Archive for Tag: games

Monday, August 27, 2018

The Amazing Correction Race

Tamara Jones is an ESL Instructor at Howard Community College, Columbia, Maryland

Let’s face it, writing classes don’t usually scream “fun and games.” I mean, in real life, writing is usually a solitary activity. Even when I collaborate on a project with a colleague, we don’t often actually sit side by side and write. Also, writing can feel deeply personal, even when it’s academic or professional. Whenever I send off any writing I’ve done to my publisher, I always feel a bit vulnerable. And, that’s when I submit work in my L1. Imagine the bravery it takes to write in a new language, much less have a classmate peer review your work.

Clearly, getting students to relax enough to interact and write in a new(ish) language can be a tall order for any writing teacher. So, I heartily embrace any ideas for making writing lessons more engaging and fun for my students. Luckily, many years ago, when I was teaching TOEFL Prep, I stumbled upon a game that I have played with students of all ages and at all levels since then.

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Monday, August 13, 2018

Let’s Play a Game: Why Games Are Important to Our Students

Kristine Fielding teaches ESOL at Lone Star College in Houston, TX.

“If I gave you one million dollars that you had to spend in one day, what would you buy?”

A question like this is typical in a simple game reviewing second conditional statements or subordinate clauses. One student reads the question, another student answers it using the grammar form that is being reviewed, then asks the next student a variation of the question. A class may even see how fast they can repeat this process for an added thrill. A simple game like this is found in nearly every ESL/EFL class.

Playing games is one surefire way to increase student engagement. Jane McGonigal quotes Mihály Csíkszentmihályi in her book Reality Is Broken: Why Games Make Us Better and How They Can Change the World (2011). The quote reads “One way or another, if human evolution is to go on, we shall have to learn to enjoy life more thoroughly,” (p. 17). It stands to reason that students enjoy class more if we play games, as any experienced teacher knows this. The quote comes from Csíkszentmihályi’s 1975 book Beyond Boredom and Anxiety: The Experience of Play in Work and Games.

Homo Ludens: A Study of the Play-Element in Culture by Swiss author Johan Huizinga was originally published in German in 1944 then in English is 1949. He says, “[C]ulture arises in the form of play, that it is played from the very beginning…In the twin union of play and culture, play is primary” (p. 46). This is often demonstrated in our basic language classes where the lingua franca is still in its infant stages. Students can still play a game, even if they cannot formulate a simple sentence yet. From this game, the class culture is born.

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Monday, July 11, 2016

English Spelling: Making Sense of the Chaos (Part 4)

TamaraJonesBy Tamara Jones
ESL Instructor, Howard Community College
Columbia, Maryland
jonestamara@hotmail.com

In previous blog posts, I shared my own personal struggles with spelling, I described the class I have been teaching for a year, I shared some hard-learned lessons about teaching spelling to international students, and I listed some of the key elements to an intermediate level spelling curriculum.

This is all well and good, you may be thinking, but isn’t teaching a spelling class about the most boring thing you could ever do? Not at all! Because spelling is a tough, personal, and challenging mental activity, it’s really important that my classes be as active and interactive as possible. I want my students to be moving, laughing, talking and learning. So, now I want to describe some of the activities I used in my spelling class to help liven things up and give students multiple exposures to spelling “rules” to ensure greater retention.

Activity #: What Color do you Hear?

As I mentioned in Part 2 of this blog series, students have a really hard time hearing the difference between certain vowel sounds. If they can’t distinguish between /ɪ/ and /iy/, how in the world can they begin to spell words containing either of those sounds? To provide students with extra practice with this, we play “What Color do you Hear?”

