Download GAMES in the EFL classroom

GAMES IN THE CLASSROOM
Victoria Yakubych,
a teacher of English
by Rudka School
WHY
ARE GAMES USEFUL IN THE
EFL
CLASSROOM?
Learners often think of “games” as fun.
 Teachers should remember that fun activities are also
motivating.

If games generate motivation they are seen to be
a useful pedagogical device.
Good games increase interest, attention, and active
participation, all of which contribute to
a positive learning environment.

Games also often encourage imagination,
guessing and pretending and
extend the range of interaction patterns
(circles, chains, hot-seating etc.)
which go beyond the more typical teacher-learner
and learner-learner combinations.

WHAT



DO LEARNERS LEARN FROM GAMES?
It is always appropriate to remind learners of the
purpose of the game.
There is always the linguistic learning goal of
each game.
After the game has been played, ask learners
What have you practised?
What have you got better at?
What have you learned?
………
WHICH GAMES ARE MOST VALUABLE?


Games which require the players to speak are
valuable. If it is not specifically included in the
rules it is usually easy to add it. (e.g. when
playing matching games students must say the
words aloud in order to win the pair).
Games which can be adapted to suit different
ability levels are valuable. (e.g. better players
have to put the matching pair words into a
sentence).
WHAT



KIND OF GAMES SHOULD WE INCLUDE?
Variety is essential.
Each category of games has its own benefits, but
each is also limited.
Plan the use of games carefully so to take
advantage of many different possibilities.
VARIETY: SOCIAL CONTEXT



Whole class games (quizzes, guessing mimes,
guessing drawings on the board…)
Groups (all above + role plays, cumulative games
like topic alphabets, chaining games, … …).
Pairs (matching card games, same/different
picture descriptions, picture dictations, map
direction activities, etc).
VARIETY: MATERIALS

paper and pencils

board and dice games

cards

puppets

realia
VARIETY:
PROCESS

Physically active (run to the, pass the ball, … )

Sedentary (most other games mentioned above)
VARIETY: STRATEGY



Collaborative (needing social skills to avoid
problems with dominant/shy learners).
Competitive (requiring speed and fluency).
Luck (a very important component so that the
loser don’t feel so bad about losing)
VARIETY: PURPOSE

Revise lexical items.

Activate sentence making.

Increase fluency through speed.
CONCLUSION



Games are a necessary part of a teacher’s
repertoire of classroom activities.
It is important that they are used purposefully
and that learners are aware of that purpose.
The fun element is important as a motivational
device, but the reason for using them is to
promote learning.