players) Player # It is very hot today..
This way. the last player on each team goes to the board first in the next round. Minus two points if team members are caught consulting one another during the game. (This game is best played in total silence – it is reading and writing that are being reinforced. not speaking and listening.) 126 Games Language People Play . everybody gets an equal opportunity to play each role. 6 5 4 3 2 1 After all sentences are read (and corrected as required). S CO RI NG One point for each correct sentence.Team C: (5 players) Player # I watch television every night. 3 2 1 4 5 Team D: (6 players) Player # John visited Mary Jones last week. 3 4 5 6 1 2 Team E: (7 players) Player # Did your old uncle come from Tokyo? 1 2 3 4 5 6 7 Team F: (6 players) Player # S UG G E S T I O N My sister was born in Baghdad.
... DE S CRI P T I O N Students create riddles and take turns posing them to the others................ WHAT AM I ?” (Solution: The moon............... made of wood.) Student 3: “I am soft wool (or nylon) and I cover the floor... R... S....... and in the sky.88 ........ WHAT AM I ?” (Solution: A door. WHAT AM I ?” (Solution: A carpet.) The person who guesses correctly can take his turn at challenging the group. round.... W level: intermediate optimal group size: unlimited OBJECTIVE To develop critical listening and description skills....... and I separate rooms... Games Language People Play 127 .......... M AT E RI AL S NE E DE D Pen and paper for each student.. WHAT AM I? L.. For example: Student 1: “I am as flat as the floor...) Student 2: “I am white........
.. up... The following verbs are printed. throw...... try. clean........... M AT E RI AL S NE E DE D A VERB AND PARTICLE pointer or VERB AND PARTICLE cards in piles.... find. away. out.. open.....S UG G E S T I O N Having students write down... fix.... turn. around the VERB circle (or on VERB cards): look.. light. The following prepositions/ adverbs are printed around the PREPOSITION/ADVERB circle (or on PREPOSITION/ ADVERB cards)................. tear... on. give. then read. off.. write. and wipe.. dry...... VERB AND PARTICLE R. switch.... and back. 128 Games Language People Play . call. their riddles speeds up the game and reduces arguments about what was said. pick.. close... lift. knock......... rub. once each. 89 .. take. down. Each preposition/adverb is repeated 3 times: in. zip.. pull.. S level: intermediate optimal group size: 20 OBJECTIVE To review two-word verbs (separable verbs/verb-particle composites).. push... at.. put..
For one point.. (2nd point) Yes. (1 point) I gave away my old coat to a poor family. a second point can be won by using a form of the combination in a sentence (or two) to show meaning. It’s too loud. Yes.. (1 point) Please turn down your stereo. (2nd point) Games Language People Play 129 Student 2: Student 3: Student 4: FIND + AWAY LIFT + AT TEAR + OFF Student 5: GIVE + AWAY.DE S CRI P T I O N Students take turns spinning both pointers (or picking a card from each pile) for a VERB and a PARTICLE. (1 point) No. For example: Student 1: TURN + DOWN. (2nd point) No. (1 point) Be sure to tear off the price tag before you give the gift. If it is compatible. (1 point) Yes. the student whose turn it is must tell whether the combination is compatible (“Yes” or “No”)... .
. The winner is the first person to accumulate 3 identical cards or 10 cards in total. down..... away........... and each one takes a card in turn.. Students sit around the inverted pile of cards. Example: TAKE OFF TURN ON LIFT UP PUT DOWN DE S CRI P T I O N The cards are placed face-down in a pile.... M AT E RI AL S NE E DE D Cards with a two-word verb on each. If a mistake is made... off zip up. For example: I’m taking off my shoes..... L. up... off... I’m taking them off. out 130 Games Language People Play . Here are some examples of two-word verbs: turn off.. back. Each verb is written once on 3 separate cards...... the card is returned to the bottom of the pile.90 .............. TWO-WORD VERBS R....... on.. over.. The card is kept if 2 correct sentences are made using a form of the verb on it....... down..... back........... down put on. S level: intermediate optimal group size: 10 OBJECTIVE To review two-word verbs (separable verbs/verb-particle composites)... away lift up...
. up. out. out give back. “Ahmed parks in his garage.... who writes an example of the second part of speech named.. The first player on each team has the pen and paper..” He then calls out each part of speech... W........... in..... The last player starts the next round...... and so on down the ranks until the sentence is complete...... as each player writes down an example. M AT E RI AL S NE E DE D Five pens and 5 sheets of paper.... up 91 ...... one at a time.... and passes the paper to the second player on his team... for example.clean off. up. One team point is won for a grammatically correct sentence. DE S CRI P T I O N The class is divided into five equal teams.. down........ Several sentences written by the teacher..... GRAMMAR RELAY L.. out take off.... R level: intermediate optimal group size: unlimited OBJECTIVE To review parts of speech and construct sentences using them........ The last player puts the appropriate punctuation in and reads his team’s sentence to the class. Games Language People Play 131 . away. The teacher chooses one sentence..... The first player writes down an example of the first part of speech... away... back.....
132 Games Language People Play . Carson went to his cottage. Team D’s sentence: King John is on his throne. John? Team E’s sentence: When did you drink tea? Team F’s sentence: Where did you go yesterday? Team G’s sentence: What did you say. in turn. Team E’s sentence: Mr. Sharon? S UG G E S T I O N When I introduce this game for the first time. Team C’s sentence: Barry rode on his new bike. Team F’s sentence: Susan eats at her table. Team B’s sentence: Montreal is in western Quebec. Teacher: (1) QUESTION WORD (2) AUXILIARY VERB (3) PRONOUN (4) VERB (5) NOUN (6) PUNCTUATION Team A’s sentence: Where does he eat lunch? Team B’s sentence: How do you say ‘hello’? Team C’s sentence: Why is she watching television? Team D’s sentence: Whom is she seeing. and write their words on the board for all to see. Team C’s sentence: Carol slept in dirty pyjamas. I have the students go to the board.Here are some sample sentences: Teacher: (1) PROPER NOUN (2) VERB (3) PREPOSITION (4) ADJECTIVE (5) NOUN (6) PUNCTUATION Team A’s sentence: Jack climbed into old clothes. This enables them to learn from one another since all attempts are visible and can be analyzed.