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Thursday, October 29, 2015

A-MAZE-ing Activities are a BALL

TamaraJonesBy Tamara Jones
ESL Instructor, Howard Community College
Columbia, Maryland
jonestamara@hotmail.com

Don’t you just love those professional development sessions when great teachers sit around and share practical teaching ideas? I always walk away with ideas for fresh ways to prompt student practice. Even better, instructors often remind me of old activities I used to use but now lie moldering in a file somewhere, and they often suggest ways to tweak these old activities for use in other lessons. That happened to me recently when I was at a PD session for instructors at the English Language Center at Howard Community College, where I work, and I walked out with one new idea and one resurrected idea.

One of the teachers talked about a way she promotes class involvement when reviewing grammatical forms. Now, I have experimented with using a ball in class before, but her take on this practice was fresh, at least to me. She bought a big cheap ball (in my mind, this would work very well with an inflatable beach ball), which she wrote target grammar prompts all over. She was working on forming questions with her class, so she had written question words on the ball. In the lesson, she had the class stand up in a circle and she tossed the ball to a random student. When the student caught the ball, she had her make a question with the question word that her thumbs were touching or closest to. So, if a student caught the ball like this,

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Thursday, September 10, 2015

Amazing Adjectives

TamaraJonesBy Tamara Jones
ESL Instructor, Howard Community College
Columbia, Maryland
jonestamara@hotmail.com

Descriptive adjectives can make students’ speaking and writing richer and more interesting. However, my students tend to rely on the same, worn out adjectives time and time again: good, fine, nice. You might have heard responses like this before if you also teach English and/or have teenagers.

Azar’s Basic English Grammar does a great job of introducing students to adjectives in a couple of places. In Chapter 1, Using BE, there is a section in which students are introduced to the “be + adjective” combo and in Chapter 14, students get more practice with the syntax associated with English adjectives. However, some students need to spend a little more time experimenting with using adjectives in order to use them accurately.

A Lot of Adjectives

For many students at all levels, using a wide variety of adjectives in speaking or writing is less of a grammar problem and more of a vocabulary problem. In other words, once students learn the words old and young as beginners, they may not be motivated to learn substitutions like ancient, elderly or mature and youthful, juvenile and fresh. After all, there are so many words to learn in English, why waste time learning synonyms when the original word will do?

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Monday, August 3, 2015

Practicing the Present Perfect

TamaraJonesBy Tamara Jones
ESL Instructor, Howard Community College
Columbia, Maryland
jonestamara@hotmail.com

I find students need lots and lots of  practice before they can use the present perfect with a degree of fluency and accuracy. Here are some of the activities I turn to when I want to spend a little more time in class on the present perfect.

Past Participle Circle

Students often struggle to memorize the past participles of irregular verbs, and they tend to need multiple opportunities to review them. A quick way to warm up once students have been introduced to the list is the Past Participle Circle. Have the students stand in a big circle. Start the game off by saying the base form of a verb. Then, the person (let’s call him/her person 2) to your left has three seconds to say the past participle of that verb. If person 2 is correct, then the person to his/her left (person 3) says the base form of a verb. But, if person 2 is incorrect, he/she sits down and is “out”. In that case, person 3 must say the past participle form of the verb and person 4 says the base form of a new verb.

In the traditional form of this game, if someone makes a mistake they are “out.” However, in a recent in-service I attended, a colleague suggested a great twist on this game that ensures that the people who are “out” continue to remain involved and engaged. If a person makes a mistake or can’t answer in time, a person who is “out” has a chance to answer and, if correct, take the place of the person who didn’t know the answer. I have found this tweak to the original game to be a lot of fun and it means the entire class keeps playing for the whole game and not just the stronger students who already know all the forms anyway.

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Tuesday, July 7, 2015

A, E, I, O, U, … Y Teach Vowel Sounds? – Part 2

TamaraJonesBy Tamara Jones
ESL Instructor, Howard Community College
Columbia, Maryland
jonestamara@hotmail.com

The Trouble with Teaching Vowels

In last week’s post, I described why vowel sounds are so difficult to teach – they are hard to describe, there may be differing phonemic symbols for a single sound, and there are just so many of them in English. But, I also acknowledged that, even though they are daunting, we should cover them in all of our ESL and EFL classes because they are essential to communication. Specifically, the stressed vowel in a focus word needs to be pronounced comprehensibly or speakers risk obscuring the entire thought group. This is even more important for conversations between non-proficient English speakers who, research shows, rely more heavily on the sounds articulated than on the context for making sense of an utterance. I concluded the post with a promise for practical and painless suggestions for teaching vowel sounds.

