Type of games:
1.
linguistic games: focus on accuracy,
such as supplying the correct antonym.
2. communicative games: focus on successful
exchange of information and ideas, such as two people identifying the
differences between their two pictures which are similar to one another but not
exactly alike. Correct language usage, though still important, is secondary to
achieving the communicative goal.
Three features: information gap, choice and feedback
Information gape:
ü meet the neighbors-getting personal
information
ü solve problems: clues given need fill info
in chart
ü finding differences between pictures
ü trace the route
ü complete the drawing by asking questions
ü jigsaw activity
ü daily activity
ü solve the thing by questions
Grape vine game: whispering message into years and getting
last, knowing difference from original message.
Riddles:
Kim's game: develops a person's capacity to observe
and remember details
Twenty questions: solving by yes/no questions
Why language games? /Importance/advantages
1. add interest
2. provide a context for meaningful communication
3. emotions aroused when playing games add variety to the
sometimes dry, serious process of language instruction
4. may lower anxiety,
encourage shy learners
5. can involve all the basic language skills
6. student-centered-active
7. played in small groups, learn to work with others-cooperative environment
How to play/plan
1.
Demonstrations of how
the game is played.
2.
Key vocabulary and
concepts may need to be explained.
3.
Clear directions.
4.
Games already known to
students.
5.
Games used to revise
and recycle previously studied content, rather than involving new content.
6.
Groups are
heterogeneous in terms of current language proficiency, so that the more
proficient members can help others.
7.
Resources, online or
print, such as dictionaries and
textbooks
