#eflgames

A balancing act. Non-competitive EFL games for kids

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It happened way too many times…

Here is a situation that I witnessed many times during an observed lesson with young learners: a teacher and a group of kids start playing a game, for example riddles. The teacher models, then the kids take over. One student sits in front of everyone, chooses a card for the other students to guess or to identify. Kids start shouting out words, one of them gets it and the teacher takes the flashcard and hands it over to the student who shouted the correct word. The game goes on and it takes about three rounds more for one of the students to get offended / upset / angry / sad about not winning. More often or not, someone starts crying. Oups.

It is not only about losing, although, to be honest, this is a serious problem, too. Here, however, the ‘failure‘ of some kids is clearly visualised with a flashcard. Frequently, it is also very unfair because it is the faster and louder kids that get the point and these are not necessarily the kids who really know the answer. Also, there is another dilemma in a situation when two students shout out the correct answer at exactly the same point. Will the teacher tear the card into halves? No, of course not. Sigh.

That issue, frequent as it was, was always addressed during the feedback session and I am pretty sure every session on games for VYL and YL included the commandment compressed down to ‘Don’t use flashcards as reward points’. This was the bread and butter of a trainer / VYL ados.

My real shock to the system was an invitation to volunteer at Sheredar, our rehabilitation camp for children who went through serious diseases a few years back. I had a chance to go there a few times and teaching kids was an amazing experience. However, before I went, our contact and coordinator, Ksenia, said: ‘They will be one big mixed ability group but you can choose any topic you want. Actually, do whatever, just don’t play any competitive games. These kids have fought enough’. It took me about a minute to understand that I have no games to play. All my favourite activities, those that I frequently used in my lessons, with kids, juniors and teens, all of those favourite ones were competitive. ALL OF THEM.

Should kids even be playing competitive games?

I have been looking for sources on competition in the EFL classroom and I have found…nothing. I started to look around for any texts on kids and competition and it turns out that getting engaged in competitive activities such as sports, for example, can be very beneficial for children.

  • competitive activities can be motivating and encourage kids to improve their skills
  • playing and losing and winning helps children to learn how to deal with competition and with the fear of losing
  • they are also an opportunity to learn how to deal with pressure and how to win and how to lose
  • they are good for building self-confidence
  • they teach kids about the existence of the rules that need to be obeyed
  • they can help form friendships and relationships, with peers and adults
  • and, also, even if they are sports, they can lead to improving academic performance in children

Although, of course, they can also have some drawbacks, such as too much pressure, negative feelings in children and for their self-esteem.

On the whole, competition is a good thing, although it is not a given that all the children take to it naturally. Some of them might struggle, which is natural, bearing in mind that not all the adults have learnt to deal with it successfully, and they should be given help and support.

EFL and competition

As regards our EFL classes, especially those with the younger learners, primary and pre-primary, it would be just reasonable not to abandon all the competitive games althogether but to keep an eye on the balance and on avoiding a situation when all the games and activities that comprise a lesson have promote competition. Apart from competition, there are the other beautiful C-words such as: cooperation, colaboration, cognitive skills development that can and should be the foundations for our classroom life.

Not to mention that everything that we do in our lessons, namely learning a language, is against the very idea of competition. All the kids learn for themselves and although they have the same linguistic aims, their overall results or results in certain areas of language learning do not depend on the results of the other participants. What is more, their progress is measured against their previous results and achievement, although, admittedly, the situation is slightly different when it comes to learning a langauge in the context of a state school where kids’ progress is graded at every step of the way.

Things to consider

The most important thing to remember seems to be the fact that we, as teachers, should not take things for granted and assume that all the kids in our group like competition and competitive activities and that all of them are equally prepared to win and lose with grace.

The other factor to take into consideration is the age of the students. The younger the students, the less likely it is that they have already had a chance to participate in those kind of activities and acquire these skills and that they have enough life experience to be mature about it. It is a combination of their age, cognitive and social development as well as life circumstances such as having a chance to attend kindergarten, playing at home with parents and relatives, having older siblings and so on.

