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UNIVERZITA PALACKÉHO V OLOMOUCI

Pedagogická fakulta

Katedra anglického jazyka

Alena Šubová

5. ročník – prezenční studium

Obor: Učitelství pro 1. stupeň základních škol a anglický jazyk pro 1. stupeň základních škol

GAMES IN ELT

Diplomová práce

Vedoucí diplomové práce: Mgr. Josef Nevařil, Ph.D.

Olomouc 2011

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Prohlašuji, ţe jsem diplomovou práci vypracovala samostatně a pouţila jsem jen uvedených

pramenů a literatury.

V Olomouci dne…………….

...........................................................

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I am very grateful to Mgr. Josef Nevařil, Ph.D. for being a very helpful supervisor, who was

always patient, supportive, cooperative and willing to assist me anytime. I am also thankful to

MBA. Arnold Masselink for the language advice.

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ABSTRACT

The focus of the thesis is on the utilisation of language-learning games in English language

teaching. The theoretical part is based on information connected to playing games in the

language lessons with the focus on language skills. The practical part applies theoretical

information to real language lessons through specific games. The aim of the thesis is to answer

the questions below:

How does playing games influence the language-learning process?

Can games be used as a motivational element?

Which factors need to be considered for the game to be suitable for young learners?

What are the teacher‟s and the young learner‟s role in the process of playing games?

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CONTENT

1 Introduction ............................................................................................................................. 8

Introduction to the theoretical part............................................................................................. 10

2 Games in ELT ........................................................................................................................ 12

2.1 Definition of a game ............................................................................................................ 12

2.2 Classification ...................................................................................................................... 12

2.2.1 Classification according to the language practice .......................................................... 13

2.2.2 Classification according to the materials needed ........................................................... 14

2.2.3 Classification according to Ur....................................................................................... 14

2.3 Reasons for playing games .................................................................................................. 14

2.4 Introduction of a game ........................................................................................................ 15

3 Skills ...................................................................................................................................... 16

3.1 Listening skills .................................................................................................................... 16

3.1.1 Learning listening ......................................................................................................... 17

3.1.2 Teacher as an aural input .............................................................................................. 18

3.2 Speaking skills .................................................................................................................... 19

3.2.1 Giving instructions ....................................................................................................... 19

3.2.2 Teacher‟s questions and responds in ELT ..................................................................... 19

3.2.3 Speaking methods......................................................................................................... 20

3.2.3.1 Controlled practice .................................................................................................... 20

3.2.3.2 Guided practice ......................................................................................................... 20

3.2.3.3 Free practice .............................................................................................................. 21

3.2.4 Usage of the mother tongue .......................................................................................... 23

3.3 Reading skill ....................................................................................................................... 24

3.3.1 Choosing reading materials........................................................................................... 24

3.4 Writing skills ...................................................................................................................... 26

3.4.1 Writing and other skills ................................................................................................ 26

3.4.2 Writing practice ............................................................................................................ 27

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4 Skills through games .............................................................................................................. 29

4.1 Listening through games ..................................................................................................... 29

4.1.1 No learner‟s response required...................................................................................... 29

4.1.2 Short answers required ................................................................................................. 30

4.1.3 Listening to a story ....................................................................................................... 30

4.2 Speaking through games...................................................................................................... 31

4.2.1 Controlled speaking activities ....................................................................................... 31

4.2.2 Guided speaking activities ............................................................................................ 31

4.2.3 Free speaking activities................................................................................................. 32

4.3 Reading through games ....................................................................................................... 34

4.3.1 Modification of a text ................................................................................................... 34

4.3.2 Reading activities ......................................................................................................... 35

4.4 Writing through games ........................................................................................................ 36

4.4.1 Controlled writing activities ......................................................................................... 36

4.4.2 Guided writing activities............................................................................................... 37

Summary of the theoretical part ................................................................................................ 39

Introduction to the practical part................................................................................................ 40

5 Games in use .......................................................................................................................... 42

5.1 Listening games .................................................................................................................. 43

5.1.1 Vocabulary Bingo......................................................................................................... 43

5.1.2 Antonym Bingo ............................................................................................................ 45

5.1.3 Red hen and brown fox I .............................................................................................. 47

5.2 Speaking games .................................................................................................................. 49

5.2.1 The magic ball .............................................................................................................. 50

5.2.2 “Where are Grandma‟s Teeth?” .................................................................................... 52

5.2.3 Questionnaires made by children .................................................................................. 53

5.3 Reading games .................................................................................................................... 56

5.3.1 The matching game ...................................................................................................... 56

5.3.2 Red hen and brown fox II ............................................................................................. 58

5.4 Writing games ..................................................................................................................... 59

5.4.1 Anagrams ..................................................................................................................... 60

5.4.2 Bingo focused on spelling and meaning of words ......................................................... 62

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5.4.3 Run and write dictation ................................................................................................. 63

5.4.4 Write two true sentences and one false. ........................................................................ 65

Summary of the practical part ................................................................................................... 67

6 Conclusion ............................................................................................................................. 69

Sources of literature

Resumé

Appendices

Anotace

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1 Introduction

The traditional ways of teaching are mostly based on drill and memorising vocabulary and

language structures. Therefore children might start to dislike learning language and the teacher.

