Wednesday, June 9, 2010
Playing Games, Part 2
By Dorothy Zemach
ESL Materials Writer, Editor, Teacher Trainer
Email: zemach at comcast dot net
A Conversation Board Game
My previous post, Playing Games, Part 1, offered my reasons for playing games in the language classroom and a description of what I feel makes a successful and useful game. However, what most teachers really want to know is, What are some good games that I can make and use? So in this and the following two posts, I will describe how to create and play some games. These can be adapted to a variety of classroom levels, and I have used them with private students and huge classes alike (though note that in larger classes, students will be playing in groups, and you will need one set of materials per group).
This conversation board game is easy to create, but one of the most useful ones I have in my magic bag of teacher supplies. If the ones in the photos here look a bit beaten up, it’s because I’ve been using them since 1992! The originals are made of heavy cardboard that has been painted and then shellacked; the questions are written with permanent marker. I have also made color photocopies of the boards and had the copies laminated, so that I can roll them up and travel with them when necessary.
The game is a merely a series of questions, such as What do you like to do on rainy days? What is something that makes you angry? How does your family celebrate birthdays? I have simpler versions that feature only topics: children, money, television, birthdays. Students play in groups of 4-5 (more than that means that some students will fall silent).
Each student places a marker on start, and then they take turns to role a die and move their marker around the board. I buy the 8- or 12-sided dice from hobby shops to spread students around the board more; if you don’t have access to these, I recommend using two of the traditional six-sided dice.
When a student lands on a question (or topic), she speaks about it as much as she likes. She can address any aspect of the topic; it is entirely her choice. Her group members ask her questions, but do not offer their own answers or opinions. When she feels she has finished, she passes the die to the next student, and play continues.
It’s not a game that anyone can “win”—if someone reaches the end of the path, the final square says “go back,” and play reverses. I generally have students play for 20-30 minutes, but I have never had a group where any player got all the way back to start.
This is my game for the first day of class. Students get to know one another, and while they are playing, I walk around and listen to them—this is my evaluation of their English level. It provides solid practice in speaking and listening and turn-taking. An extremely simple activity, and yet just having the questions in a “game” format makes it more interesting than the standard pair interview presented on a worksheet. I’ve frequently had classes request to play the game again during other sessions.
More complex questions can of course be designed that practice only the past tense, or conditional structures, or certain vocabulary.
I’ll close with a look at a blank game board I’ve used for grammar games—this takes more effort to create, but you can also consider having students make your game cards or at least using the game over and over again if you are lucky enough to teach the same class for several terms.
This game board, as you can see, has nothing written on the squares other than a few simple game-play instructions not related to language; however, the squares are all painted one of six colors. Each color represents a type of task, and I create a stack of cards with the tasks on them. For example, yellow might indicate “spell this word.” If a student lands on yellow, he draws a card and hands it to a fellow player without looking at it, and the other player asks him to spell the word. If he succeeds, he stays where he is; if he makes a mistake, he moves back one square. Blue squares might ask a student to put a sentence in the present tense into the past, and so on. You could assign students in groups to come up with a series of tasks or exercises as homework and then have each color represent a different group’s cards.
Really, any type of drill-based language exercise can be put onto cards, where suddenly it becomes fun instead of boring. You needn’t think up all of the exercises yourself, even—copy them out of your class textbook as a review. A student who has done Exercise 13 on page 143 doesn’t want to do page 143 again. However, if items from Exercise 13 appeared on the backs of cards in a stack—well, you would be surprised at how happily students drill themselves with those items again and again!
I cannot quite get away from the issue of usefulness, however! And I would like to stress again that the use of any game must not only be clear to you, but clear to your students. You should always let a class know why they are doing what they are doing, and when the game is concluded, point out to them what language they practiced and how they practiced it.