Equally important is the bond between the students. A group of children starting to learn together in September is a completely from the same group in January or even in October, especially in the context of after school groups or afternoon language schools where children might land in a group of complete strangers with whom the only thing they have in common is the age and the level of English, not the family ties, the address or the school. The more they get to know each other, the more they bond, the easier it will be for the teacher to set up activities, including competitive games, and for the kids to handle ‘failure‘. After all, it is easier to lose and get over it when you play with friends.

What it comes down to in real life, with real children, is keeping an eye on the kids, checking how they react to different stimuli and then introducing some competitive games, carefully, step by step. However, with my youngest students, this non-competitive period may span over the entire length of the pre-school EFL. With the most recent group, we started to play only half-way through our third year together and even then it was the whole group vs the teacher (who always lost).

Every little helps

Here are some of the tricks and techniques that a teacher can use in the classroom while introducing competitive games or taming of the competitive games we often include in our lessons (tired and tested):

  • Playing the familiar games such as riddles or pelmanism in a less competitive way. First of all, we do not award points for the boardrush OR we award points to both teams for competing the task, not only to the team who is faster (especially that with boardrush at least it is sometimes very tricky to establish who really was the first one to touch the board). Points here can be pluses or hearts on the board or flashcards given out to the winner in a particular round. Instead, we finish the round, the praise everyone and we simply move on. The game itself (the fun of participating, the language produced or used) is the reward itself.
  • We do not determine the order of participation based on the successful participation, for example in riddles, when the student who guesses the word is the next one to play. Instead, all students take turns, one by one to make a riddle for the whole class, regardless of how good they are at guessing.
  • Playing ‘Simon Says’ without excluding the losers by asking them to sit down after they make a mistake, especially that a growing number of non-participating students is very bad for the overall classroom and behaviour management. Or, in the same way, playing the Treasure Hunt without establishing who the winner is. We all look for clues around the classroom or the school, we all participate for ten minutes and in the end all check our answers, without counting the points or the number of the elements or stages completed.
  • With pelmanism, instead of playing 1-1, with kids uncovering two cards at a time, the whole group can do it in pairs, with two kids always participating, ideally in different combinations. As soon as a pair is found, the teacher and the kids cheer for everyone, and the cards are put aside or given back to the teacher.
  • Play the game in the format of the teacher vs the whole group, to create the support for the individual child. If they win or if they lose, they will do it together, with all their friends, nobody will be singled out. Ideally, in such a situation, the teacher loses and has a chance to model the mature behaviour and how ‘a failure’ can be handled, but, of course, bending the rules in order to ensure that might not always be easy to do. If you are looking for ideas, I would recommend pelmanism. It is very easy to get distracted and to forget (or ‘to forget’) where the other card from the pair is located.
  • Any game can be played in teams, a team vs a team, instead of individuals competing with each other. This way, again, the support, the safety net or the safety blanket is created. Enjoying the victory or handing the loss is easier with your team. Even if there is one child who does not handle ‘the failure’ very well, there will be other children in this situation, too. They will serve as role models.
  • Having the teacher participate, as one of the teams, can also help soften the blow of the defeat. Again, the teacher will be the one to model the langauge use, the game rules application and the player’s behaviour, too.
  • If possible, talk to the parents whose children struggle with controlling their emotions while losing the game. If nothing else, it would be great to find out whether there have been any factors that could have played a part, whether the child reacts this way in other situations and to simply inform them what happened in class. Perhaps parents will be willing to discuss this topic at home, to reinforce what the teacher does at school and, perhaps, to also play games at home, to help the child tame that beast.
  • In one of the posts (see bibliography), I found another great tip. What is necessary is a quick game that can be played a few times, in a quick succession, in the same lesson. Some of these will be won, some will be lost, but the quick pace and the repetition will make either of the results, the victory or the defeat, not so relevant anymore and easier to deal with and to even forget.
  • Another approach that I have been using in some of my summer camp groups was the Points Poster that we used throughout the entire camp. It was very simple, only an A3 piece of paper, with the team’s name, displayed on the wall. Every time we played a competitive game, there were points, for example two or three stickers for the winners, a star for everyone else. All the kids took very well to it because winning the stickers was great but the joy lasted a brief moment only and very quickly the stickers won today would quickly get lost among all the other stickers won on all the other days. The defeat, on the other hand, was perhaps not the most pleasant thing in the world but it didn’t matter much because the students knew that they would be another game on the same or on the following day. What is more, because I was using some leftover stickers, of all kinds, sometimes it was more fun to choose one huge sticker for your team rather then three little ones…
  • Finishing each game with the teacher and the kids thanking each other for the game, with a simple handshake and ‘Good game‘, just like all the football or volleyball players do at the end of the match.
  • Any activity that can work towards bonding and building a community is also welcome
  • If there is the students who struggle with dealing with their own emotions while playing games, I have so far tried two things. One of them was pairing this student up with myself, in 1-1 games, in order to be better able to model, to monitor and to help the child control their emotions during the game. I have also experimented with pairing up with this child in the games that we played in teams because, again, losing (or winning) in one team with the teacher was easier to deal with.