For this reason, the traditional methods are partly replaced by new alternatives or simply

enriched by some added elements. A game can be considered to be one of the language-learning

elements.

Nowadays many teachers apply games into the language lessons. It is debatable whether the

language-learning games are an effective learning tool for young learners or not. Games may be

played a lot; however with no impact on the young learners. Moreover, there are many more

factors influencing playing the games. For this reason, I have made the decision to try various

games myself based on some theoretical information. Of course, some games have failed and

different games have succeeded. Sometimes, the young learners enjoyed playing a game, but

also there were times when the game was a total failure. Finally, the games considered by me as

a nice enrichment of the language lesson were put together and presented in the thesis.

The thesis is focused on English language teaching using games with young learners. In general,

games are loved by nearly most of the human beings. Therefore, if the language is taught

through the games, then it might be easier to learn it and the process of teaching / learning the

target language might be more enjoyable. As a part of the enjoyable learning it is important to

create an optimistic atmosphere in the foreign language class that motivates children to learn the

language.

English language teaching is also based on the right choice of material and methods to be applied

on the learners in the language learning process. For this reason, educator should consider many

factors connected to the choice of material or possible modification before the game is played.

Even though, sometimes it might be complicated to decide which game is the best for the young

learners. In general, game should fulfil the educational aim, involve all young learners and bring

positive feeling connected with motivation for further learning.

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Games are involved in the language lesson combining learning of four language skills, such as

listening, speaking, reading and writing. These skills can be practised through the games

separately or in combination. Every skill may have different demands on preparation,

involvement of the young learners or educator. For this reason it is important to have at least a

brief knowledge of the language skills.

If the games are introduced to the young learners, sometimes they might not fulfil the educator‟s

plans. Then, it is necessary to modify the game for the next time or simply not use it again.

People make mistakes and learn from them. For this reason, it is better to improvise and

experiment, instead of to be afraid of the failure.

The term “games” is mentioned in the thesis many times with the word “activities” as its

synonyms. Further description of this word is introduced in more detail in the chapter “Games in

ELT”. Also several key words utilised further are presented in the brief introduction to the

theoretical part.

To sum up, the main aim of the thesis is to find the answers for the questions below. Searching

for the answers is based on the theoretical information (described in the theoretical part) enriched

by my own personal experience (mentioned in the practical part).

How does playing games influence the language-learning process?

Can games be used as a motivational element?

Which factors need to be considered for the game to be suitable for young learners?

What is the teacher‟s role and young learner‟s role in the process of playing games?

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Introduction to the theoretical part

The theoretical part is divided into three chapters that combine information connected to games

in English language teaching. The first chapter is focused on “Games in English language

teaching”, where the games‟ definitions and classifications are presented. The second chapter

“Skills” is divided into four subchapters focused on the four language skills (listening, writing,

speaking and reading) separately. Then, the skills practised by the various games are presented in

the chapter “Skills through Games” and additional information is given about the skills and the

games. Below there is a brief description of the terms that are also mentioned further on.

Characteristic of the young learner

In general, there are many definitions of “young learner”. According to Phillips (1993: 5), young

learners are considered to be children at the age of six - twelve. The author also mentions that

learner‟s age cannot be utilised as a leading factor for the teachers. Because of the reason, that

the physical development should be considered as well. The same opinion, that it is difficult to

define the term “young learner”, is shared by Pinter (2006: 1 - 2). According to Pinter (2006: 1 -

2) the mental age of young learner is fully dependent on the personal development that may

differ from learner to learner. To sum up, both Pinter (2006: 1 - 2) and Phillips (1993: 5) agree

on the fact that a young learner is considered to be aged between six to thirteen and that the

personal development is also important factor in the mental age which could be supported by

language learning.

Mother tongue and target (second) language

The mother tongue is the language a person learns when he or she is a toddler. This language is

usually spoken within the family. The target or the second language is the language the learner

learns in addition to the mother tongue (Moon, 2005: 183).

Accuracy and fluency

Accuracy is an ability to produce grammatically correct language. Fluency is an ability to

express your self without a loss for words and the grammatical correctness is less important

(Moon, 2005: 182).

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Ability / skill

As Moon (2005: 182- 183) says, ability or skill is described as a human‟s efficiency to manage

to do things. Skills are developed from the basic abilities (riding a bicycle to more complex

abilities).

Feedback

According to Oxford Advanced Learner‟s Dictionary (2000: 429) the term “feedback” is

described as follows: “Feedback is an information, advice or criticism about how good or useful

somebody‟s work is.”

Aural material / work

In other words, aural work is based on the listening skill or the equipment used to practise

listening. As Bowen (1994: 128) shows there is close connection between listening and speaking

skill. In most games communication is based on aural reception (listener) followed by oral

response (speaker).

