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7/30/2019 Enhancing Eng

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Enhancing Learning in English Language Through GamesLKWFSL Wong Yiu Nam Primary School

-Mary Jane R. Trott-

(2003-2004)

Introduction

Playing is learning. Learning is playing. Game can be a good medium for learning.

It works like magic that has the power of giving us laughter, stimulation and strength.

Most of all, games provide opportunities for learners to learn while playing.

Whether or not a game serves the purpose of language learning depends on its learning

target. Give children a simulated need through games surely helps learning. Games

provide children to communicate and learn under a relaxed environment. If

instructions are given clearly, children will feel psychologically secure and thus speak

and work confidently. They can perform what they have learned through games and

activities.

Types of games

Games can be held in different groupings, namely, large group/whole class activity;

small group work, involving groups of four or five; pair work, involving only two

students; and individual work. Teacher has to decide which form of groupings will

cope with the desired games. For instance, individual work can do some word squares

or puzzles on their own; pair work is best in doing information gap activities; small

group is suitable in playing problem solving games whereas whole class can do

matching.

Followings are some examples of games that I have tried out. They are categorized

into various groupings, with names and function.

Individual work:

Word Hunt Vocabulary game

This is good for practicing vocabulary. Each student can work independently.

All they need to do is to circle as many as possible words that are hidden in the

squares, either horizontally, vertically or diagonally. Students have to find out

words like names of fruit, animals, festivals etc. They may check the answers in

class with the teacher or with neighbours.

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It is a good idea to let children make a hunt board for their neighbours. Then they

exchange their grids. The player who finds all the hidden words first wins the

hunt.

Word Hunt is also suitable when children have to study for spelling tests or

dictation. They may find it enjoyable to fill in the grid with spelling-test words

rather than repeated writing work.

BINGO Vocabulary game

Children have to write down required words at any boxes of a three-by-three,

four-by-four or even a five-by-five grid, depends on the time and suitability. This

can be a word spelling revision but in a more funnier way. Teacher can also give

the meaning of a word instead, children need to think of the word and then have it

written in the grid. After checking the words, the teacher will choose some words

from the pool. Children will circle or mark the chosen word in their own grid.

They call out BINGO if they have got any horizontal, vertical or diagonal series

of words chosen. The winner will be very happy upon receiving even only a

stamp or a sticker from the teacher.

Pair work:

Information gap Communication game

Children can go to the ITLC (Information Technology Language Centre) where

settings have been prepared ahead of time. Pairs of children take the assigned

seats. They can only communicate through headphones and microphones.

Student A and B have the same work sheet but with different information gaps.

They have to ask each other in order to fill in their own work sheet. Such gaps

can be words, sentences or drawings. Since a thorough understanding of the

target is required before students can get their necessary information, they need to

have some practice on the required language structure before the game.

Group work:

Shopping Problem solving game

Picture cards of different shopping items with prices are displayed under various

kinds of shops. Group members have to decide what things they are going to buy

for someones birthday party. They have to do calculation since they have only a

certain amount of money. This is a simulation of need in the learners. As I have

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mentioned, one important requirement in successful language learning is that

children have to need the language before they will learn it. Group writing is then

required to report the things they have bought.

Test Your Memory Card game

Collect all the cards and shuffle. Lay the cards, say 12 to 20 pairs, face down, on

the table in a grid. Children have to take turns to match pairs. The first player

turns over two cards. If they match, the player keeps the pair and goes again. If

they dont match, he/she turns them back over, placing them in the same spot.

The next player then turns over a card. If it matches one that was turned over by

the last player and he/she can recall where it is, he/she makes a pair, keeps them,

and goes again. The players keep playing until all the pairs have been matched.

For card games, there are different sets of lexis . They can be picture cards that

match with corresponding names. They can be pairs of verbs, simple present and

past. They can also be places and professions. All depends on the aim of the

teaching content. Yet, these sets of cards have to be prepared before hand. In

order to reuse these cards, it is suggested that such cards need to be covered with

adhesive plastic, and cut off the corners of the cards. It is safe to have round

corners for children.

Action Miming Gesture Game

The class can be split into two to four teams. Each team will take turns to play.

All members of the team stand up in a row, facing the front/blackboard. The last

member of a team, say Team A, goes outside the classroom where a gesture card is

shown to him/her. The student returns to the classroom and show the gesture to

the last one in their row without saying anything. Other teams sit down and

watch Team A performs. After the gesture has been passed through to the front

student, he/she must tell the teacher the correct words, for instance, Im playing

tennis. If the front student is unable to give the correct answer, the student

behind is asked. Points are awarded once the correct answer is given. Other

teams take turn to do the game.

Class work:

Funny matching (Time, Character, Place and Action/Expression) Structure game

Split the class into four or five groups. Each group will take turn to write down

the assigned itemtime, character, place, action and/or expression, on pieces of

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paper accordingly. All papers of the same type go into a box. Teacher or

student picks up one piece of paper from each box, then read aloud. Others have

to listen and see whether the sentence make sense or not. This will bring lots of

laughter since funny situation may come up. Teacher can ask students with wh

questions about the sentence. They are encouraged to propose a better sentence

instead.