Non-competitive EFL games

First, an anecdote. The heading of this paragraph is what I put into my google. Would you like to guess what the amazing Uncle Google came up with? Nothing.

‘Fun games’ – yes, ‘no prep games’ – yes, ‘exciting games’ – yes, sure. There was one post from the British Council (see bibliography) but not many of them are appropriate for kids and not many are actual games. And one article about an activity that still has winners and losers…Nada, nada, nada.

Here are some suggestions from the non-competitive games that I have played

  • Musical flashcards: a simple movement game, an adaptation of the musical chairs game, only without any kids dropping out. The teacher puts out all the relevant flashcards on the floor, kids move around with some music playing. When it stops, every child picks up a card and makes a sentence for example: I like bananas (topic: food), I haven’t got a cat (topic: food), I am wearing a blue t-shirt (topic: clothes) etc. Afterwards, the flashcards go back onto the floor, the teacher puts the music on for another round of the game.
  • All the logical games such as Find the difference (for example those that we have in the YLE Movers and Flyers) or Odd one out (for example YLE Movers) that can be easily adapted to any topic. A similar activity will be also based on the silly picture scenes that I described in an earlier post here.
  • I Spy: a variation of the game with a set of visuals such as a poster or an illustration from the coursebook. Kids work together as a group (in the early stages) or in pairs, they describe something in the picture, with the relevant sentences, depending on the age and level (I spy with my little eye something. It is big, it is green. It is next to the cat. etc). The student or the students who listen find the relevant object. This game is not competitive because there are no winners / losers and the game goes on until the child / children guess. As the game proceeds, the kids can offer more information and support to help their partner, for example the first letter / sound, the gestures etc.
  • Riddles: the same principle and procedure as above but it can be played with flashcards or a set of word cards or a set of words prepared by the kids.
  • Back to the board: it is a very popular game that can easily be played in a non-competitive way and this way it can go help build and develop a sense of community and give the whole group a chance to work together. One of the students sits on a chair in the centre, facing the group. The teacher writes a word or a simple sentence on the board and signals how many words it includes. The group work together to help the one student guess and recreate the word on the board. With the lower level kids, flashcards can be used instead of words although using simple sentences works wonders for the students to learn and to work better with the grammar, the sentence structure and, progressively, with the meta language.
  • Monster game aka Hangman aka Let’s save the little human: I love playing Monster Game with the lower levels because it helps the students work with literacy, spelling and blending and we always play it as a whole group with all the students contributing and working together to guess the letters and the words and to help the little human who is slowly losing parts of the ladder, the boat or the hotair balloon. To make the game less cruel, the element of getting points can be added (i.e. when the kids guess a part of the word or when they guess the most common letter or when they get all the vowels etc) and with my summer camp group the game finished with the kids drawing some food for the hungry monster because they developed empathy for someone hungry, even though it was a monster.
  • Telephone: this game is a variation of something known as ‘Whispers’, with the whole group sitting together and passing a word or a simple phrase, from the end to the beginning of the chain. This is not a very generative game or a very communicative one but it helps the kids work together towards one goal and it is easy enough even for the youngest kids.
  • Stations in the classroom: this is not really an activity but a format of completing tasks with kids. The teacher sets up a few stations in the classrom, for example in the four corners of the room. Kids move from one station to the other and complete the task such as unscrambling words, completing a simple handout, matching words and pictures, playing a round of pelmanims and many more. Kids complete a few tasks during the lesson and their job is done when they complete a full circle but they do not compete with everyone else in the group. It is up to the teacher to decide when then task is done and they can move on and in this way, even the ‘weaker’ students can play and participate without any pressure from the group.
  • Community building games: on of the 30 Creative Team Building Activities. I haven’t tried these yet but these definitely caught my eye: Cross the Line (22), Paper Chain Race (30), Shrinking Classroom (18), Building a tower (6 and 10). Or 22 Fun Team Building Games and Activities for Kids. Here I really liked: Forehead Dots (4), Some of them have the ‘choose the best / fastest team’ element which works to some extent as it helps the kids to bond within their team but I would still skip this element altogether.
  • Last but not least, among the things that has been on my wishlist of the things to try out in the classroom is the parachute and all the parachute games. Some ideas can be found here.