Oral work

Oral work is simply “speaking” that is realised in mother tongue as well as in the second

language. The main focus of oral work is on the learners‟ active communication in the target

language during the language lesson (Scott, 1990: 33).

Visual input

Visual input is in other words, material that consists of pictures, videos or anything people can

observe. It is highly utilised in the “picture games” (Wright, 1984: 14).

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2 Games in ELT

The chapter “Games in English language Teaching” or abbreviated to “Games in ELT”, is

divided into six chapters. In the chapters several characteristics of the game are discussed.

2.1 Definition of a game

In general, a game is considered to be a good tool making the language lesson more enjoyable.

Brewster (1992: 182) is certainly correct when the author writes that a game allows combining

fun and learning together. Similarly, Moon (2005: 88 - 89) describes language-learning games as

activities having a clear language aim, a purpose of playing and involving opportunities to

improve the target language. Furthermore, Brewster (1992: 182) writes about various skills

included in the activity that may occur separately or are combined within one game.

Every game has several elements that are necessary for the game to be played. The first element

is based on the arrangement of the classroom and the time duration of the game. The second

element deals with classroom organisation in groups or children working individually. The third

element is focused following the rules of the game and the game‟s character, which can be co-

operative or competitive. Finally, the forth element deals with the role of the educator and the

participation of the young learners (Cook, 2000: 184).

2.2 Classification

Language-learning games can be classified according to many factors. Below there is a division

of games made by Brewster (1992: 180 - 181) according to the language practice, the material

required and Ur‟s (1996: 103) classification of games.

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2.2.1 Classification according to the language practice

According to Brewster‟s classification (1992: 180 - 181) games are divided into two groups:

code-control,

communicative.

Both code-control and communicative games are mostly used to introduce and practise new

language. Code-control games are based on the repetition of language structures and vocabulary

(such as a game called “I went to the market and I bought.”). The main aim of this game is the

instant repetition of the sentence “I went to the market and I bought” with an appropriate item

added to the statement. For example:

First learner: “I went to the market and I bought an apple.”

Second learner: “I went to the market and I bought an apple and a banana.”

Third learner: “I went to the market and I bought an apple and a banana and a pear.”

Brewster (1992: 180 - 181)

This kind of game is also mentioned by Willis (1981: 132) under the name “My Grandmother

went to the market and she bought …”.

The advantage of code-control games is that the number of players can be as high as it is desired.

Therefore separation into small groups is not necessary. Another advantage might be that the

teacher is given an opportunity to work with the whole class at the same time (Brewster, 1992:

180 - 181, see also chapter 4.2.1).

Communicative games are focused on the fluency of the speech. Various “information gap”

games might be considered as communicative games (for further details see chapter 5.2.3). In

comparison to code-control games, communicative games are mostly played in small groups or

preferably in pairs (Brewster, 1992: 180 - 181).

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2.2.2 Classification according to the materials needed

Brewster (1992: 181) also mentions games‟ classification according to the materials needed.

games that require no material,

“pencil and paper” games,

games that need more extra material.

The first group includes games that do not require any material. All of them are mostly based on

oral work and listening (e.g. “I spy” or “Simon says”). The “pencil and paper” games offer

possibility to involve a high number of young learners. As it is seen from the name of the group

only a pen and paper is needed for such games to be played (e.g. “The Hangman”) (Brewster,

1992: 181, for further detail see also chapter 5.2.3).

The last group of the games requires more extra material. All equipments should be, of course,

prepared in advance to make the classroom organization easier for the games as “Dominoes” and

“Bingo” (Brewster, 1992: 181, for further details see also chapter 5.1.1).

2.2.3 Classification according to Ur

Different classification of games is given by Ur (1996: 103). Games are divided according to the

language focus to language-learning games based on fluency and on accuracy. The author also

claims that games practising the language skills are often based on fluency (for further details see

also chapter 3.2.3.3). Games requiring accuracy of the language are usually focused on the

grammar and language structures practice (see also chapter 3.2.3.1).

2.3 Reasons for playing games

Wright (1984: 1 - 2) claims that involvement of games in the language learning process was

proved to be effective a long time ago. As Cross (1992: 153) says language-learning games are

played for learners‟ enjoyment and enthusiasm for the game that also provides language

learning. The author also claims that the learner‟s focus should be on fulfilling the task carrying

the language problem. Through solving the language problem, the language is learnt. For this

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reason, the language is absorbed by children even though they do not know it.

Games can be presented in any part of the lesson and have to provide enough of the language

learning. Various games require different learners‟ responses that can be done orally (learner‟s

communication), in the written forms or in form of physical movement (action). In addition,

games are often used as a motivational factor to encourage young learners to co-operate with the

educator or with other learners on the language task (Wright, 1984: 1 - 2). To sum up, according

to Cross (1992: 153) and Wright (1984: 1 - 2) games are played mostly for:

entertainment,

effective language learning,

possibility to play them in any part of language lesson,

learner‟s active participation,

high level of motivation.

