Implementing different games in language classes

Аннотация

When we talk about games, we usually consider them as something done outside the classroom. But games in the 21st century’s classes are an essential part of the curriculum. Today’s teachers use them in very different ways, as a warm-up activity, revision of the given topic and many more. It sometimes can be hard for teachers to engage and interact with each and every student in the class, and in order not to have such types of problems; teachers prefer to make lessons based on games. Besides that, research shows that using games in teaching can help to increase students’ participation, foster social and emotional learning, and motivate students to take risks. Keywords: learning objectives, classroom activities, student engagement, game-based learning. What is a game? According to Rieber and Noah “Games are a way of knowing the world, a mediation between experience and understanding” (2008, p. 79). Games in the academic context are used in a very wide range of forms and they are adaptable for different academic subjects. Smale explains that games, including digital and more conventional means such as board, card, pen and paper or dice, have been used successfully in higher education institutions (2011). According to the research of Tim Gifford, co-founder of ELTjam, a teacher who uses the Monopoly in the classroom is not only gamifying the learning environment, but also involving learners in game-based learning, promoting the learner engagement within learning objectives, in other words students learn through playing games. Another two scientists, Lengeling and Malarcher took a deeper look in the benefits of the games in the classroom, they consider them as: 1. Affective, as they encounter a creative and spontaneous use of language; they are both motivating and fun. 10. Cognitive, since they focus on grammar in a communicative manner. 11. Class dynamics, as the game is something which is fully student-centered; usually, whole-class participation is guaranteed and healthy competition is promoted. 12. Adaptability, games can be easily adjusted for the level, age and interests of the students; they require minimum preps, which is so time-saving. Strategies for including games into beginner level classes in language learning I believe that games will give students the opportunity to practice their target language and be more confident in their newly acquired skills by having fun as well. I am basically going to look at the language areas of vocabulary and grammar structures. III. Games for vocabulary. Unfortunately, students sometimes find it difficult to remember unfamiliar words or use them in the correct context. In such cases, teachers help them overcome these problems in other ways. 3. Trashcan Basketball This game is both physically and mentally engaging group activity: We divide the class into 2 or 4 teams, and then each team takes turns answering a vocabulary question. If they can answer correctly, the team gets 1 point. We give that team a ball (or a crumpled up piece of paper will do). If the team can make a basket into the trash can, reward the team an extra point. This is repeated until all vocabulary words have been tested. https://youtu.be/6Z4IDnUcbuQ Here’s the video of the TRAIIICAN BASKETBALL in class. 4. Pictionary Pictionary gives a great opportunity to get the whole class involved: Class is split into 2 teams. One student from each team comes to the board. Assign them one vocabulary word to draw. The students’ teams should try to guess what vocabulary word is being drawn, within a certain time limit—whichever team guesses correctly first gets a point. This is repeated with different members of each team coming to the board until all the vocabulary words have been drawn, then tally the points, and declare a winning team! https://youtu.be/tTslIbA2JF4 Here's the video of how PICTIONARY is played in the class. IV. Games for grammar. 1. “Simon says” We select a number of verbs for which it is relatively easy to do or imitate the activity (read, write, sing, swim, fly, kick, jump are a few that come to mind). Them we write each on a card, ask one student to come to the front of the room, draw a card and proceed to say (or not say): “Simon says jump!” The added catch here is that, even if the command is understood and Simon does “say,” students should not perform the activity if the imperative is not properly formed. If the imperative is properly formed, then all tricked students sit down, and “Simon” continues until all students have been eliminated. However, if “Simon” does not form the imperative correctly, then “Simon” sits down and a new “Simon” comes to the front of the room. It is continued until you run out of cards. This game gives students a fun way to practice commands and ensures that they will work on learning to form them. No one wants to be the “Simon” who can’t form the command he or she is trying to give. 2. Word Scramble We write a sentence, break down the words into their basic fo