Coda

But, perhaps, the situation is a little bit better than it seems. While working on this post, I asked my audience on the social media about their opinion and I was very happy to find that those who responded use a mix of competitive and non-competitive games. At the same time, the teachers admitted that they have to deal with the competition-related stress in the EFL classroom, although not all the time and ‘some games, some days, some kids’ was the most popular answer.

What about you, dear reader? Do you play any non-competitive games with your YL students?

Happy teaching!

Bibliography

Teaching children to lose gracefully so they can lose with dignity as adults (oregonstate.edu)

Pros and Cons of Competition Among Kids and Teens (verywellfamily.com)

The pros and cons of competition | BabyCenter

How To Teach Children To Cope With Losing | Casa de Corazón (casaearlylearning.com)

6 Tips for Teaching Children How to Lose — Better Kids

australiansportscamps.com.au/blog/benefits-children-playing-competitive-sports/#:~:text=Competition Can Improve your Child%27s,high school and tertiary studies.

Six collaborative games for competitive English language classrooms | British Council

ETF 57/3 pg14-23 (ed.gov)

Problems with Games in ESL/EFL Classrooms (and Solutions) – BINGOBONGO (bingobongokids.com)

Crumbs #38 A – Z Game

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Ingredients

  • A piece of paper and something to write with
  • All the letters of the alphabet written in one or two columns, with some space to write, next to each letter

Procedures

  • The teacher divides the students into pairs or teams and gives out the paper with the letters of the alphabet or asks the kids to write these down.
  • Step 1: The teacher announces the topic i.e. Clothes and asks the kids write one word (or phrase) for each letter of the alphabet or, more realistically, for as many letters as they can. The teacher gives an example. Ideally, the teacher creates her/his own list in order to have a set of words to model the other stages of the activity.
  • The teacher sets the time limit (i.e. 5 minutes for the younger kids and 3 minutes for the older kids). It might be a good idea to use a song instead and after the song finishes, the activity does, too.
  • The kids work in teams and make a list of the words within the vocabulary set. After the time is up, the teacher stops the game.
  • Step 2: The kids exchange the lists and count the words or phrases which their friends have managed to write within the set time limit. The teacher writes the results for each team on the board.
  • Step 3: The teams read the words on the lists and choose: the most interesting word, the most unusual word, the funniest word, three words you also have, three words you don’t have, any word you don’t understand or remember etc. The teams work in pairs and find out why their partners put these words on the list. If possible, the kids exchange the lists with another team and repeat the procedure once or twice.

