Monday, June 21, 2010
Playing Games, Part 3
By Dorothy Zemach
ESL Materials Writer, Editor, Teacher Trainer
Email: zemach at comcast dot net
A Vocabulary Recognition Game: Flyswatters
Following on my previous posts, here is another game that is easy to put together, useful, and that students enjoy.
This vocabulary review game is a good one for large classes, and because it is active, it’s a good one for waking up sleepy classes or injecting a bit of energy into a lesson.
I first saw this game demonstrated at a monthly JALT meeting in Chiba in… 1988? and I’m afraid I can no longer remember the name of the presenter. But thank you so much, whoever you were!
To play requires flashcards with words or pictures, and two flyswatters. If you check the dollar store at the beginning of summer, you can probably find cheap flyswatters in bright colors and interesting designs.
The class is divided into two teams. A large class might require two or more separate games, but each team can easily have 6-10 members (and the number needn’t be the same on each team), because play moves very quickly. The teams gather on opposite sides of a large table, and the flashcards are scattered all over the table.
One representative from each team steps up to the table, flyswatter in hand. The teacher (or, later, a student leader) can, at the lowest level, simply call out the name of the object on the card. The first student to smack the correct card with the flyswatter “wins” the card and one point for the team. (And now you see why we use flyswatters—they can reach any point on the table, and it doesn’t hurt when the person from the other team smacks down on top!).
The person who wins the card hands her flyswatter to the next person on her team and moves to the end of the line or group (I don’t think I’ve ever had a class manage to stay in a single-file line–they get too excited and want to crowd around the table watching). The person from the other team who “lost” remains in place for a maximum of two more plays. In this way, an unsuccessful student gets more chances than a successful student—presumably, they need the practice more. But even an unsuccessful student is not put on the spot for very long. Whether a team wins or loses doesn’t depend on one person, which also reduces the pressure for each student.
Here is a game that is easy for the teacher to “fix”—if one team is winning by too great a margin, I might do something like call out the card and then simply hold the arm of the player of the winning team, or cover his eyes. In this way, the player from the other team has all the time necessary to locate the card. If you are very obvious about it, the class will accept it. After all, you have made it clear from the beginning what the purpose of the activity is—practicing vocabulary recognition. That is always the goal, and not “winning.”
You’ll notice that even though only one person plays for a team at each time, the entire team will crowd around the table to watch; even though they are observers, they are just as focused on the vocabulary as the players. You might need to remind them a few times not to point or “help” the person playing! But they will certainly be rehearsing the vocabulary in their heads. After 7-10 minutes of play, in fact, I like to stop the game and point this out to students, and ask them to notice how engaged they are and how focused on the vocabulary they are even when it is not their turn. In this way, the students know that their time is not being wasted.
If you find that students are, in their enthusiasm, randomly slapping cards hoping to get lucky, rather than actually locating the correct card, impose a “return one card to the table for every incorrect slap” penalty.
To increase the difficulty level, you can say whole sentences with the words in them, or even short paragraphs or longer stories; you can describe the word without giving it directly; and so on. The flashcards needn’t be picture cards—they can be single letters for young learners, or even complex linguistic terms for graduate students (for which you give a definition or example).
If you wish to have picture cards but don’t have the time to create your own, why not assign the task to students? Give each student or group a certain amount of vocabulary and some blank cards, and let them draw pictures or find them from magazines or the Internet and glue the images onto the cards. If you can, then laminate the cards so they will last longer, and keep them for use in future classes as well.
The game may look as though it is designed for children, with cards and flyswatters and constant motion, and certainly children love this game (it’s an excellent way to review colors, letters of the alphabet, and numbers). However, I’ve used it with teacher trainers and company employees and university students and other groups, who enjoyed it immensely. Adults love games too!