GAMES AND ACTIVITIES FOR EXTRA-LARGE CLASSES

GAMES AND ACTIVITIES FOR EXTRA-LARGE CLASSES

Presenter: TRAN LE NGHI TRAN, M.ABANKING ACADEMY – PHU YEN BRANCH

4th INTERNATIONAL CONFERENCE ON TESOLGames and activities for extra-large classes


I. Introduction

- Extra-large classes of 60-90 students- Learners of different language abilities

and backgrounds- Heavy curriculum and lack of time- Students not appropriately motivated- Traditional / popular games for small

classes not applicable



I. Introduction

*Requirements for games and activities:

+ Time- saving + Easy to prepare

+ Must involve as many students as possible+ Applicable to different task types and levels

+ Cost-efficient+ Flexible



I. Introduction

* General information:

+ Class size: all sizes + Difficulty level: all levels

+ Preparation: handouts, textbook or slide show


II. Games and activities:

1. Games and activities for individuals:

1.1. “The answer is…”

- Applicable task types: Binary-tasks such as

Yes/No, True/False, Right/Wrong, etc.

- Purpose: to check students’ comprehension

or learning on reading, vocabulary or grammar



5/ Those who still stand after all or stand most times will get a penalty.

a. Procedure

1/ Raise your left hand if your answer is Yes/Right/True

2/ Raise you right hand if your answer is No/Wrong/False

3/ Stand up if you give an incorrect, too slow or no answer.4/ Sit down if you can give a correct answer afterwards.




b. Sample questions: TRUE or FALSE?



1/ A cash point is the same as an automatic teller machine.→ TRUE. 2/ In a free market, many customers compete to supply one product or service. 3/ The final sound in the word “laughs” is pronounced /s/.→ TRUE.4/ “Hedgehog” is the name of an animal.→ TRUE. 5/ The sentence “House owners suffer more pain as mortgage rates go up at 0.5% from 4.5% to 5%” is grammatically right.→ FALSE. (at → by)

→ FALSE. (customers → suppliers)


c. Strengths and weaknesses:

* Strengths:- Effective in checking individual and overall performance of the whole class.- Fun and time-saving* Weaknesses:- Students can copy their friends’ answers- Students only pay attention to the last question




* Solutions:- Ask any random student to explain his/her answer.- Notice: who has to stand most times gets the penalty


* Variations:-Yes/ No/ Not Given tasks- True / False / Not Given tasks- Yes/ No/ Not known- Right/ Wrong/ Not sure

d. Solutions and variations:





1.2. “Who’s the millionaire?”

-Applicable task types: Multiple-choice, matching, missing title/information, etc.

- Purpose: to check students’ overall progress or learning



a. Procedure:

1/ Raise one, two, three, four or more fingers corresponding to the answers A, B, C, D or E, etc.

2/ For questions with two right answers, raise both hands, each indicating one answer.

3/ Slow and wrong answerers have to stand up, and right answerers can sit down.

4/ Those who have stood up most times or given the wrong answer for the last question will get punished.




b. Sample questions:

1/ Choose the best answer:1. The company has an annual __of nearly $2m.A.spend B. moneyC. turnover D. cash

2. Raymond and Howell proposed job cuts because of the decline in sales ______. •figures B. actionsC. employers D. information



√

√

A B

1. Population a. a one-page document summarizing one’s qualifications, achievements, and skills

2. Unemployment rate

b. the value of a country’s money compared with other currencies

3. Exchange rate c. the total size of an economy including the total income from foreign countries

4. Curriculum vitae d. the number of people with no job

5. Gross National Product e. the number of people live in a country




1e

2d

1/ Match a terminology in A with a suitable definition in B

3b

4a

5c



* Strengths:- Effective in checking individual and overall performance of the whole class.- Fun and time-saving- Simple, flexible and useful in different task types

* Weaknesses:- Students can copy their friends’ answers- Students only pay attention to the last question




* Solutions:- Ask any certain student to explain the answer.- Call for answers in random order of the questions


* Variations:- Matching incomplete halves of sentences (ten questions or less)- Finding the right title or heading for paragraphs- Where in the text should each sentence goes in






1.3. “Chain reaction”

-Applicable task types: gap-filling, crosswords, sentence completing or exercises with different question items.

- Purpose: to check students’ abilities and concentration



a. Procedure

1/ A student gives an answer first, and if it is correct, s/he can pick the next answerer.

2/ If the answer is incorrect, the speaker will have to raise one hand up.

3/ One student may be appointed several times.

4/ Idle, lazy or weaker students should be appointed to be the next answerer.





1/ Give correct forms to the words in brackets1. We hope the discussions with our creditors will have a …………......….. outcome. 2. Our company produces a great ………………….. of toys3. Doubts have been expressed as to the ……………....... of the business4. He lacks ………………….. experience in business5. What kind of ……………………… services do you need from them?



satisfactoryvariety

profitabilitypractical

financial

(SATISFY)

(VARY)

(PROFIT)

(PRACTICE)

(FINANCE)



* Strengths:- All learners are highly focused and involved in learning.- Students can not copy others’ answers so they must be more active and independent.

* Weaknesses:- Students may tell their friends in advance not to appoint them.- Students can ask for help or prompts from nearby friends.




* Solutions:- Ask the appointed student to explain his/her answer.- Whoever gives a hint to an answerer gets a penalty.