Hangman Spelling game

In order to save the manfrom hanging, children will try their best to do the

guessing. This game can be varied into different versions for your suitability.

Teacher, a particular student or small groups can think of a word, and then make

the number of letters with a series of dashes. In turn, the other students say one

letter each. If the letter is contained in the word, it is marked in its correct

position above the dash. If the letter is not contained in the word, a part of the

body is drawn. Teacher can use this game in practicing phonics too. Teacher

reads out a word. Students listen to the sound and say the letter.

Fun with words Vocabulary and IQ quizzes

Some picture games, riddles or puzzles are posted periodically on the wall for

leisure. Students can access the games at their own pace and time. These

quizzes serve the purpose of arousing students interest in learning English. Hereare some examples:

a. A picture of a farm is shown. Children have to find out names of animals thatstart with letter hand d, such as hen, horse, duck, dog.

b. With the help of pictures shown, solve the scrambled words listed. Forexample, a picture of a fridge is shown, children have to give the correct

spelling of the object from the letters given gdifre.

c. Riddles like What kind of table does not have legs?, What two words havethe most letters in it?, Which is the longest word?.

There are lots of games that we can use and derive from. Pick the one that suits the

learning target. Games are enjoyable for both teachers and students. I am very

delighted when children participate in the game. I can recall that some students who

were quite passive in nearly every aspects, showed their interest in playing. Although

they might not give correct answers to the problem, they tried to do it. Whenever I

find such golden opportunity, I would not hesitate to show them my appreciation and

always give them encouragement.

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Preparation of Work

Preparation is important. It affects the flow of the activity. An effective game needs

to be planned into the lesson along with other learning exercises. It is from the

meaningful and enjoyable activity children experienced and then consolidated by

corresponding practices that they can learn better.

The language item(s) and the goal of the game need to be clearly explained, shown on

the blackboard or even written on a particular sheet of paper. A properly introduced

game can lead to an effective learning activity. Clear instructions, simple and brief,

and repeated practice will help students in learning. They might feel difficult the first

time they use the language, however, after repeated sayings they would feel more

comfortable and would be more willing to use the structure. As games provide an

opportunity for language practice, meaningful context is necessary.

Unexpected incidents may happen anytime, even when you have prepared all the stuff

needed, with a well-planned learning target. So in order to prevent, or better say, to

reduce unnecessary confusion or chaos, we may need to play the game with our partners

in advance. For some complicated ones, demonstration is needed. Demonstration,

rather than lengthy explanation, gives a better reception to students. This may reduce

confusions or arguments among children. Sometimes, quarrels may arise because ofmisunderstanding or misinterpretation of the game. In my opinion, a translation from

the teacher or some bright students will help children understand.

Rules have to be stated clearly before game starts. Any misbehaviour like cheating has

to be stopped so that games can be carried out in justice. This is in fact authentic to all

people in everyday life. Something we have to bear in mind being our responsibility

as an adult as well as a teacher, this is a good time for moral and ethic education. Let

all children know they have to be honest and do things according to rules.

Matters to be Concerned

Games can be carried out any time any place. Some simple handy games can help in

refreshing teaching items as well as raising the learning mood of children. Some

students or groups will finish a task before others. If that is not a competitive activity,

they may feel bored while waiting for the rest of the class. One way of dealing with

the problem is to give small games which can be done in a short time. Those

early-finishing students will then be happy and willing to wait for others patiently.

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Such small games can be puzzles, IQ quizzes, little worksheets etc.

Team competition games will develop team spirit. Teacher can take record of the

group score for one or two months, so as to arouse their motivation. But then after that

period, the scoreboard needs to be refreshed so that the weaker or slower groups can

have a chance to start over.

Be fair to all children. Give encouragement to those who can do or try their best to do

the work. In the course of playing, you will surely see children make mistakes. Just

let them keep playing. If you are too serious about their mistakes, you will bring the

fun to a halt. Dont worry, they will learn afterwards.

Although games are welcomed in most of the time, they will not please everybody.

Some students like playing this type of games, some others like another type of games.

Some children may begin with enthusiasm, but after a period of time, the enthusiasm

wanes and they are ready to quit. Dont be disappointed. If you find the game is not

being welcomed by a certain group of students, try another one next time.

Conclusions

Playing games is one of the Gateways toAcquireMeaningfulExperience. Awell-planned game helps children in learning. It provides us with motivation in

learning; enjoyment for both learners and teachers; enhancement of learning; good

memories of the things being experienced; and most of all, children are willing to learn

and find pleasure in learning. There are hundreds of games that you may find useful.

You can also derive another hundred from them. Therefore, look for games that both

appeal and suit childrens age and ability. Remember to give compliments.

Congratulate children on their creative ideas and superb accomplishments. Help them:

LOVE PLAYING, LOVE LEARNING!

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