... being personal.. S UG G E S T I O NS A class of 40 students could be broken up into 4 groups of 10 for greater individual involvement.... I have found that short narratives about an interesting event in their lives work best since....... R........... DE S CRI P T I O N The students in the group take turns reading their stories to the others and.......... Games Language People Play 133 ..... WHERE.......92 ... ask WHO. S.... W levels: intermediate and advanced optimal group size: 10 OBJECTIVE To develop critical listening skills. student-written stories on any topic... interest is naturally high.............. when finished...... M AT E RI AL S NE E DE D Short. NEWSCAST L........ WHY and WHAT HAPPENED questions of the group... WHEN... Also...
............ and patted it gently...... M AT E RI AL S NE E DE D None. DE S CRI P T I O N The teacher begins a story (using the verb tenses and vocabulary most appropriate for the capabilities of the students) and randomly names students to continue the story in turn... but ran back.....“Miguel..... CHAIN STORIES L. I saw a large........ but the traffic was too heavy.” Teacher ............ For example: Teacher – “Several years ago. This aids comprehension and adds to oral creativity and expression........... while I spoke softly to it .....” Teacher – “Then what happened.. It started to cross several times.. afraid of the cars ... Susan?” Susan ..93 . Rajah.“I yelled to it to sit and it sat down immediately on the curb...... would you like to continue the story?” Rajah – “It was trying to cross the street from the other side.. I crossed the street when it was safe.. please continue.” 134 Games Language People Play .... white dog . S levels: intermediate and advanced optimal group size: 10 OBJECTIVE To give students practice in following and adding to a story line........ as I was walking home from the theatre......
. fortune. it calmed down and began to lick my hand.. for example: Some of the words that they can form are: table...... glean..... fort... dictionaries........ paper and pencil.. When the traffic became lighter.Miguel – “As I spoke and patted it... WORDS WITHIN R.... 2. DE S CRI P T I O N The teacher challenges the group to make as many words as they can from the letters of a key word. gable....... New words must have at least 4 letters.. forge.. etc.... Five-minute time limit. Games Language People Play 135 ..... M AT E RI AL S NE E DE D Board or overhead projector..... W levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To develop vocabulary.. Grace?” 94 ........ I led it across the street ........ 3......... UNFORGETTABLE RUL E S 1... Proper nouns are not acceptable.... ‘” Teacher – “What happened next..........
..... S6: I would yawn and apologize. she asks others....... Each response must be original and brief....... in turn.. “What would you do?” (or “What would you have done?” if the Second Conditional Tense is being reviewed)............. S4: I would go home and go to sleep. When the student returns.......” S3: I would leave the room. S levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To review the First and Second Conditional Tenses...... For example: S2: I would say “I’m sorry...... DE S CRI P T I O N One student leaves the room while the others decide on a predicament such as: being caught asleep in class........... giving very little away.... 95 ... 136 Games Language People Play . M AT E RI AL S NE E DE D None......... PREDICAMENTS L..S UG G E S T I O N I encourage my students to use their dictionaries to increase vocabulary development still further........... S5: I would make up an excuse.
Here are a few more predicaments that have worked well with my classes: The big. not a twenty. You are driving alone down a dark. strong.S7: I would stretch and ask if I could splash some cold water on my face. S8: I would quickly state that it wasn’t because the lesson was boring. A very attractive person has accidentally tapped your car at a stoplight. The student tries to guess what the predicament was. and rude taxi driver claims that you gave him a ten-dollar bill. Games Language People Play 137 . lonely road and a man tries to flag you down. the waiter accidentally drops your salad in your lap. A man in the crowded elevator has lit up a cigarette and the smoke is bothering you. At a very posh restaurant.
.......... she kisses like ...... it flew like ... as brightly as ... S CO RI NG he laughs like ...... The more interesting similes can be read to the class............ FINISH IT! L...... she runs like ......... DE S CRI P T I O N Students are paired off and each writes down and completes 10 similes (5 as and 5 like)...... S.. she drives like ........ it rained like . as loudly as ..... M AT E RI AL S NE E DE D Pen and paper.. For example: as light as . we cried like . They then challenge each other to complete orally each other’s similes exactly as they have done.. as fast as ... One point is awarded for each duplication.... he bled like ...... he swims like . as softly as . as tall as . as happy as ..........96 .............. as carefully as ...... W levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To learn and practice similes.... as funny as ............ 138 Games Language People Play .. as juicy as .. he yelled like . R.
. Assign a number of questions: HOW MANY WORDS can you find ...... R............. Games Language People Play 139 ... that rhyme with “ball?” that mean the same as “heavy?” that start with “bl-?” that describe temperature? that are names of insects? that mean the opposite of “strong?” that end in “-ion?” that are colors? The team with the most words wins a point for that question..97 . W levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To develop vocabulary...................... HOW MANY WORDS? L... pen and paper............... M AT E RI AL S NE E DE D Dictionaries.. S................. DE S CRI P T I O N Divide the class into 5 teams........
tiger... lion. Three of the four words are related... apple. One point for each correct misfit..98 . saxophone.. languages.. adjective wrench. S UG G E S T I O N Dictionaries will prove very helpful if the game is played with more advanced vocabulary written on paper or the overhead projector.. religions.. writing tools. For example: trombone.. chair.... fruits...... The students....... noun....... grammatical terms.. materials. 140 Games Language People Play .. Here are some possible categories: musical instruments.... wild animals. W levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To review vocabulary.. football piano elephant.... vegetables... who are not told to which category the words belong....... tools. sports..... verb.... M AT E RI AL S NE E DE D Dictionaries. DE S CRI P T I O N The teacher reads several four-word sets.......... try to write down the misfits... furniture...... while the fourth is not........ fork. car parts.. hammer screwdriver. pen and paper... appliances. MISFITS L.