Why we like it

  • For the students it is a great opportunity to revise and recycle vocabulary. All the beginner levels aside, even when the main lesson aim is to introduce and to practise new vocabulary, chances are the kids have already learnt, heard, used or seen some of the words. After all, the vocabulary sets are repeated and extended from level to level, not to mention that most kids have more than one source of English in their lives: the state school, the language school, a private teacher, brothers, sisters, parents, videos on youtube, cartoons, stories, computer games online…This game is one of the easy ways of revising all this vocabulary to prepare for ‘something new’
  • For all the reasons mentioned above, it is an absolute necessity for the teacher to find out how much the kids already know as regards a certain area in order to do a very focused (if a very contained) needs’ analysis and to adjust the volume, the level and the intensity of the new material presentation later in the lesson
  • It is very easy and requires no preparation whatsoever.
  • It helps to improve the students’ self-confidence because it gives them an opportunity to see how much they know already.
  • It can be used with any set of vocabulary, either thematic (i.e. clothes, food, animals) or content-related (i.e. the words necessary to describe a picture, the words used in a certain text or a listening task, a video)
  • The final task can be easily adapted i.e. choose 5 words to describe yourself, choose 5 words to use in a story or in a dialogue, choose 5 and describe them for your partners to guess, use a dictionary to find the words or structures for the missing letters, compare the lists with your friends to find the words or the structures for the missing letters, use the words to describe a photograph, use the words to talk about your day today etc.

Happy teaching!

Crumbs #24: The sheep! A game

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Instead of an introduction

I have a small problem: my brain does not like dealing with written instructions and, really, any instructions whatsoever. I cannot make myself. What that means for my life is that I use devices instead of reading the manuals, I prefer to watch cooking videos rather than reading any recipes (and, indeed, no matter how exciting the food, if the instructions for cooking are longer than four or five lines, I immediately lose interest). In my teaching life, that means never reading any teachers’ books (if I can help it and most of the time I can). If I find an activity that I like, in a resource pack, for example, and I cannot figure out how to use it only from the game itself, well, I just never use it at all.

Or I make up my own rules. That’s exactly what happened with this game.

It actually makes me giggle. I have had this game for about three years (a lovely present from Chee-Way) and it was only this week that I noticed the name of the game. Apparently, it is called Snap. Oh, well.

This morning I was finally inspired enough to google how to play it and I found it easily enough, only to find out that I had never played it the right way. Oh, well.

Actually, I had some suspicious that what we were playing was inspired by another game, that I once heard about but when I bothered to find out, it turned out this morning that I couldn’t have been more wrong. Oh, well.

The Sheep Game (as we know it)

  • There are 12 different emotions / feelings / adjectives in the set. We started to play with those that the kids knew already and, then, we kept adding one or two with every next game. At this point, they know all of the adjectives and we play with the whole set.
  • There are 4 cards of each adjective but in any real game, we use only two of each. One is displayed on the floor in the middle of the circle. The other one we deal among the teams. Usually each team ends up with four cards.
  • The students keep their cards secret from the other teams.
  • We sit in a circle, students ask the questions to the team sitting on their left or on their right but the questions are always travelling in one direction.
  • The main question is ‘Are you happy / sad / angry?’
  • If the team have this one particular card, they have to answer ‘Yes, I am’ or ‘Yes, we are’ and give away the card.
  • If the team don’t have this particular card, they have to say ‘No, I am not’ or ‘No, we are not’ and then it is their turn to ask the team on their left / right.
  • The game can be played for a certain number of rounds or until one of the teams loses all their cards. Then the winner is announced and that is the team has the biggest number of the initial set left.
  • It is a great game to practise the key vocabulary, in a sentence and although the students play in teams, they can win the game only when they pay attention throughout the entire game, listening to all the teams and keeping track of all the cards (or words) that were mentioned and lost, too.