2.4 Introduction of a game

It is recommended by Willis (1981: 131) to introduce a new game in the mother tongue. On

other hand, the author points out the fact that listening to the explanation of a game in the target

language could be used as a listening practice. Wright (1984: 6) shares the same opinion as

Willis (1981:131) when the author discusses, which language should be chosen to introduce the

rules of a game. Wright (1984: 6) also recommends that the mother tongue should be spoken for

the learner‟s better understanding especially if the educator or the learner has no previous

experience with the game.

Summary

Games are played for the possibility to motivate and encourage young learners to learn the target

language. There are many games that can be played. Therefore the divisions according to the

language practise, the material needed, the focus on fluency and accuracy are presented. The

reason for playing games is also important to know. Finally, it is essential to express a new game

in the language that is familiar to young learners. In the next chapter, language skills are

described in connection to games.

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3 Skills

The chapter is divided to four chapters and deals with a close description of the language skills in

connection to games. The chapters are focused on the skills separately and point out information

connected to the games‟ organisation.

Language skills are distinguished between receptive (listening and reading skills) and productive

skills (speaking and writing skills). The division could be also done between oral (listening and

speaking) and written skills, such as reading and writing (Willis, 1981: 188). This division is

helpful when considering the effective ways of learning / teaching a foreign language. Firstly,

listening skill is learnt followed by developing an ability to speak. Secondly, reading and writing

is taught after young learners manage to understand the spoken language and respond orally

(Pinter, 2006: 45).

In addition, the language learning can be enriched by working with visual input can. The more

reception is involved in language learning, the more effective language learning is. If the

vocabulary presented to young learners is supported by visual input then aural and visual

perception is applied and the words might be memorized easier. Some children may have better

visual skill, the other aural skills (Bowen, 1994: 103, see also p. 10).

3.1 Listening skills

Listening skill is based on aural work (being a listener). According to Cross (1992: 244), the

focus of learning listening is on absorbing the language through learner‟s hearings to various

aural materials. Scott (1990: 21) says that listening is learnt as a first skill. In addition to Scott

(1990: 21), Underwood (1990: 1) claims that learning to listen and to understand the language is

done primary in the mother tongue. Then it is followed by learning listening in the target

language.

Both Cross (1992: 244) and Scott (1990: 21) agree that learning listening is an important skill to

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be developed during language learning. Furthermore, Scott (1990: 21) recommends playing

listening games only for a short time during the lesson. The reason is that young learners are not

able to be concentrated for a long time. Concentration is necessary for any language game to be

played with young learners.

3.1.1 Learning listening

Firstly, as Bowman (1989: 64) says a positive atmosphere for learning has to be created. Young

learners should feel comfortable during the language class. Also various aural materials should

be exposed to enrich learning listening, such as CDs, audio cassettes, native speakers, etc., see

also chapter 3.1.2)

The first stage of learning listening is called silent period. In other words, as Phillips (1993: 170)

says young learners are supposed to listen to the target language with no responses are expected

from them. The reason is that certain time is needed to absorb the language and develop the

ability to understand. Listening skills are developed by listening to the aural materials (see also

p. 10) or the teacher. Cross (1992: 244) is of the same opinion as Phillips (1993: 170) dealing

with silent period. In addition, Cross (1992: 244) states that the time duration of silent period

may differ from every child. It means that the time duration of silent period is individual for

every person. Young learners can decode the spoken language even though their ability to

respond is not developed yet (Anderson, 1988: 33). In addition to silent period, Pinter (2006: 46)

presents “Listen and Do” games not requiring oral responses (see also chapter 4.1.1).

As Anderson (1988: 33) presents, next stage of learning listening deals with the stage of

sufficiently developed ability to understand the language. In the stage there is still learner‟s lack

of knowledge to respond. For this reason, learner‟s responses are still done in form of physical

movement or short sentences. Bowman (1989: 64) support Andersen‟s argument (1988: 33)

connected to the short responses by recommendation to be patient with young learners. Enough

time has to be given to children to be able to create answer.

When the language knowledge is developed more, then full responses in the target language can

be expected from the learners (Anderson, 1988: 34). This stage maybe reached later by the older

learners (at the age of eleven - twelve).

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3.1.2 Teacher as an aural input

One of the advantages of spoken language is the possibility of repetition. Sometimes, young

learners might have problems to understand the teacher. For this reason, the sentences could be

said again or the certain words further described (Scott, 1990: 21). In case, the speech is still too

complicated then the form of the target language should be simplified as much as it is possible

(Underwood, 1990: 9 - 15).

Underwood (1990: 9 - 15) also describes several important features that must be remembered

while speaking to young learners:

sounds, stress and intonation, organisation of the speech, syntax, vocabulary and pauses of

language,

formal and informal language.

Informal language appears in real-life spoken language. Usually the speaker aims the speech to

somebody also using gestures or body language. The listener is expected to react during the

speech to create a conversation (Ur, 1996: 106 - 107). In addition, Ur (1996: 107) points out lack

of real situations in the classroom language process. The learners are often expected to listen to

the language followed by the learner‟s reaction at the end.