.) DE S CRI P T I O N The class is divided into 2 teams (A and B).... (Most accounts taken from the Internet are quite adequate............. S levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To give students practice asking and answering questions in various tenses... L....................” B4: “What did he do in 1929?” A4: “He got married...... the board or overhead projector. Members of each team take turns asking and answering questions about that person........ France.. Details of a famous person’s career and life are presented to the students.....” A3: “How did he get from Lyons to Marseilles?” B3: “He went by train.” B2: “When did he graduate from Y college?” A2: “He graduated in 1926..... For example: A1: “Where was X born?” B1: “He was born in Paris.. M AT E RI AL S NE E DE D Biographies of several famous people on paper...99 ....” Games Language People Play 141 ... Two points for a correct question and one for a correct answer....... BIOGRAPHY R.........
........A5: “Who influenced his life the most?” B5: “His sister did. For example: “How do you think he would feel about nuclear disarmament if he were alive today?” 100 ......” S UG G E S T I O N If time permits.” B6: “Where was he in 1932?” A6: “He was in England.... M AT E RI AL S NE E DE D Pencil and paper.. names of cars....... verbs........ ALPHABET W levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To expand and develop vocabulary.... 142 Games Language People Play . etc.... open-ended questions which involve the deductive/inductive process could be introduced.) and the first student to compile a list of 26 words beginning with consecutive letters of the alphabet is the winner........ countries.... or the team with the most words at the end of the allotted time wins................... DE S CRI P T I O N A category is presented (animals....... abstract nouns...........
consisting of more than 3 letters) which begins with that letter. 101 ... W levels: intermediate and advanced optimal group size: 10 OBJECTIVE To review vocabulary and reinforce spelling ability................ the challenger gains a letter of OUT... If you suspect that the player before you doesn’t have a legitimate word in mind. When an individual has all 3 letters of OUT he is... indeed. The third player thinks of a word (more than 3 letters) that begins with the 2 letters on the board and gives its third letter........ he gains a letter of OUT..S UG G E S T I O N Students could be permitted to work in teams of 4 or 5 to facilitate and expedite the task....... you gain 1 letter of OUT and are on your way out. in turn....... but not complete a word.... adds a letter which he hopes will continue.. The second player thinks of a word (again.. Each time you complete a word. “What’s your word?” If he was bluffing and doesn’t have a word in mind...... you can challenge him by asking. and gives the second letter of his word which is added to the letter already on the board........... OUT R........ M AT E RI AL S NE E DE D A chalkboard.. Games Language People Play 143 .... DE S CRI P T I O N The first player thinks of a word (of more than 3 letters) and says the first letter which the teacher writes on the board.... If he does have a legitimate word... Each successive player.. out...
5th player thinks of TREE and says R. I raise the quota to 4 or more letters in order to get more interesting words. 7th player thinks of TRICK and says C. For more advanced classes. The 8th player gets the O of OUT.) 4th player thinks of THREE and says T. he will have completed a word. and starts the next round. and is one third of his way out. 6th player thinks of TRIM and says I. Here are a few sample rounds: 1st player thinks of POOL and says P. otherwise words of one. 8th player thinks of TRICK but knows that if he says K. Note: Only words of more than 3 letters count as words. 3rd player thinks of PLANE and says A. 2. so he challenges the 8th player who admits that he has no word in mind. so the 4th player gets the O of OUT. so he tries to think of any other letter that will continue but not complete a word. he decides to bluff and adds L. or 3 letters would drastically shorten the game. 9th player can’t think of a word that starts off with TRICL. Next Round: (Begun by the player who got a letter of OUT in the last round. 4th player thinks of PLANT and says N. since he completed a word.The next round is begun by the player who gained a letter of OUT in the last round. But PLAN is a word of more than 3 letters. Failing that. 144 Games Language People Play . 2nd player thinks of PLACE and says L.
. raining....... Games Language People Play 145 .... rainbow ........ self.... A list of words such as: rain... raincheck... S UG G E S T I O N I usually give my students 2 minutes to think of variations... rainproof.. heart.. M AT E RI AL S NE E DE D Dictionaries........ ball...... etc................ I have them draw a line after the last word they think of so they will be able to recognize and concentrate on the new ones...... then another 3 minutes to find even more in their dictionaries.. For example: RAIN: rains.... weak. rainy....... rainstorm... W levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To expand vocabulary.. game.. rain shower. DE S CRI P T I O N Each student chooses one word (at a time) and tries to write as many variations of that word as he can. strong...102 .. WORD EXPLOSION R... thick.. water...
..) OBJECTIVE To give practice in defining words............. lunch egg happy far fast cry long pencil dark quickly laugh candle fork between heavy desk eat intelligent fish remote funny dictionary under shoe wash keyboard slowly mouse easy swim 146 Games Language People Play ....... S....... R levels: intermediate and advanced optimal group size: 10 (For larger groups. TEN DEFINITIONS L..................... see ADAPTATIONS..... especially when the word for a concept isn’t known by one of the communicants..103 .... For example: “What do you call a young dog?” and “What does ‘motley’ mean?” M AT E RI AL S NE E DE D A collection of words (on slips of paper in a bag) from readings used by students and therefore within their vocabulary range – one word per slip of paper..................... This skill is essential in secondlanguage communication.......