Variations

  • Blue, please – one of the first games that I normally play with my primary students, in the first weeks of the course, as soon as we feel comfortable with the basic colours or numbers, we play with flashcards that we usually hide inside of the book, to make sure that the cards remain a secret. As soon as the kids progress, we replace the simple ‘please’ with a full question ‘Can I have blue, please?‘ and we play it this way with any set of vocabulary
  • Do you like… – another variation of the game that we play with the beginner primary students, we normally switch into that version when we start the topic of food and drink. If the students / teams have this particular flashcard in their set, they have to answer ‘Yes, I do‘ and they have to give the card away. If not, they answer ‘No, I don’t‘ and they continue playing.
  • What’s the matter with your…– a version that we played with my teens while working on the health / medical vocabulary which turned this game into a mini dialogue with different yes and no answers (yes = I need to have it / them checked, no = nothing I am fine) or Excuse me, where is the check-in gate? while we were working on the travelling / airport vocabulary (yes = it is next to…, no = sorry, I don’t know).
  • Any other set: the vocabulary set + the structure that would be used with this set
  • Whole class vs groups of three? With the younger kids we normally play whole class, in small pairs because it helps them learn the rules of the game much faster and because the game is easy to set up and you need no other materials apart from the set of flashcards normally used in class. With the older students, I use words on small cards and we normally play it with the whole class only in the beginning, later on they play in groups of three.
  • And the winner is… Well, there are at least two options here. For a very long time we played it in such a way that the winner was the team who had the biggest number of cards left at the end. Until my kids suggested that perhaps the winner should be the team who managed to get rid of their cards first and we played it this way, too. On the one hand, it makes the game less competitive and it is not a real shame to be ‘losing’ a card but we have had a situation when a team avoided asking the right question not to help their opponents win…I suppose the game can be played as normal and it can be decided only in the end who the winner is (all the cards lost vs all the cards saved) but we haven’t really tried it in the classroom. Not yet anyway.
  • Leftovers. We normally deal out all the cards available but keeping a few cards away and keeping them secret adds up to the challenge. These leftovers are going to be automatically the incorrect questions and the players will have to figure out first which ones these are and secondly, which ones not to ask anymore.

Happy teaching!

Wordwall: Top 10 Favourite Activities

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Well, well, well, this is officially my post #100 on the blog and I am in the mood for celebrating. That might take the form of sharing some random numbers (8,280 visits and 5,563 visitors over a year and a half (and mind you, I have NO IDEA WHATSOEVER if it is ‘impressive’, ‘not so good at all’ or just ‘why even bring it up?!’) and pondering over the fact that these have been my 5 most popular posts:

a) Colourful semantics in EFL?

b) The Invisible Student and why you might want to have one

c) The first VYL lesson Survival Kit

d) A to Z of homework for very young learners

e) All you need is a picture

Which means that there is some interest in teaching pre-schoolers, using visuals in class and that Pasha, the invisible student, has become a bit more real, overall.

Apart from that, however, I would also like to take this opportunity to share with you my top 10 wordwall activities that I use with my primary and pre-primary students.

Disclaimer: Wordwall is amazing, no doubt about that, but it is still only a resource, a material. Its main aim is to provide opportunities for the students to produce the language. For that reason, in all of the games (for the lack of a better word) described below there will be always a differentiation between the material (the actual tool created with wordwall formats) and the activity (how we use it in class).

Here we go (in no particular order):

  • Are you scared of?

Materials: Random cards, for example ‘Are you scared of…?‘

Activity: Kids take turns to ask everyone the key question using the cue on the card. All the students in the group answer. The same pattern can be used with any question ie Do you like…? Can you…? Have you got…?

Works well with: primary (they can attempt working in pairs and taking turns to ask a question to their partner only) and pre-primary, individual and groups

  • Tell me about

Materials: Open the box, for example Tell me about this picture (seasons #2)

Activity: Kids play in teams, ask for the box to be open, produce a sentence (or sentences about the picture), win the number of points. The game about seasons is a very simple one, for preschoolers, the one such as this one here, about animals, can generate a lot more language, also with preschoolers and, of course, a lot more with primary.

Works well with: primary and pre-primary (with pre-primary we play T vs the whole class), groups and individial (we play T vs the student).

  • What’s this? Stencils

Materials: Flashcards, double-sided, for example Secret animals. What’s this?

Activity: Kids play in teams, team A asks the question ‘What’s this?’, team B tries to answer. Afterwards the teacher flips the card to check. Depending on the vocabulary kids then say whether they like it or not or try to describe, too.

