3.

2 Games

We use games because they are fun, they provide security, increase confidence and reinforce
language in a natural way.

What are some difficulties that you think you may encounter when using games in class?

Teachers need to ask themselves the following questions when they are planning to use
games in class.

What is the purpose of the game, does it promote fluency or accuracy?

Games for fluency involve a strong communicative element and scope for imagination and
creativity.

Is the purpose of the game cooperation or competition?

Both need a clear and achievable goal. Teachers need to think about how the game should
be organised, how long children can be expected to concentrate for and how to organise the
classroom layout.

Does it settle or stir?

Some games are designed to allow pupils to let off steam, whereas others are designed to
help pupils focus.

What does it practise?

There are games to practise pronunciation, vocabulary, grammar functions, language skills
and learning skills.
List of materials needed in making games for children in an ESL classroom:

Pen and paper

Whiteboard markers
Pictures
Word cards
Sentence cards
Dice
Board games
Charts or matrixes
A ball or beanbag
Think of some examples of games which require these:

As with all classroom activities, it is important to remain conscious of the practical value of
games, not simply the extent to which pupils enjoy them.

There are three main criteria by which the value of games can be judged:

Pupil involvement: Are most pupils involved most of the time, with all getting

equal chance to participate? Can less able pupils participate without feeling

frustrated?

Integration with language work: Does the language context have a clear

focus? How much do children practise English? Can new vocabulary or grammar

be substituted into the game? Are there opportunities to link new language with

old?

Pupil learning and initiative: How much choice and initiative do pupils have in

the game? How far can pupils demonstrate and participate in organising the

game? Do pupils have the opportunity to extend or adapt the game?

What do teachers need to do to ensure the full potential of games are exploited?
Teachers need to think about effective technique to give instructions, using pictures,
gestures and demonstrations. These should then be checked with questions, asking pupils
to sequence the stages or identify a missing stage, before commencing the task.

What is the role of the teacher during games?

To observe, monitor, give prompts and explanation, to encourage flow and enjoyment.