DE S CRI P T I O N Students are paired off and one partner is given ten randomly-chosen words.” “No.” Divide larger groups into any number of equal teams.” “No. you eat it with bacon. difficult words next. For less fluent students.” (1 point) ADAP T AT I ONS Student A2: “SUPPER?” “LUNCH?” “CEREAL?” “TOAST?” “EGGS?” “EGG. Her team gets one point for each word correctly identified by her partner. Each member takes a turn giving the definitions to the other members of his team. it comes from chickens. the definitions could be written out before the game is played. I have found it beneficial for students to arrange the words in order of difficulty – easy words first.” “No. A2 A3 A4 A5 A6 A1 B2 B3 B4 B5 B6 B1 C2 C3 C4 C5 C6 C1 D2 D3 D4 D5 D6 D1 S UG G E S T I O NS I often have my students sit back-to-back to avoid the use of gestures and increase language dependency.” “Yes. then impossible words (either the student giving the definitions doesn’t know the word. between breakfast and supper. Within a time limit of 60 seconds (more or less. Student Al: “It’s the meal after breakfast.” (1 point) “You eat this at breakfast. according to their abilities). or feels it is Games Language People Play 147 . the student must define each word.” “Singular!” “Yes.
........... when they could have tackled several easy words first and scored some points..... but may not ask “What does this mean?” Note: The point of telling my students to attempt their words in the order easy words first.. For example: 148 Games Language People Play ............. M AT E RI AL S NE E DE D Slides of a trip taken by the teacher or by any of the students... S levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To review the Simple Past..impossible to give a suitable definition)..... then difficult words. TRAVELOG L..... 104 .......................... they don’t waste a lot of valuable time on one impossible word... and impossible words last is because that way. DE S CRI P T I O N Slides of a trip are shown to the group while the students take turns contributing to a creative and imaginative oral travelog. and a slide projector....... Students may – before giving definitions – ask me YES/NO questions (such as “Does this mean “What you do when you are sad?” or “Is this the opposite of ‘short’?”) about difficult words.........
.. DE S CRI P T I O N When a student thinks of a pair of one-syllable rhyming words. S levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To develop vocabulary....... the water was too cold........... HINK-PINK L... M AT E RI AL S NE E DE D None.. It’s a solid piece of furniture.S1: “This is where we stopped to go swimming. What is it?” Games Language People Play 149 ......... For example: “It’s a tiny sphere....... she says....” She then gives a hint and challenges the others to discover her words. including this bear.” S4: “At the zoo...... What is it?” For rhyming two-syllable words. we saw all kinds of animals. she says. “I have a HINKY-PINKY.” S3: “Then we ate at this restaurant.............” S2: “Unfortunately.............. We could hear our neighbour’s TV better than ours!” 105 ... “I have a HINK-PINK..........” S5: “This is our motel. where the food was delicious and inexpensive. The beds were too soft and the walls were too thin..
.......... S UG G E S T I O N The easiest way to make up HINK-PINKS............. 150 Games Language People Play ... What is it?” Solutions for the above three examples are: (1) SMALL BALL (2) STABLE TABLE (3) SINISTER MINISTER The person who guesses correctly can win a point............ It’s an evil cleric.... is to think of 2 rhyming words that have the same number of syllables and link them together with a definition..For three-syllable rhyming words: “I have a HINKETY-PINKETY...... BUFFET R. For example: TALL WALL (a high divider) (where you put novels) (a very good pullover) or BOOK NOOK or BETTER SWEATER 106 ................. or replace the challenger with a challenge of their own.... etc...... W levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To expand vocabulary while showing students how words are formed and the meaning of various prefixes and suffixes..............
Appetizers hypermonoaanababsanteanticogcolcomconcorcoextrainteralteranimchromaequliberinimconcomproperdeprereextranspolyorthocircumhypoamphiautobichromoMain courses -dic-dict-voc-duc-duct-vert-vers-trac-tract-junc-junct-cep-cept-spec-spect-cred-jec-jectDesserts -ion -ive -ator -able -ible -er -or -ation -ment -by -aceous -cide -ness -rupt -script -ject -fort -ic -acy -ance -ant -ate -cy -ee -ette -hood -ious -ise -ize -ity -tude -oid -ship -ory -ment DE S CRI P T I O N Students are given the 3 lists and compete to compile as many words as possible by combining the 3 components. roots and suffixes.+ -ion = A court writ whereby one is required to do or to refrain from doing a specified act. If the word is in the dictionary. For example. For example: in. and dictionaries. and no point is won. add it to a main course and attach a dessert. Games Language People Play 151 .M AT E RI AL S NE E DE D The following 3 lists of prefixes. a student would take an appetizer.+ -junct. If the word is not in the dictionary. it is considered not to exist. she would write its meaning down and score one point.
M AT E RI AL S NE E DE D Pen and paper.. DOES NOT EXIST You could count one point per component in each acceptable word to encourage students to use the greatest number of prefixes.. “injunction” would be worth 3 points...... DE S CRI P T I O N Students are divided into groups of 4 or 5.... What would you call the baby? How about a lobsTERmite?” “How about the offspring from a kangaroo and a rooster? A kangarooster?” 152 Games Language People Play .. S.. W levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To review names of some lesser known animals. “dictator” would gain 2....... For example: “Suppose a lobster mated with a termite. and suffixes..... R.. roots...........+ -ator = anim........... If that were done....... 107 ........-dict.+ -ible = S UG G E S T I O N A person ruling absolutely and often brutally and oppressively...... and are challenged to create names for imaginary hybrid animals. HYBRID L.. and “animversible” zero..+ -vers..................
