5- devising language games

7/25/2019 5- Devising Language Games

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Reading 5: Devising Language Game(Wickham, 2013, pp.55-60

Presented by:Kok Jia Xuan

Irene Tiong

Phoebe Hon

Yap Sze Miin

Young Poh Ping


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1. hat are 3 important reasonsusing "anguage #a$es%

&i' In(rease $oti)ation

&ii'Make *anguage *earning authenti(

&iii'Think in +ng*ish


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,. hat 3 ways (an you p*ay boga$es in the (*assroo$%

&i' P*ay -ith a partner

&ii'P*ay in a group

&iii'P*ay as a (*ass -ith the board/ dra-n o

-hiteboard 0 b*a(kboard


4/31

. +2p*ain ho- to $ake 0 3nd and board ga$es in the (*assroo$%

a. counters

Pupi*s (an dra- their o-n (hara(ters on pap

(ard4 or use buttons as their o-n (ounters.

b. traps and rewards

Tea(her (an pro)ide the snakes/ in Snakes

"adders/ as traps be(ause they need to $o)e

!e- steps i! their (ounters tou(hed the trap.

$ay $o)e !or-ard !aster i! the (ounters tou(


5/31

. +2p*ain ho- to $ake 0 3nd andboard ga$es in the (*assroo$%

c. language tasks

Tea(her (an set and a**o(ate the 5uestions t

pupi*s on(e they *anded on a s5uare. 6or e2a

they ha)e to say so$ething and -i** be punis

they (annot (o$p*ete the task.

d. randomiser

Tea(her (an use a di(e or (oins to arrang

se5uen(e !or the p*ayers rando$*y.


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7. Ho- (an you use regu*ar p*a(ards in the (*assroo$%

&i' 8se it as a rando$izer

&ii'9sk pupi*s to $at(h the (ards

&iii'9sk pupi*s to arrange the (ards in a parti(u*ar

&i)'6ind the (orre(t (ard !ro$ a disp*ay

&)'Thro- the (ard into a hoop or bin

&)i'#uess -hat is on the (ard


7/31

. hat are , ga$es you (an p*ay "anguage ;ards (ontaining -ords or phras

&i' Snap/

&ii'Happy 6a$i*ies/


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ash (ards

&ii'Put the >ash (ards in parti(u*ar order

&iii'6ind the (orre(t (ard !ro$ a disp*ay or heap

&i)'#uess -hat is on the (ard

&)'Thro- the >ash (ards into a hoop or a bin


9/31

?. Ho- (an you use a di(e to

5uestion -ords% 9 tea(her (an use a di(e to tea(h 5uestion -or

(reating a *argish di(e out o! (ard and -

5uestion -ord &-ho4 -hat4 -hy4 -here4 -hen4

on ea(h !a(e. Students0 pairs0 groups0 tea$s ha

use the 5uestion -ord to $ake a senten(e

thro-ing the di(e.


10/31

@. Ho- (ou*d you use $ore than

di(e% More than one di(e (an be used -ith a diA

*etter on ea(h4 or a noun on one and adBe(ti

another4 or a -ord on one and instru(tio

another.


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C. =a$e 2 word-making gam

that (an be adapted in )arious -ay&i' S(rabb*e

&ii'Dogg*e


12/31

1E. hat is so good about (iga$es% ;ir(*e ga$es (an be re*e)ant to both young

o*der (hi*dren. Dy (ondu(ting (ir(*e ga$es4

easier to $aintain (ontro* o! the ga$e4 de)

(ooperation and (o$$unity !ee* a$ong

parti(ipants. ;ir(*e ga$e is >e2ib*e be(aus

ga$e (an be p*ayed in , or $ore s$a**er gro

the (*ass is too big or the spa(e is not suitab*e.


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11. #i)e e2a$p*e &!ro$ yourideas or !ro$ the te2t' o! (ir(*e ga$Examples of circle games:

#a$es that in)o*)e a song0(hant -hi(h e)eryon

and then ea(h parti(ipant in turn has to

so$ething.

#a$es that in)o*)e (hanging seat0position in res

(ertain pro$pts.

;u$u*ati)e (ir(*e ga$es -here one person

state$ent $entioning one obBe(t and su


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11. #i)e e2a$p*e &!ro$ your oideas or !ro$ the te2t' o! (ir(*e ga$

#a$es in)o*)e parti(ipants to say FI *ike

hoG. Parti(ipants -ho 3t the des(ription h

5ui(k*y (hange p*a(es.

#a$e in)o*)e parti(ipants to say Fhat are you

-here parti(ipants ea(h $i$e the a(tion !ro

pre)ious parti(ipant -hi*e na$ing a diAerent a(

!o**o-ing parti(ipant to $i$e.