Works well with: pre-primary, individual and groups, it might be a bit under-challenging for the primary students

  • Which one is correct? Spelling

Materials: Flashcards, double-sided, with visuals and correct and incorrect spelling of the word Places in the city or a quiz with a similar idea, for example this one Superminds 5, Read and choose

Activities: Kids read both versions and choose the correct one. With the flashcards the teacher is flipping the cards back and forth, I use it mostly with my 1-1s. With groups the quiz version works better and it can turn into a proper quiz, with the kids writing the answers down.

Works well with: primary, individual and groups

  • Advanced riddles aka Turn your back

Materials: Random cards, for example Transport Revision.

Activities: Kids work in pairs, one student in each pair has to sit with their back to the TV/ interactive whiteboard, the other is looking at the board. T keeps dealing the cards. The student looking at the screen has to describe the word for their partner to guess. After a certain number of rounds they change. The cards usually have the words on them, too, so it works well with mixed ability groups.

Works well with: primary and teens. I have only tried it with groups.

  • Song support

Materials: Match, for example Pete the Cat, Rocking in my school shoes or As quiet as a mouse

Activity: We use the cards or the matching activity to sing the song, slowly, with pauses, to practise and to revise before the actual video / track. The set such as the one for the ‘As quiet as a mouse’ can be used to start creating own versions of the song as kids have only the animals and they can (if they are ready) to come up with their own adjectives.

Works well with: primary and pre-primary, individual and groups.

  • Story / video comprehension check

Materials: Match to accompany Peppa Pig ‘Fruit Day’ or a quiz to accompany Peppa Pig ‘George is ill’

Activities: We normally learn the vocabulary, get ready for watching the video and then watch it. The games described here are used to check comprehension. The quiz is read by the teacher and the kids answer ‘Yes’ and ‘No’ and correct the incorrect sentences (unless I use the same story with primary who can read it themselves). The matching activity is always accompanied by a structure. It can be a simple ‘Apples are for George’ or a more comples ‘George would like apples’.

Works well with: primary and pre-primary, individual or groups.

  • Memory Game

Materials: Match, for example I am going to the supermarket. I am going to buy bread or any other matching activity consisting of two components.

Activities: The game itself is usually set for homework. We check it together, whole class. Afterwards the kids are divided into pairs and they test each other, for example Student A says: I am going to the supermarket’, student B has to recreate the second half of the sentence. To help the kids a bit, I put up some key words (ie places and main verbs) on the board. The kids change after a few rounds.

Works well with: primary, individual or groups

  • Just questions

Materials: Flashcards or random cards, with full questions or prompts.

Activities: Kids work in pairs and the kids interview each other, reading the questions or prompts of the computer / TV / interactive whiteboard. Afterwards they swap.

Works well with: primary and teens, individual and groups

  • Yes / No

Materials: Radom cards or flashcards for example ‘She’s / He’s wearing’

Activities: Kids look at the cards and listen to the teacher describing the pictures. If the sentence is correct, they say ‘Yes’, if there is a mistake, they reply with ‘No!’ and correct the mistake. Later on, there is a lot of potential for the kids to take turns to lead the game. The older students can work in pairs, too, while looking at the screen / the interactive whiteboard / the TV.

Works well with: primary and pre-primary, individual and groups.

If you are looking for inspiration or ready activity, you can find my profile (Azapart) there. I share all of my activities so there is plenty to choose from, especially if you work with Playway to English and Superminds.

Here you will also find Part 2 of this post and even more ideas for using Wordwall games in your YL classes.

Happy teaching!

Crumbs #15: Our new favourite vocabulary game aka General Kutuzov

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As soon as I said it out loud, it turned out that in my classroom is a crowded place. Apart from the teacher (that would be me), my students (older and younger), there is a whole bunch of characters who simply are there.

There is Pasha (the invisible student), there is Angelina (our class puppet), there is Mr Milk (the little-known-superhero), there is the Flying Cow…And there is also general Kutuzov. To whom this game is dedicated.

The thing is, general Kutuzov is a personal hero of mine. Every time I find myself in the middle of a big project, with one million areas to oversee and to manage, while on the verge of going crazy (because I multi-task well only in the classroom and in the kitchen), I think of general Mikhail Illarionovich Kutuzov, one man managing troops, camps, provisions, civilians, and all that in the face of the approaching enemy (aka Napoleon). This thought calms me down.