........ and the common element emphasized by capital letters or underlining..........Here are some other possibilities: (Keep them to yourself until the students have finished........... W levels: intermediate and advanced optimal group size: 10 OBJECTIVE To reinforce the use of prefixes and suffixes. cover.. heat.. M AT E RI AL S NE E DE D 101 cards per group: 25 prefixes: 10 re. view... 5 un 56 root words: 4 each of take..... 108 . tell..... read.. PREROOTSUFF R... form.............. print.....) mooSErpent gorillama hippopotaMUSkrat elephantelope buffaLOon zebrattlesnake perCHicken S UG G E S T I O N cowl fiSHrew pelicanary cLAMprey turtleopard fiSHrimp birdonkey I find that students grasp the idea better if they see the examples written... fair... 5 mis..... 5 pre... claim. call...... chill.... and even 20 suffixes: 10 each of ed and ing Games Language People Play 153 . spell....
in the center of the table. Players. raise attentiveness and/or restrain restlessness. S CO RI NG prefix + root = 2 points root + suffix = 2 points prefix + root + suffix = 5 points Subtract 1 points for each unused card. roots in another. 154 Games Language People Play . R levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To provide relaxation. All players then count up their scores. This exchange continues until one player (any player) feels confident that she has a good score and stops the game. The rest of the cards are placed in a pile. reduce reticence. 109 CHARADES S. face-down. and suffixes in a third color.DE S CRI P T I O N Each player is dealt 7 cards. face-down. take the top card from the pile in the center and discard one of their own. S UG G E S T I O N Students find it easier if prefixes are written in one color. in turn. to the bottom of the pile.
Games Language People Play 155 .” “Number of syllables” (corresponding number of fingers displayed on the inside of a straight elbow). during. I always establish gestures for: “Number of words” (such as displaying the corresponding number of fingers while touching the outside of a bent elbow). over the shoulder). “Sounds like” (pulling at the earlobe). but you can’t make him drink. One player takes his turn acting out his CHARADE. “You can lead a horse to water. with his team trying to guess his sentence.”) S UG G E S T I O N Before the game is played. For very advanced classes. “Future” (pointing ahead of you). Put these in a box or bag. They never go bowling on Sunday. One team point is won if the complete sentence is guessed within the time limit. “First word. from the box.” “Second word.M AT E RI AL S NE E DE D Many phrases or short sentences written on strips of paper. I use familiar proverbs to be acted out (for example. My father slept on the floor last night. ADAP T AT I ONS Larger groups can be divided into teams of 5 players each. A time limit may be imposed to increase the competitive spirit of the game. or after the game. “Past” (gesturing back. or they will lose a point for distracting the actor and his team. “Same as” (meshing the fingers of both hands). “Present” (pointing down in front of you). Other teams must watch quietly. “Opposite” (making an upside-down gesture as though one were holding an object with two hands). For example: He eats pizza twice a week. and any other generally helpful symbols that come to mind before. at random. She will call him next month. DE S CRI P T I O N Students take turns acting out what is written on the slips of paper they draw.
. 156 Games Language People Play .. drop fall coat storm shower acid dew comb moon suckle bee Answers: 1.. fly....... rose... W levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To expand vocabulary. 4.... or board............... rain... For example: 1.... DE S CRI P T I O N Students are presented with several WONDER WORDS and are challenged to find the common word.. 2....... garden bush red mary water butter swatter paper wheel fishing 2.............. overhead.....110 .... WONDER WORD R.... Honey...... M AT E RI AL S NE E DE D Several WONDER WORDS on paper............ 3..
........ dashes could be used to represent the letters of the missing WONDER WORD.../ /So much.. etc.. and a couple of other friends were walking near the river.... SABERED STORIES R.... For example: /Joe’s friend....... “Give me your hand and I’ll pull you out!” but Bob just kept splashing around and crying for help...... Bob... waterfall. __ __ __ __ drop.... that he never gave any to anyone. butter __ __ __./ Games Language People Play 157 .. Bob./ /One of the others reached out for him and said. Here are a few more to help get you started: station wagon........... car wash...S UG G E S T I O N To aid students.. Joe....../ /One day.. newspaper.......... in fact....... L... S levels: intermediate and advanced optimal group size: unlimited OBJECTIVE To increase comprehension and appreciation of sequence.... sidewalk 111 . when Bob suddenly fell in..... loved money very much... For example: __ __ __ __ garden. M AT E RI AL S NE E DE D Segments of a short story written on individual index cards (5 to 10 cards per story).
..... 112 ... S level: intermediate and advanced optimal group size: 10 OBJECTIVE To review and reinforce various homonyms.”/ DE S CRI P T I O N Each student is given one card and is responsible for that card.... HOMONYMS R./Another friend came to the edge of the water and yelled./ /Joe explained: “You don’t know Bob like I do......’ he takes..... I don’t allow students to look at one another’s cards....... Together........ S UG G E S T I O NS I divide classes of 30 to 40 students into 4 to 5 groups and give each group a SABERED STORY../ /The others were amazed and confused./ /Then Joe said.... “Give me your hand and I’ll save you!” but Bob went down yet another time...”/ /”When you say ‘GIVE’ to him. he does nothing..... “Take my hand!” and Bob stretched out his hand and was pulled to safety. Each student reads his card to the group as often as is necessary to determine the proper sequence.......”/ /”But when you say ‘TAKE.......................... without reaching for his friend’s hand.... L. interesting story.... 158 Games Language People Play .. the group must decide on the order in which the cards must be arranged to make a logical.
yours is there. loan/lone. one/won. way/weigh. having students spell homonyms (and writing them on the board) helps others learn new words. flower/flour. chord/cored/cord. red/read. For example: HEAR HERE I hear a bird singing. Their car is green. missed/mist. wait/weight. meat/meet. led/lead. piece/peace. DE S CRI P T I O N Each student takes one card from the inverted pile and uses the homonyms in oral sentences. son/sun. so/sew. reed/read. When this happens. They’re going to the movies tonight. Games Language People Play 159 . sale/sail. sent/scent/cent. bye/buy/by. Also. wood/would. seen/scene. principal/principle. steak/stake. a student has difficulty creating a sentence which shows the meaning of a word. our/hour. waist/waste. see/sea.M AT E RI AL S NE E DE D Cards with a pair (or more) of homonyms on each. I award a point for a good definition of the word. My book is here. to/too/two. seem/seam. some/sum. hair/hare. week/weak. dear/deer. I/eye/aye. beet/beat. bear/bare.. pair/pare/pear. S UG G E S T I O NS Occasionally. THERE THEIR THEY’RE There is a blue Ford. mail/male . even though he knows what it means. Here’s a partial list of common homonyms to get you started: road/rode. One point for each correct sentence..