* Variations:- Students can answer in any questions first, but must not repeat an already done one.- The appointer chooses the next question to be answered.- For cloze paragraphs: A student reads aloud the text then stop anywhere after one gap. The appointed has to continue EXACTLY from the next word.- The class is divided into two groups and one must appoint the other group’s members to go on.

d. Solutions and variations:1.3. “Chain reaction”



2. Games and activities for groupwork:

2.1. “Who’s the quickest?”

-Applicable task types: Controlled-writing tasks such as sentence completing, building or rewriting, etc.

- Purpose: to check students’ potential and co-operation



5/ The group with more marks wins the game

a. Procedure

1/ Divide the class into two groups.2/ Compete against each other in completing the tasks the most quickly and accurately.3/ Appoint the rival group members to write their answers on the board4/ Other students shout suggestions to help their group’s members or distract their opponents





1/ Rewrite sentences1. The importer receives goods. The payment may not be made by him.→ After ……………………………………………...…………………………….2. They reported that the accumulated reserve was not used for reinvestment. → The accumulated reserve …….……………………..……………………….3. This is the first time the cost of opportunity has been taken into account. → The cost of opportunity ……………………………………..........................4. Commercial banks have to deposit part of their reserves at the central bank.→ It is ............................................................................................................

2/ Build sentences5. 1997/ Barbara / become/ project manager/ British Airways.…………………………………………………………………………………………6. firm/ be/ take over/ French/ corporation/ last month.…………………………………………………………………………………………7. Please / contact me / if / there/ be / question / you / would like / ask. …………………………………………………………………………………………8. I / be/ grateful/ if/ you /could/ send / quote/ and/ latest brochure. ……………………………………………………………………………………



receiving goods, the importer may make the payment for them.

was reported not to be used for reinvestment.

has never been taken into account before.

necessary for commercial banks to deposit part of their reserves atthe central bank.

In 1997, Barbara became the project manager in/at/of British Airways.

The firm was taken over by a French corporation last month.

Please contact me if there are any questions you would like to ask.

I would be grateful if you could send me the quote and latest brochure.



* Strengths:- Students must always be ready and do their best.- It helps create team spirit and co-operation ability.- The weaker students are often appointed the most frequently and thus learn and benefit most.

* Weaknesses:- The students may get overexcited, and produce too much noise.- Lazy learners may borrow their friends’ notes to bring to the board.




* Solutions:- Students must not bring anything to the board but to memorize the answers.


* Variations:- Relay races: only one member per group writing on the board at one time.- Question answering, paragraph writing or story reporting practice- Games with several rounds, each with a different exercise

d. Solutions and variations:2.1. “Who’s the quickest?”




2.2. “The walking dictionary”

-Applicable task types: vocabulary check-up, synonyms/antonyms finding, sentence-building, etc.

- Purpose: to check students’ vocabulary and memory



5/ The group with more marks wins the game.

a. Procedure

1/ Divide the class into two groups.

2/ Each group sends to the board as many voluntary members as they like to write answers.3/ Students appoint the rival group members to write their answers on the board if required.4/ Students can point out their opponent’s mistakes to earn more marks.





1/ In three minutes, write as many words relating to the topic “environment” as possible.

2/ Write as many pairs of antonyms as possible in five minutes. For example: big – small.



3/ Write as many phrases/ collocations containing one of the following words: “go”, “look”, “get”, etc.



* Strengths:- Students can show the best of their abilities and be as original and creative as they can.- Students become more confident and active in learning.- It is useful for classes with mixed levels and abilities.

* Weaknesses:- The board after the game would look like a real mess.- There would be lazy students who just sit and make no contribution or learning at all.




* Solutions:- Make idle students comment on the answers and give their group bonus or minus marks.


* Variations:- Game with two rounds:- Round 1: both groups send their members to the board to write their answers.- Round 2: Group A writes the meaning for group B’s words and vice versa






2.3. “Class projects”

-Applicable task types: Listening, speaking, reading and writing tasks, especially those with many question items or requirements.

- Purpose: to check students’ listening and/or reading skills



a. Procedure

1/ Divide the class into several groups.2/ Each group is given a piece of paper to write their answers, every of them must be written by a different group member.3/ The quickest group to finish their project will get bonus marks4/ The group that has most marks wins the game and will be rewarded.





1/ In 30 minutes, write a brief profile of a multinational company.2/ Go to the website of VOA or BBC, listen to a news announcement, note down the main points and report them to the class.



3/ In one hour, prepare a brief report on an international organization such as the IMF, WHO, WB, etc.



* Strengths:- Flexible task types and adaptable to different class sizes and levels.- Students work harder, learn better through peer correction and the teacher’s workload is lessened.- It helps sharpen students’ team work skills and enhance their team spirit.

* Weaknesses:- Much argument over the possible mistakes and correction.- The group division should be done very carefully.




* Solutions:- Make idle students present the answers of their groups or give comments on other groups’ work.


* Variations:- All groups pass their papers to other groups to be marked.- A group can point out their rival’s mistakes and correct them, and the group with least mistakes will win the game.

d. Solutions and variations:2.3. “Class projects”


Have their own strengths and weaknesses so it would be wise to use them together in different contexts.

III. Conclusion:

Can be easily-adapted and suitable to different class sizes, difficulty levels and task types

Cost almost no money to prepare and require very little equipment

Can be used with any textbooks or teaching materials and for any teachers without much initial training.

Learning from peers is better than from teachers, but in order to learn, students must be awake and involved first.


The above presented games and activities:


THANKS FOR YOUR LISTENING !


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GAMES AND ACTIVITIES FOR EXTRA-LARGE CLASSES