As Pinter (2006: 45) says most of the spoken language is provided by the educator. Also,

different aural sources should be added to the teacher‟s voice during the language lessons (CD,

audio cassette, movies, visit of native speaker, etc.). In addition, Phillips (1993: 170) also

recommends reading stories using body language, mime or pictures that may lead to young

learners‟ better understanding.

Summary

Learning listening is based practising the ability to listen using aural materials that mainly

consist of the teacher‟s speech. For this reason, teacher has to be careful about the form of

language and the choice of vocabulary. Then the process of learning / teaching listening is also

described starting with a silent period. Next paragraph deals with speaking skills as another

language skill.

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3.2 Speaking skills

As noted by Phillips (1993: 38) speaking skill is definitely not easy to be taught. This is caused

by various features connected to the oral work such as pronunciation, intonation, the word order,

etc. In general, language learning should be started with learning games containing easy

language structures (see also chapter 3.2.1) or songs. Furthermore, young learners need to be

supported to speak in the target language by rewarding them later as it is recommended by

Phillips (1993: 38).

3.2.1 Giving instructions

Instructions must be given in a very simple form. It is suggested to use only language that is

certainly known by young learners. For that reason, learner‟s ability to understand the

instructions may seem easier. Although the teacher‟s preparation for choosing the right

instructions in the lesson can be harder (Proctor, 1995: 89).

Brewster (1992: 183) is of the same opinion as Proctor (1995: 89) when the author points out the

importance of simplified language for giving instructions. What is more, Brewster (1992: 183)

also suggests using body language and various visual examples as an addition to the oral work.

On one hand, combination of gestures and the spoken word is definitely better, supposing the

instructions are explained precisely while speaking in the second language (see also chapter

3.1.2). On the other hand, sometimes is might be more adequate to speak in the mother tongue

instead of in the target language to be sure, the instructions are clearly understood (see also

chapter 3.2.4).

3.2.2 Teacher‟s questions and responds in ELT

In the first place, enough time is needed to learn how to formulate the questions perfectly. It is

important that young learners‟ reactions are noticed by the educator carefully considering certain

obstacles with understanding. Sometimes, it might seem difficult to understand the meaning of

the learner‟s speech. For this reason, perfect preparation of the educator is expected to be able to

react to the answers (Proctor, 1995: 91 - 92).

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Secondly, Proctor (1995: 91-93) mentions various recommendations that should not be forgotten

while waiting for the responses:

patience and tolerance,

enough time to form an answer, even though it might cause silence in the class for some

time.

Finally, it is assumed that the educator needs to be an excellent listener being deeply focused on

young learners‟ speeches. No less important is enriching young learners by appropriate

feedbacks (see also p. 10). What is more, language communication or evaluation should never be

influenced by the teacher‟s mood, feelings or physical state (Proctor, 1995: 91 - 93).

3.2.3 Speaking methods

Speaking games are divided according to the methods involved in the game. Speaking methods

are described and divided by Scott (1990: 15 - 16, 37, 42 - 43) into three groups:

controlled practice,

guided practice,

free practice.

Controlled and guided practice is mostly focused on the language accuracy. On the contrary, free

practice deals more with fluency and an ability to express learners‟ thoughts (Scott, 1990: 15 -

16, 37, 42 - 43).

3.2.3.1 Controlled practice

Controlled practice is based on the repetition of language structures with the focus on accuracy.

The language structures are mentioned by the learners many times in order to memorize them

(Scott, 1990: 37 - 38). Controlled practice can be presented to the young learners through various

activities (Scott, 1990: 37, see also chapter 4.2.1).

3.2.3.2 Guided practice

Guided practice is not as strictly lead as controlled practice. Firstly, the young learners have to

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be familiar with controlled practice activities than guided practice can be introduced. In the

language class, guided practice can be presented in a form of dialogue or a role play (Scott,

1990: 38).

Dialogues

Ur (1996: 131 - 132) shows that dialogues were more utilised for the language learning in the

past then nowadays. The dialogues are based on communication in pairs. Simple sentences are

learnt by the young learners and performed in the class afterwards (see also chapter 4.2.2).

According to Ur (1996: 132), the advantage of presenting dialogues is the high exposure to the

target language with avoidance of the mother tongue.

Role play

A role play is based on the young learners‟ playing different persons then they are. The main aim

is focused on communication and co-operation. It was proved that the role play is enjoyed by the

young learners, especially by the shy children. The shyness can be reduced by pretending to be

somebody else as well as the possibility to use mask in order not to be recognized. Then, a

personal presentation in front of other young learners might seem uncomplicated for the reason

of being a different person. This kind of a game can be used as a certain preparation for real life

(Ladousse, 1989: 5 - 7, for further detail see also chapter 4.2.2).

3.2.3.3 Free practice

Free practice involves freer usage of the language structures with the focus on fluency than to

accuracy. To begin with, according to Scott (1990: 42 - 43) free games are based mainly on:

fluency,

ability to express feelings,

usage of language.