.. DE S CRI P T I O N Students write down one or two things they like about other students and take turns reading their compliments to the group..... I always ask students to hand the written compliment to the student being complimented after all have been read........... dictionaries and thesauruses are optional. M AT E RI AL S NE E DE D Pen and paper for each student..113 ......... This helps the complimented student remember and cherish the compliment...... groups of 7 to 10 students could be formed..... Students create compliments for the members of their group... 160 Games Language People Play .W levels: intermediate & advanced optimal group size: unlimited OBJECTIVE To build vocabulary and make others feel good about themselves.” A D A P T AT I O N For large classes.. COMPLIMENTS L.......S..... “I like the way Debbie listens to me when I talk to her.” “I like Amin’s manners – he never interrupts or insults people..................... S UG G E S T I O N To reinforce the vocabulary and give each student positive personal reinforcement............R.” “I like Megumi’s sense of humour and her energy...
. Students are allowed to interrupt the reading to guess.............. Team members are permitted to confer with one another during the game............................... ENCYCLOPEDIA L.. DE S CRI P T I O N The class is divided into 5 teams................. Games Language People Play 161 . M AT E RI AL S NE E DE D A set of encyclopedias or easy access to the Internet.114 .... S CO RI NG Minus 2 points for each wrong guess.... (This reduces wild guessing) Plus 5 for a correct guess....... while the students try to guess the identity of the person or place being described.... The teacher reads the descriptive account of a famous person or a familiar place.... S level: advanced optimal group size: unlimited OBJECTIVE To develop critical listening skills..
) Round One (Defence) Each person tells the group why they should not vote for him/her....... DE S CRI P T I O N Each student chooses (randomly) one of the characters and is told: We are all in a lifeboat that is too small to accommodate all of us.............. 162 Games Language People Play .. M AT E RI AL S NE E DE D The photocopiable handouts from pages 163–164...... One of us must jump out so that the others may survive.......... and all of us will die..... and usefulness to the group..... and to their family.. If everyone stays in the lifeboat........ Point out weaknesses in others.115 .. it will certainly capsize or sink. to society........ emphasizing their age. strengths..... indicate why they would not be of benefit to the group or society. knowledge. LIFEBOAT L.... skills.... Round Two (Attack) Each person tells the group why they should vote for other characters in the lifeboat........ S level: advanced optimal group size: 10 OBJECTIVE To spark controversy and stimulate discussion.. The person who jumps out will surely drown or be eaten by sharks. Who will it be? (Your character is the same gender as you are.....
in good health. in good health. in good health.Copiable Handout LIFEBOAT Characters: (numbers in parentheses are the ages of children) 37-year-old movie star. married. single 44-year-old electrician. in excellent health. 30). smokes 4 packs a day. in good health. 1 child (14) 24-year-old prostitute. 18) 63-year-old doctor. smokes 3 packs a day. no children 51-year-old chiropractor. 3 children (26. single 23-year-old straight-A student. married. no children 58-year-old politician. 1 child from previous marriage (12) 27-year-old lifeguard. is HIV+. married. in good health 36-year-old police officer. married. one child (1) Games Language People Play 163 . 3. married. no children 29-year-old secretary. single. in good health. married. divorced twice. in excellent health. living with partner. good health. 2 children (33. married. divorced. no children 24-year-old professional hockey player. gay. wife in longterm hospital with terminal illness. 2). 23. 1 grandchild (3) 33-year-old pregnant mother of 3 children (5.
49). in good health. married. 11) 28-year-old drug pusher & user. 4 children (34. 1 child (41). 28. in good health. married. no children 55-year-old Olympic gymnastics coach. 5 grandchildren (34. 22) 77-year-old retired botanist. single 164 Games Language People Play . married. no grandchildren 62-year-old radio announcer. in good health. 2 children (53. single. no children 10-year-old elementary school student. married. 49). in good health. in good health. in good health. 25. in good health. widowed. single & gay 66-year-old church minister. father is in long-term hospital 93-year-old retired farmer. in good health. married for second time. 2 children (27. 14). 29. no children 87-year-old retired house builder.Copiable Handout 31-year-old sailor. 2 grandchildren (18. widowed. smokes 3 packs a day. in good health. 1 greatgrandchild (2) 19-year-old unemployed high-school drop-out. single (of course!) 42-year-old horse trainer. 58. in poor health. 15) 48-year-old high school principal. 31. in good health. 3 children (62. married. 26.
..... Games Language People Play 165 . if using slips of paper... W level: advanced optimal group size: unlimited OBJECTIVE To have some fun writing short poems. deep and dock...... The first and third..After Round Two... A D A P T AT I O N If... please have that student exchange their slip for a more appropriate one. M AT E RI AL S NE E DE D Pen and paper for each student.. you may wish to eliminate some of the character descriptions provided in order to accommodate the sensitivities of some participants.......... exchange papers.......... and a student draws a slip that is obviously for a member of the opposite sex.......... and try to write a short poem using each other’s words.. For example..... the words might be: sleep.... DE S CRI P T I O N Each student writes 4 words on their paper. second and fourth...... Also... must rhyme....... instead of using the photocopiable handout.. The students then pair off... you write the character descriptions on slips of paper to be drawn by the students..... 116 .. the students vote for the ONE character they feel should sacrifice his/her life so that the others may live..... clock.. RHYME R..
follows each instruction explicitly..... For example: How to – tie a shoelace eat spaghetti put on and button a shirt change a flat tire 166 Games Language People Play ... W level: advanced optimal group size: unlimited OBJECTIVE To give students practice in giving and receiving precise instructions... R..Someone might come up with the following poem: When I go to sleep......... DETAILED INSTRUCTIONS L..... I hope I’m not on a dock...... 117 .... DE S CRI P T I O N Each student chooses a task to explain and writes a detailed description of the actions to be performed................... But when I sleep deep......... I hear the clock.... He then chooses a partner and reads his instructions to his partner who........ in turn....... S....... M AT E RI AL S NE E DE D Pen and paper for each student....
