![]() ![]() The teacher divides the class into two teams, giving each team an English name, eg.The teacher explains how to play the game in the students native language if necessary.To model the game, the teacher then puts some into the matchbox, shakes it and asks the students to guess how many are inside. The teacher challenges the students to count the 11 toothpicks in his/her hand.Material: 1 matchbox 11 toothpicks per person.Additional benefits: genuine communication hidden drilling teamwork.This is a guessing game played by teams to practice numbers. It is very important not to play a game for too long.Games are best set up by demonstration rather than by lengthy explanation.More English exposure is needed at a later stage. When giving instructions to beginners, a few words in the mother tongue would be the quickest way to make everything clear. ![]() ![]() How much interaction and participation is there? Maximum involvement is something we are pursuing.Does it fit the students? How could I simplify or make it more complex if necessary? Many games require modification in use when the students’ need are taken into consideration.Which skills does it practice? The language skill focus could be any one of the major skills of listening, speaking, reading or writing.‘Teachers need to consider which games to use, when to use them, how to link them up with the syllabus, textbook or programme and how, more specifically, different games will benefit students in different ways (Khan, J.1996).’ The key to a successful language game is that the rules are clear, the ultimate goal is well defined and the game must be fun.īelow are some questions which we might consider as we choose a game: Teachers, however, need more convincing reasons. Students may wish to play games purely for fun. ![]()
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January 2023
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