But not only that.

We sometimes play games with my kids (duh!) and sometimes they get very competitive (duh!) and sometimes, instead of ‘just playing’, some of them take time to think, to ponder, to come up with some very clever strategies in order to win…Which, on one occasion, resulted in me saying ‘Oh, look, here is general Kutuzov, planning something’ and ‘General, Kutuzov, please, can you make a decision? Today?’

They giggled. They are eight but they got the reference. And general Kutuzov stayed with us. So now, when they want to comment on someone taking their time to think or someone coming up with a strategy, they call him or her ‘general Kutuzov’ which, to be honest, I am rather proud of.

And that’s what I called that game:-)

www.wikipedia.com

How to play?

  • The main aim of the game is to get from the START to FINISH, choosing your own route on the board.
  • Players move across the board and as they do, they have to explain the word in each box. They answer the question ‘What’s…?’ or ‘Tell me about ….’
  • It’s always good to put the key structures on the board, to support the production. In the animals game, with my A1 students, we used ‘It has got…(body parts)‘, ‘It can…(verbs)’, ‘It likes to eat…(food)‘ and ‘It lives in… (habitats)’.
  • Students play in pairs or groups of three per board.
  • Players move one box at a time, to the left, to the right, up, down or diagonally up or down.
  • Each box has a number of points assigned and the students collect the points throughout the game.
  • I give the kids small cards, folded, on which they are to write their points and to keep them secret until the end of the game.
  • In the end, each player adds the points and we announce who the winners are, in each pair and in the class.

Why we love it

  • The game generates a lot of language and it keeps the students motivated and involved.
  • It is a competitive game but you can win it not because of good or bad luck but because you plan your movements well.
  • It is suitable for mixed ability groups as the students choose their route themselves and can, if necessary, avoid using the words they don’t know.
  • We played it in our offline lessons but it can be also used online, with the kids annotating on the screen. It would work best with individual students, small groups or big groups playing in teams.
  • It depends only on the players (or their teacher) how long the game is going to last. Naturally, the kids will try to get from start to finish and as soon as one player does it, the game is stopped and the points counted. At the same time, the teacher can set the timer at ‘ten moves per player’ or, simply, stop it at any given point in the game (with the same number of moves per player, of course), announce the end and count the points.
  • It takes a few minutes to prepare and it can be used with any kind of vocabulary, a thematic set (lower levels) or any random set of vocabulary taken from a story or a listening task.
  • The first time we play it, the game is teacher-led and we play with teams of students, on the board but once they get the idea, they can play in pairs.
  • No dice is necessary. Kids can either use checkers or colourful markers to draw their route across the board.
  • I have played it with primary school students (A1) and with my B1 teens, too.
  • The game can easily be made more or less challenging by keeping only two types of boxes (1 and 5 points, for example) or by adding more of those (1, 3, 5 and 10 points) and the number of points can reflect the level of difficulty of the word or phrase.
  • Players can move in any way they choose, one box at a time, but to make it more challenging, the teacher can exclude moving diagonally or any other of the movements.
  • The same can be applied to the rule of using the same box twice. It can be allowed or not.
  • I have thrown my kids at the deep end but I think that if I were to introduce the game again, in a new group, I would probably create a board of boxes worth only 1 point to highlight the importance of strategic thinking here. The kids figured it out themselves, though: the longer the route, the more points (the kids’ aim) and the more language produced (the teacher’s secret objective:-)
  • The board can be colour-coded. It will make it more attractive visually and it will help the kids understand where to move next, for example: a green box = 1 point, a blue box – 3 points and a yellow box = 10 points. Having said that, the black and white simple chart with points works equally well.
  • You can get my animals boards here: the colour-coded board and the points board.

Happy teaching!

P.S. The inspiration for the game might have been a listening activity in one of the old coursebooks by OUP called ‘I Spy’ which had a listening activity in each unit called ‘the maze’. Maybe or maybe not))