. For example: “You are going to tell someone how to tie a shoelace. as required........... and a list of questions about the newscast..... the Games Language People Play 167 .. DE S CRI P T I O N The class is divided into 2 teams... dictionaries.... He has never seen nor worn shoes before in his life........... R........ W level: advanced optimal group size: unlimited OBJECTIVE To refine listening skills........ a taped newscast.. S....... they could sit back to back. A newscast is played for the group while they take notes.......... At the end of the newscast.sharpen a pencil put on and do up a belt brush your teeth cut and eat a steak change the oil in a car fix a bicycle tire take a picture with a digital camera (35 mm SLR) S UG G E S T I O NS To encourage my students to be exact.. 118 .......... M AT E RI AL S NE E DE D A tape recorder. I tell them to pretend that they are going to describe how to do something to someone who has never done it before...” To discourage the use of gestures...... WHAT’S NEW? L...
to determine the accuracy of statements.teacher poses questions. such as: listening for details. For those within range of CJRT-FM (basically anywhere in Ontario with cable). which concentrates on international news and issues with which some of your students may be familiar.K. and to gain an appreciation of past events and how they have affected other incidents.m. S UG G E S T I O NS For Canadian schools. Questions should cover many listening skills. alternately. a member of the other team can gain one point by giving the correct answer. to draw conclusions. to get the sequence of events. to form opinions. National Public Radio carries excellent newscast.S. to identify known personalities mentioned. to determine reasons behind events. to note general significance. And in the U. I always write unfamiliar vocabulary on the board. to members of each team. as does ABC in Australia. the BBC is the obvious choice. Before presenting the newscast. For schools in the U. This enables us to familiarize ourselves with new words before hearing them in context. Monday . to speculate on future developments.Saturday. If a member of one team cannot answer correctly and fully.. Two points are earned for each correct response.. I recommend using CBC newscasts since they are the most complete and in-depth of any coverage I have heard. there is a BBC newscast at 8 a. 168 Games Language People Play .
............. Students eventually discover that the first example means “I understand... RELATIVELY SPEAKING R. M AT E RI AL S NE E DE D The following examples on the board or overhead...........” Several other examples can now be presented and the students challenged to decipher them............................ 1.. W level: advanced optimal group size: unlimited OBJECTIVE To review various idiomatic expressions...119 .......... For example: b/sick/ed s t s o c (rising costs) (sick in bed) Games Language People Play 169 .. ter/very/esting DE S CRI P T I O N The teacher shows the above examples to the class and asks them what they think the coded puzzles mean.............” and the second means “very interesting.... stand i 2.
r o roads d s area populated
When the class has found the solutions to the above examples, students can work in pairs to create their own graphic depictions of known idiomatic expressions. Here are some that my students have conceived: t h g i f e l g g u r t s fed child loved fed s t i c k stick (underfed child)
(long stick) (short stick)
170 Games Language People Play
b a r o m e t e r cover agent taking difficult GAINS sur/fire/ance (undercover agent) (falling barometer)
(capital gains) (fire insurance)
(going around in circles)
(dark circles under his eyes)
ar/up/ms I’m time working time
(up in arms) (I’m on time)
Games Language People Play 171
p – a – n – t –s
(running around the block)
I indulged estimate me you he’s weight
(you underestimate me)
(you’re out of your mind) (clean underwear)
172 Games Language People Play
S....... To the left of the circle. draw a square with a straight... in the upper.... and erasers for each student... left corner of the page.... For example.. Paper... level: advanced optimal group size: unlimited OBJECTIVE To familiarize students with the names of figures and lines. In the lower.. right corner to the lower... draw a crescent with a wavy line passing through its left side and base.. Games Language People Play 173 ... Then the teacher directs students to draw various figures and lines on their own papers.... right corner of your paper...... broken line from the upper.......... FIGURE THIS! L. and extending two centimetres beyond each side..... draw a ladder with a triangle in the space between the second and third rung... M AT E RI AL S NE E DE D The shapes and lines as illustrated on the following Copiable Handout on paper for each student..... The student with the most accurate rendition takes a turn at dictating the instructions to the class next.... left corner............ pencils.120 ...... draw a circle with a straight line through it from side to side at 3 o’clock and 9 o’clock...... In the center of the page.... DE S CRI P T I O N Students are taught the names of the various figures and lines..
Copiable Handout ² ² ² arrow point dotted broken straight/solid shaft butt :::::::::::::: lines wavy /\/\/\/\/\/\/\/\/\/\/\/\/\ jagged square ² ² ² ² rung top side left side diagonal right side bottom side ÷² triangle apex ² ² circle left side of the roof base ² ² ladder sidepiece diameter ² ² ² crescent ² upper tip outside edge inside edge lower tip ÷ ² peak of the roof house ² ² ² overhang right wall floor 174 Games Language People Play .
...is worth two in the bush. ....) Games Language People Play 175 . R........... ADAGES L........) A picture is worth .) Do unto others . When everyone is finished.... as you would have them do unto you.. or alternatively... they can be given the entire original adages and be challenged to give them a funny twist....00......... the funnier and more thought-provoking ones are read aloud and displayed for all to see.... S.. M AT E RI AL S NE E DE D A number of adages – giving only the first part... (A picture is worth 3 for $2.... W level: advanced optimal group size: unlimited OBJECTIVE To teach common adages (proverbs) and have fun twisting them... the ones in parentheses are examples of funny and possibly thought-provoking endings.. Examples: Here are some well-known adages........ lie in it. DE S CRI P T I O N Students are given the first part of a number of adages and are challenged to complete them.... (A bird in the hand is messy/will bite you.. a thousand words... either individually or in teams of two or three....) As you shall make your bed so shall you .. (Do unto others before they do it unto you/then run away.....121 ........... A bird in the hand ..... (As you shall make your bed so shall you mess it up.