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1,. =a$e 4 possible commplaces or e)ents &!ro$ your o-n

or !ro$ the te2t' that (ou*d be(oF*ineup ro*ep*ay.So$e possib*e (o$$unity p*a(es that (ou*d be(o

F*ineup ro*ep*ay

o(tor/s roo$s

Post o(e

Tra)e* agent

Hote* *obby


16/31

1. hat *anguage -ou*d studeespe(ia**y *earn 0 pra(tise -ith

dis(ussion ga$e F9*ibi% Students (an pra(tise *istening and speaking s

Students take turns ask 5uestions and gi)e an

in p*aying the ga$e. Students a(t as po*i(es5uestion the suspe(ts -ho rotate around

groups4 and see i! their stories $at(h.


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17. hat -ou*d the dis(ussion ga$e Fte2ts he*p students to *earn0 pra(ti(e%

In the ga$e4 students (are!u**y te** their pa

things they (an re$e$ber about the te2t

ha)e read. This he*p the$ to pra(ti(e

*istening and speaking abi*ity in trans!e

reading te2t into )erba* in!or$ation.


18/31

1. hat are the ad)antages

F#a$e Sho- type ga$es% F#a$e Sho- type ga$es pro)ide (o$p

at$osphere !or students to *earn the *angua

in)o*)ing *arge nu$ber o! opportunity to pr

their *istening and speaking ski**s. It is a -ho*e

a(ti)ity that in)o*)es a** the pupi*s. Students

together -ith their tea$ and are $oti)ated.


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1


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1


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1


22/31

1?. hat do dra-ing ga$es gi)e pra(ti

It gi)es pra(ti(e in des(ribing a pi(ture. 6or e2

si$p*e pi(ture (an be pinned to the ba(k o! the

that a person at the -hite0b*a(kboard (annot s

the (*ass (an.


23/31

1@. hat is a -e**kno-n (o$$er(ia* )ersdra-ing ga$e%

Pi(tionary.

This ga$e is -here one student 0 pair 0 tea$ is

-ord 0 phrase 0 senten(e and they ha)e

so$ething unti* the other student 0 pair 0 tea$-hat it is.


24/31

1C. hat do p*ayers ha)e to (o$e up -it)o(abu*ary ga$e FS(attergories/%

P*ayers ha)e to (o$e up -ith )o(abu*ary -or

start -ith a parti(u*ar *etter.

6irst o! a**4 se*e(t your (ategories &eg an ani$a*

)egetab*e4 a !or$ o! transport4 a (ountry4 a b

et(G'


25/31

,E. Ho- do you prepare !or a ga$e o! Ta

In the ga$e4 you need to prepare papers 0 (a

target -ord &or phrase' and a nu$ber &usu

taboo/ -ords.


26/31

,1. hat do the p*ayers ha)e to dga$e o! Taboo/%

!The p*ayers need to prepare papers 0 (ards -ith

-ord or phrase and nu$ber &usua**y ' o! tabo

The tea$ 0 p*ayer has to e2p*ain the target -

others to guess. Ho-e)er4 it is not a**o-ed to $e

taboo -ords.


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,,. hat ga$e is an e2(e**ent -*earn a body o! )o(abu*ary%

! Dingo is an e2(e**ent -ay to *earn a body o! )o(a


28/31

,. hi(h is better4 (o$petit(ooperation%

! ;ooperation is better be(ause not a** ga

(o$petitions and the students $ust ende

(ooperate rather than (o$pete. I! the stud

-orking in pairs0groups4 they are sti** *earning (o

-ithin their tea$.


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,7. hy is it good to ha)e enga$es so$eti$es%

! It is good to ha)e energeti( ga$es so$eti$es

energeti( ga$es (an be(o$e an edu(ationa* ga

a**o- the$ to run oA a *itt*e o! energy4 -itho

da$age to the$se*)es4 other students4 o

property.


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,. #i)e an e2a$p*e o! a ga$e t-ith a song%

! uring a *istening and speaking a(ti)ity4 the stud

3** in the gaps/ in a song on(e they ha)e *earnt it

(an (ondu(t a group o! students to sing the song

at )arious students to (arry on or 3** in the -ords


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Le!eren(e

! i(kha$4 L. &,E1'. e)ising *anguage ga$es. TDeveloping and Using Resources in the PrimClassroom Student!s "otes. Kua*a "u$pur4 MY+du(ation #roup Sdn. Dhd.

! i(kha$4 L. &,E1'. Developing and using resthe primary ESL classroom Student!s "ote"u$pur4 MY: Drighton +du(ation #roup Sdn. Dhd

5- devising language games

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