Fluency of the language deals with the right choice of a topic. The topic should be related to

young learners‟ lives. It means that the themes can be focused on the places where children live

or things they like. During free games it should be visible how confidence and

communicativeness of young learners is presented during the learners‟ speeches (Scott, 1990: 42

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- 43).

The next factor discusses the presentation of free games as competitive games. It is not advised

by Scott (1990: 42) to present them. The reason is that young learner‟s focus should be on

fluency and content instead of on the speed (Scott, 1990: 42 - 43). Also Scrivener (1994: 59)

agrees with Scott (1990: 42 - 43) when the author points out the importance of orientation on

fluency than to grammatical correctness (see also chapter 2.2.1).

The last factor deals with the division of young learners into small groups. It is an effective tool

to make possibilities for young learners to communicate in the second language (Scrivener,

1994: 59). Slattery (1997: 62) shares the same opinion as Scrivener (1994: 59) that states, more

communication appears if the class is divided into different groups or pairs. Furthermore,

Slattery (1997: 26) points out that self-confidence and social aspect of learner‟s life is developed

through groupings (communication, co-operation, etc.). Brewster (1992: 111) adds that also

learner‟s responsibility and independence is developed through working in pairs or groups. Free

games can be distinguished as suggested below:

pair-work,

group-work,

whole class activities.

The way of organising pairs and groups is described by Wright (1984: 6) who suggests that the

organisation should be done subsequently:

rules of game are introduced to young learners clearly,

practical example is done by the educator together with several children,

pairs or groups are created,

game is played.

Cross (1992: 50, 54) suggests that the way of game organisation mentioned above can be applied

for pair-work as well as for group-work. If the time is needed, then the educator can be in charge

of pairs or groups formation. As Moon (2005: 130) and Scott (1990: 16 - 17) say the choice of

children co-operating should be done according to their relationships, knowledge of language or

different level of target language. Young learners‟ relationships are important factors in effective

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communication. If there are negative relations between young learners, then the refusal to talk

may appear. Because of the lack of communication, language learning is not effective (Scott,

1990: 15 - 16). Furthermore, Scott (1990: 16 - 17) says that co-operation should consist of more

creative children and less creative children. For this reason the young learners might help each

other with the personal language development (see also chapter 4.2.3). Teacher‟s own interest

should be aimed to observe the learners‟ relationships in order to be able to create “effective”

groups or pairs.

Pair-work

Pair-work is considered to be the first grouping to be started with. After the young learners are

able to manage pair-work, then group-work can be introduced to them (see chapter 4.2.3). At

first, young learners must get used to the different class organisation. The important part of

understanding pair organization is to follow the teacher‟s instructions. Therefore, every time

pair-work requires using the same structures for opening the same game. It is educator‟s

responsibility to be aware of difficult and unclear expressions (Scott, 1990: 15 - 16, see also

chapter 3.2.1).

Group-work

After pair-work is managed it is followed by group-work. Although, various aspects have to be

considered before young learners are asked to work in groups, such as previous experience with

cooperation or certain communication skills (Scott, 1990: 38). As it is also recommended by

Scott (1990: 16) and Wright (1994: 5 - 6), an appropriate explanation why the co-operation

within groups is important must be given to young learners. After the rules are explained,

division into groups is done and a game is played. As Wright (1984: 5) says the teacher‟s

responsibility is to monitor the game as well as to check how the aim of the game is reached (see

also chapter 5.2.3).

3.2.4 Usage of the mother tongue

The first case, when the usage of the mother tongue is sufficient, is based on learner‟s language

knowledge. If the language knowledge is not developed enough yet, then the learner‟s responses

are accepted in the mother tongue (Moon, 2005: 66). Both Phillips (1993: 8) and Moon (2005:

66) agree that young learners should be encouraged to speak in the target language even if their

24

vocabulary knowledge is not developed yet.

Sometimes, the mother tongue is preferred for the expression of the rules of game. The

explanation is managed faster and the rules are clear to everybody (Moon, 2005: 66). Also

different situations might be more effectively managed through the mother tongue, such as

dealing with building relationships between the teacher and young learners or explaining

complicated grammar (Moon, 2005: 66).

Summary

The chapter offers information connected to speaking skills. Firstly, game‟s introduction and

ability to ask questions is discussed. Secondly, several speaking methods are introduced and

further described. The next chapter discusses how to choose suitable material for the

development of reading skills.

3.3 Reading skill

According to Williams (1991: 2 - 3) and Wallace (1992: 3 - 4) reading skill is defined as the

ability to decode written text. In other words, the sentences have to be read and at the same time

the context should be clear to the young learners. Williams (1991: 2 - 3) points out the fact that

the decoding of text should not focused on every word in it. The main aim is to understand the

meaning of the read article. In addition, Wallace (1992: 4) says the reading with understanding is

the most difficult for young learners. Therefore young learners do not connect reading with

decoding the text. Moreover, before the text is read in the second language, it should be

understood in the mother tongue first (Scott, 1990: 49).