you’ll cry alone... there’s . the sun shines on.) Laugh and the whole world laughs with you.) 176 Games Language People Play . tricks. get up with fleas..) You can lead a horse to water but .../Ms.) A miss is as good as a ... (You can lead a horse to water but does he know how to swim?) Don’t bite the hand that .. you’ll make them growl/stink in the morning/not sleep very well.) Strike while the . (It’s always darkest before the sun rises/daylight savings time/ morning/you open your eyes. iron is hot. cry and people laugh at you/you have to blow your nose.a crowd.) A penny saved is ... (Strike while the bug is close/other guy isn’t looking. feeds you... a penny earned.. (Better be safe than punch somebody.) Where there’s smoke...) An idle mind is . the Devil’s playground..) You can’t teach an old dog new . (Two’s company. the storm..) It’s always darkest before .. (Don’t bite the hand that looks dirty. (A miss is as good as a Mister/Mrs. (Happy the bride who gets all the presents. (If you lie down with the dogs. (You can’t teach an old dog new math. cry and . you’ll . (An idle mind is the best way to relax.) If you lie down with the dogs.. three’s one more/the musketeers.Better be safe than . sorry. (Laugh and the whole world laughs with you.... (A penny saved is not much/worth one cent.. (Where there’s smoke..) Happy the bride who .) Two’s company. mile.. you can’t make him drink.. fire. three’s .. there’s pollution..
S (R & W) level: advanced optimal group size: unlimited OBJECTIVE To give students practice telling stories.. stories could be written beforehand and read to the class..... another could be about something interesting that has happened to you (a prize you won.. The third must be fabricated (in other words.... an accident you had..... TO TELL THE TRUTH L... a poll is taken to see which students believe which story was a fabrication. the fabricated story is identified.. S UG G E S T I O N For students who have difficulty ad-libbing. If you want to play competitively. another could be about your family’s history.... listening to stories. the other students may ask up to 20 questions about it.. DE S CRI P T I O N Students tell three stories about themselves....... After all three stories have been told and questions asked and answered... Games Language People Play 177 ................ a lie)...... and asking and answering questions about the stories... you could tally up the number of students duped by each story-teller – the student who dupes the largest number is the winner........... When all votes are cast........... one story could be about a trip you took.... Once each story has been told... Two of the stories must be true.. M AT E RI AL S NE E DE D None..122 . For example.... a famous person you’ve met).
119 imperative – 18 indirect speech – 86 instruction – 117 it is – 38 D defining words – 2. idiomatic – 1. 45 discussion – 115 do – 14. 49. 78. general – 7.) A action verbs – 48. 50 G general knowledge – 7. 88. 38 before – 31 body parts – 34. 44. 72. 79. 54 H have – 27. 114. 70.Index (Numbers refer to GAME NUMBER. 80 adjectives. 41. 88 discrimination. 16. 43. 78. 29 here – 26 homonyms – 112 C cardinal numbers – 19. 75. 72. 74. 84 after – 31 alphabet – 61 asking/answering questions – 14. 60. 79. 46. auditory – 42. 20. 72. 92. 118 Games Language People Play 179 . 88. 114. critical – 6. possessive – 85 adverbs – 66. 54 grammar – 7. 118 I idiomatic expressions – 1. 6. names of – 120 frequency adverbs – 84 B be – 21. 69. 54 L listening. 8. 12 conditional tense – 95 controversy – 115 conversation – 115 common adages – 121 creativity. 23. 48. 54 composition (of words) – 3. 75. 16. 22. not page number. 99. oral – 93 critical listening – 6. 122 auditory discrimination – 42. 45 E expression – 93 expressions. 58. 21 K knowledge. 58. 77. 39. 6. 92. 103 description – 17. 32. 119 F family members – 30 figures and lines. 8. 50 adjectives – 66.
18. 50 possessive adjectives & pronouns – 85 prefixes – 106. 2. 44. 40. 64. 49. 40. 48. 77. 36. 103 R recognition.. 104 vocabulary – 1. 27. 9. 39. that – 78 speech. 80. 14. Simple – 21. 21. 52. 60. 109. 99 words. problematic – 79 word recognition –35. 91 parts of the body – 34. 82. 99. 29. defining – 2. 95. 53. 41. 46. 110. cardinal – 19. 90 sequence – 111 180 Games Language People Play . 44. 40. possessive – 85 proverbs – 121 V values clarification – 115 verbs – 21. 21. 57. 50 so . word – 35. 69 S separable verbs – 89. 29. indirect/reported – 86 speech. 107.. 8. 4. 73. 66. 91 spelling – 1. 65. 32. 56. 74. 74. 77. 105. 54 similes – 96 Simple Past – 21. 8. 12. parts of – 65. 51. 116 Y yes/no questions/answers –23. 101.M Mathematics – 7. 101 such .. 106. 33. 66 oral creativity – 93 T tenses. asking/answering – 14. 99. 17. 79. 97. 90 P parts of speech – 65. 62 present progressive/continuous – 48 professions – 28 pronouns. 27. 50. 23. 39. 122 W weather – 25 WH-words – 58. 4. 38. 83. 50. 71. 100. 94. 14. 64.. 95. 62. 87 O opposites – 8. 64. 68. 15. 66 verbs. 3. 64 memory ability – 64 N nouns – 55. verb – 5. 76. 48. 69. 61. 13. 50 Past. 90 verb tenses – 5. 51. 49 members of family – 30 memory – 16. 36. that – 78 suffixes – 106. 59. 40. 105. 13. 11. 59 reported speech – 86 rhyming – 67. 98. 59 words. 6. 48. 122 syntax – 9. 67. 50. 18. separable/two-word – 89. 88. 47. 10. 73. 37. 46. 108 prepositions – 24. 60. 104 there – 26 two-word verbs – 89. 113 vocabulary items – 47 Q question tags – 63 question words –58 questions. 68. 102. 81. 78 numbers. 99. 108 stories – 93.
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