This paper shows how important games and speaking activities in a foreign language learning class are.
It first concentrates on a theoretical part. Why should games be part of every effective class? What positive outcome is to be expected with playing? What aspects are important in order to play successfully? Here special emphasis is set on the atmosphere in class.
The following point includes the criteria for choosing a game. Various different factors have to be given deeper thought before you can even start planning the actual game. Often enough the major problems are not caused by the game itself but rather by class or time management. When all the preliminary problems are finally settled the chosen game will then have to be planned carefully always keeping in mind how it will be presented, how it will be carried out and how the topic of feedback will be treated.
The second major part of this paper deals with actual games. A selection of nine games is presented and critically evaluated showing problems or weak points, but also giving hints for successful playing or variations on the games. Here the focus lies mainly on games that were played during didactics courses. The participants then were asked to give their own personal view on these games or add from their own experience. A brief summing up of the main points that were discussed is given. What is important is that all the presented games have actually been played successfully.
The bibliography offers a more extensive list of game collections of different types and for different age groups.
The main aim is to show that games are not simple time fillers or rewards but should be accepted as useful learning situations.
Table of Contents
1. Introduction
2. The importance of games
3. The importance of a nice atmosphere
4. Criteria for choosing a game
5. The process of the game
6. Different examples of games
6.1 Bingo
6.2 Spot the Differences / Draw my Picture
6.3 Baker Street / Quite a good party
6.4 Four-in-a-row-verbs
6.5 Tell us about
6.6 Weekend Trip
6.7 The Alibi Game
7. Conclusion
8. Appendix
Objectives and Thematic Focus
The primary objective of this paper is to demonstrate that games should be integrated into foreign language classrooms as purposeful learning tools rather than being relegated to mere time-fillers or rewards. The research addresses how carefully selected games can enhance student engagement, foster natural communication, and create a supportive environment for language acquisition.
- The theoretical significance of games in foreign language learning.
- The impact of a relaxed and friendly classroom atmosphere on student performance.
- Critical criteria for effective game selection, planning, and time management.
- The teacher's role in monitoring and providing constructive feedback during gameplay.
- Practical examples of various games suited for different skill levels and age groups.
Excerpt from the Book
6.7 The Alibi Game
Alibi is a game I myself have already played twice as a participant. Both times it worked brilliantly and it definitely was a lot of fun. It is a game that can be played with an entire group of 20-30 people. It starts with the teacher telling a story of, for example, how he or she had planned on having a very special lesson and had baked a cake for the whole class that had been stolen the day before. You could equally tell a story of a murder and bring along a plastic hammer and a torn off (plastic) foot. Important is making up some kind of story involving a crime. Then three persons are chosen and sent outside the classroom. They are the major suspects and are told to make up an alibi of where they have been the day before. Meanwhile inside the room the class is divided into three groups and each group is now a team of police officers or special agents investigating this crime. They are supposed to prepare questions for an interrogation of the three major suspects in order to find the guilty one. The three outside are asked back in again and now the questioning begins. Each group gets to talk to every one of the three before they then discuss who they think is the guilty one, relying on the differing answers they discovered. Then each group is asked to present their results and give an explanation for their choice.
This game is an excellent chance to practise questioning and the past tense.
Summary of Chapters
1. Introduction: Outlines the importance of games as creative teaching tools and the need for their integration into regular school curricula.
2. The importance of games: Discusses how games provide natural communication situations and help learners practice the target language in a fun, meaningful way.
3. The importance of a nice atmosphere: Emphasizes that a low-anxiety, supportive environment is crucial for successful language acquisition and risk-taking.
4. Criteria for choosing a game: Evaluates essential factors such as time management, room organization, and age-appropriateness when planning classroom games.
5. The process of the game: Provides practical guidance on giving clear instructions, managing time, and defining the role of the teacher during gameplay.
6. Different examples of games: Presents a selection of specific speaking and grammar games, including critical evaluations and variations for different levels.
7. Conclusion: Summarizes the benefits of games, reiterating that despite the planning effort required, they provide valuable learning experiences.
8. Appendix: Provides a concrete example of a brain-twister activity for classroom use.
Keywords
Games, Speaking Activities, Foreign Language Learning, Classroom Atmosphere, Didactics, Teaching Objective, Communication, Team Work, Student Motivation, Language Acquisition, Lesson Planning, Brain Twisters, Interrogation, Past Tense, Student Engagement
Frequently Asked Questions
What is the core purpose of this paper?
The paper aims to show that games are essential pedagogical tools that go beyond simple entertainment, serving as effective instruments for teaching foreign languages.
What are the primary themes discussed?
The text focuses on the importance of a positive atmosphere, criteria for selecting and managing games, and practical examples of games that encourage communication.
What is the central research question?
The author asks why games should be part of every effective class and how they contribute positively to the foreign language learning process.
What methodology is used?
The work combines pedagogical theory from literature with personal experience and observations gathered during didactics lessons.
What does the main body cover?
It covers the theoretical justifications for using games, the planning stages including organization and time management, and a detailed list of game examples with pros and cons.
Which keywords characterize this work?
Key terms include foreign language learning, classroom atmosphere, student motivation, and practical didactics.
Why is "The Alibi Game" highlighted in the text?
It is highlighted as an excellent practical example for practicing the past tense and questioning techniques within a realistic, high-engagement setting.
How does the author suggest dealing with pupils who do not use the target language during games?
The author suggests that the teacher should circulate in the classroom to monitor behavior and perhaps assign a student in each group to be responsible for target language use.
- Citation du texte
- Nicola Steffke (Auteur), 2003, Games and Speaking Activities, Munich, GRIN Verlag, https://www.grin.com/document/56216