3.3.1 Choosing reading materials

Several points are presented by Cross (1992: 77 - 78) that should be considered as important

criteria for the choice of text. At first, the number of language items included in the text must be

checked. If the text is too difficult it may be divided into small parts and presented during more

language lessons. On the other hand, easier texts may be discussed during a part of the class.

Next, the length of the text depends on the difficulty of the grammar that is practised by the

25

young learners.

As Cross (1992: 78) recommends, the longer articles are suitable for reading development. On

the contrary, shorter and easier texts could be utilised for listening. Another criterion is focused

on the motivation that depends on the learner‟s interest in the article. If the text is not interesting,

it is better to avoid it fully or present only a short part of it. On the other hand, an interesting

theme can be used in more than one lesson. The last criterion is connected with the aim of the

lesson. The intention of the lesson has to be considered. According to the defined aim and a

suitable text is chosen.

Williams (1991: 18 - 19) advises being aware of choosing problematic texts that may be hard to

decode. Because of the high difficulty level the young learners might loose interest and

motivation for further reading. Williams (1991: 23 - 28) distinguishes the texts according to the

resource they originated from:

integrated course books,

“text collection” books,

authentic texts,

simulated texts.

Integrated course books, in other words the textbooks or course books utilised during the

language classes are not recommended by Williams (1991: 24) as course material. According to

the author, the texts and activities included in the integrated course books are not interesting

enough to motivate the learners for further development.

Williams (1991: 24 - 25) advises to combine the integrated course books with other material,

such as “text collection” books. This is in order to achieve the learning process to be more

effective. Varieties of texts based on different topics are accumulated in “text collection” books.

These articles are recommended to be used as an addition to the integrated course books or other

material.

Authentic texts provide possibility to connect reading with the real world. Authentic texts are

stories and articles based on real events in the real world (Williams, 1991: 25). For the reason

26

that the language might be too complicated, these texts are not recommendable for teaching

young learners.

A simplified form of authentic text is called simulated text. The young learners can read the story

similar to an authentic story. Only the vocabulary and language are re-written according to the

level of learners (Williams, 1991: 26 - 28).

In short, the most suitable texts used in primary language classrooms, are simulated texts or

various texts taken from “text collection” books. Although nowadays various materials

connected to language learning are available in the bookstores and also on the internet. The main

focus of the teacher must be mainly on the right level and topic of the chosen articles.

Summary

The different materials suitable for reading are described in this chapter. It is important to be

careful about the choice of the texts for your learners. Concluding from the chapter 3.3.1 the best

material for young learners is considered to be a simulated text.

3.4 Writing skills

The ability to write consists of creating short sentences and then connecting them into longer

stories. The aim of writing skill is to bring some information to a reader through a written text

(Byrne, 1991: 1 - 2).

3.4.1 Writing and other skills

Writing skill is compared to the other skills by Scott (1990: 68 - 69) and Ur (1996: 159 - 161):

writing and speaking,

writing and reading.

Scott (1990: 68) considers writing and speaking to be closely connected. The author says that

understanding of the oral instructions must be managed before the writing task is done. In

27

addition, Ur (1996: 159 - 161) talks about how the skills‟ learning is realised. The author says

that writing is learnt intentionally, in comparison to speaking. Speaking is firstly learnt in the

mother tongue and is based on absorbing unknowingly (see also chapter 3).

Writing skill can be also compared to reading ability. Scott (1990: 68) also mentions that the

written instructions that must be read and decode before a game task is realised. In other words,

Ur (1996: 159 - 161) states that writing and reading are complemented by each other.

3.4.2 Writing practice

Firstly, Brewster (1992: 76) points out the lack of possibilities at schools to write in the target

language. Secondly, Brewster (1992: 76) and Scott (1990: 70) agree on a classification of writing

skills according to the writing practice as follows:

controlled practice,

guided practice,

free practice.

According to Brewster (1992: 76) controlled and guided writing practice are mostly introduced

to young learners in a form of writing activities (see also chapter 4.4). Both controlled and

guided writing are usually used for rehearsing and exercising the language. As Scott (1990: 70)

says, free writing is not introduced to young learners too often for its difficulty aspect. In case,

free practice is applied to the language lesson, it should be done in a simplified form only.

Controlled writing practice

Controlled writing practice is based on the copying of texts with the focus on grammar aspect of

the language. Controlled writing is strictly monitored by the educator. Examples of controlled

writing practice are “straight copying” and “delayed copying” (Scott, 1990: 71, descriptions of

these activities are given in chapter 4.4.1).

Guided writing practice

Guided writing is not directed as strictly as controlled writing. Guided writing is lead by the

educator with participation of learners‟ imaginations. The structure of writing is given to the

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young learners in order to be filled in according to learners‟ ideas (Scott, 1990: 72 - 74). Guided

writing activities are presented in chapter 4.4.2.

Free writing practice

Free writing is based on creating texts by young learners themselves. The focus is on learner‟s

imagination and the ability to write. Free writing is the least monitored by the educator. The

teacher‟s role is to be a helper instead of a leader. Certain freedom is given to the learners to

create a text. Then, evaluation of the texts is focused on the content than on grammar aspect

(Scott, 1990: 68 - 69).