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Thursday, January 22, 2015

The Adjective Clause Lesson that was Really Great

TamaraJonesBy Tamara Jones
ESL Instructor, Howard Community College
Columbia, Maryland
jonestamara@hotmail.com

Being able to adeptly use adjective clauses in speaking and writing is useful for upper level English learners. According to Folse, “adjective clauses – whether ‘full’ or ‘reduced’ – are very common in English” (Folse, 2009, page 193), so students need to be able to understand them when they see them or hear them. Moreover, advanced ESL and EFL students often struggle to bring complexity to their speaking and writing, and adjective clauses can be a great way to do this.

However, students often make these common mistakes when using adjective clauses (Folse, 2009).

  • They may use the wrong relative pronoun. (The teacher which is from Canada is my grammar teacher.)
  • They may leave out the relative pronoun entirely.  (The teacher is from Canada is my grammar teacher.)
  • They may include an object pronoun after the verb (The teacher who I like her is from Canada.).
  • And they may forget they need to omit both the relative pronoun and the verb be in a reduction (The grammar book that written by Azar is great.).

Fortunately, there are some easy and fun ways to help students avoid these common adjective clause errors!

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Tuesday, November 18, 2014

Roll Your Way to Grammar Fun: A Board Game

Stacy1By Stacy Hagen
Co-Author, Azar-Hagen Grammar Series

Would your students enjoy working on editing skills via a board game? Are you interested in an activity that takes just minutes to prepare? Here’s a lively and collaborative activity that works with any of the Check your knowledge exercises found in all three levels of the Azar-Hagen Grammar series.

Materials: A game board and dice.

1. Choose any Check your knowledge exercise from the text you are working in. These exercises are usually toward the end of the chapter.

2. Students work in groups of three or four. You need a game board and one die for each group.

3. To prepare the board, randomly write the number for the sentences (not the sentence) in the blank squares. If there are 12 sentences, you will have 12 marked squares. Skip the example sentences. (You can mark one board and then make photocopies, or make each board different for every group.)

4. Each student needs his/her own token: a coin, a paper clip, etc.

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Thursday, May 23, 2013

Teachingem to Linkn Blend

TamaraJonesBy Tamara Jones
EAL Instructor, British School of Brussels
jonestamara@hotmail.com

Recently, I wrote a post about teaching listening. In it, I commented on the connection between certain pronunciation skills and listening and how we need to both teach these skills and make this connection explicit in the classroom. One of these skills, linking and blending, is a way proficient English speakers connect their speech to sound fluid and, according to Hieke (1984), to make speech less articulatory complex. In other words, it sounds better and is easier to say when words are linked and blended. Long ago, I wrote about teaching sentence stress in class, another pronunciation skill essential for listeners, but I have never broached the subject of teaching strategies to help students master linking and blending. So, here is my “two cents.”

Whating and Whating?

When proficient English speakers talk, we don’t say each work distinctly and clearly. Rather, we tend to link some of our words together. For example, “come and eat” gets pushed into one word that sounds like “comneat.” We usually link words when

  • the final sound of the first word is a consonant and the initial sound of the second word is a vowel, as in “come and eat,”
  •  the final sound of the first words is a consonant and the initial sound of the second word is an unstressed pronoun starting with /h/ or /ð/ (we cut the /h/ and /ð/ to link), as in “tell him,”
  • the final and initial sounds of the two words are vowels (we insert a /w/ or /y/ sounds to make this easier), as in “my eye,”

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