Summary

Firstly, a definition of writing skill is presented followed by a discussion of writing skills in

combination with other skills. Then, writing methods are presented in connection to chapter

“Writing through games”.

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4 Skills through games

This chapter applies the theoretical knowledge acquired from the previous parts. Various

activities are taken from different materials and are presented with a connection to other

information about the language skills or the classroom organization. In short, the theoretical facts

are shown in the practical way how they could be presented in the language learning.

4.1 Listening through games

According to Bowen (1994: 128), listening skill is practised for developing the ability to

understand the speaker (for more detail see also chapter 3.1). Ur (1996: 113) divides listening

games into four groups. Two of them could be played with the young learners:

requiring no learner‟s response,

short answers.

4.1.1 No learner‟s response required

Listening activities requiring no reaction could be presented in the forms of texts such as, fairy-

tales, short stories (for further detail see also chapter 5.1.3), songs, movies or anecdotes. A topic

or a title of a book should be also discussed with the learners in advance. Therefore, the learners

might be more enthusiastic to listen to the stories (Ur, 1996: 113).

Examples of listening activities, which are not followed by learner‟s oral responses, are called

“Listen and Do” (Pinter, 2006: 46). As Anderson (1988: 33) says “Listen and Do” activities are

based on learner‟s movement to express the understanding to instructions. An example of

“Listen and Do” is a game named Have a ball, presented by Švecová (2006: 22). Have a ball is

based on following teacher‟s instructions (such as, Sit down. Pass the ball. Sit down.) by

children‟s physical responses such as, throwing a ball in the air, spinning the ball, jumping or

30

touching something.

4.1.2 Short answers required

Short-answer listening activities are based on getting only a short feedback from the learner. The

activities can be based on distinguishing true or false sentences (see also chapter 5.4.4), guessing

information, matching words and pictures that belong together (see also chapter 5.1.1) or finding

errors (Ur, 1996: 113).

An example of short-answer activity focused on correcting errors is shown by Wright (1984: 134

- 135). Listening practice is combined with speaking skills. In brief, a text is read by the teacher

with some intended mistakes included. This activity is focused on the learners‟ reaction to

mistakes. If an error occurs, the teacher is stopped by the learners and the error is also corrected

by them.

4.1.3 Listening to a story

In general, stories are told by the teacher in combination with gestures, body language and mime.

At first, a story is introduced through some pictures in connection with a discussion about the

characters included in the story. Then, young learners listen to the story told by educator and

look at the images. The images already are familiar to them from the introduction to the story.

Finally, the children can also join the story by active participation, such as role-play or mime

(Phillips, 1993: 21 - 23, for further information see also chapter 5.1.3).

An example of a story is “The Frog Family” presented by Phillips (1993: 21 - 23). The

introductory discussion is about frogs, which are also drawn on the cards and shown to the young

learners. At the end of the story telling, the young learners‟ participation is focused on

pretending to be frogs and act out according how the story develops. In case, the number of

learners is high, then several groups can be created.

Summary

Listening games can be distinguished into games not requiring any answer and expecting a short

answer. These two kinds of listening activities are chosen, because they might be mostly played

31

with the young learners. Also listening to a story with learners‟ active participation might enrich

language learning.

4.2 Speaking through games

To begin, Ur (1996: 120) presents useful facts connected to the effectiveness of speaking games

in language learning process. According to the author, young learner‟s communication should be

supported by the educator even if oral presentation might last for a longer time (for further detail

see chapter 3.2.2). All young learners have to participate. Next, only simple instructions (see also

chapter 3.2.1) and appropriate activities should be presented. The language should be modified

for the young learners according to their abilities. Finally, a chosen theme should be based on

learners‟ interests in order to reach their enthusiasm and cooperation.

4.2.1 Controlled speaking activities

The definition of controlled practice is given in chapter 3.2.3.1. Controlled speaking activities

deal with exercising language structures (Scott, 1990: 37). An example of a controlled practice

activity is “A remembering-names” game focused on repetition of the question “What is your

name?” and answer “My name is …” (Wright, 1984: 70). Other examples of controlled practice

deal with games based on simple dialogues that are strictly led by the educator (Brewster, 1992:

97 - 98).

Two examples of simple dialogues taken from Brewster (1992: 97 - 98):

“Do you like …?” “Yes, I do. / No, I do not.”

“Have you got …?” “Yes, I have. / No, I have not.”

4.2.2 Guided speaking activities

A brief description of guided practice is presented in chapter 3.2.3.2. Guided practice activities

are mostly introduced as dialogues and role plays (Scott, 1990: 38).

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Dialogues

In general, a dialogue is oral interaction between two learners. Mostly „drill based” dialogues are

played with the young learners. In other words, the „drill based” dialogues are memorised by the

learners and demonstrated in pairs. A dialogue structure consists of an easy question followed by

a short answer (Pinter, 2006: 56). In addition, Cross (1992: 92) says that the dialogue

presentation can be considered as learners‟ playing out an act. The acting can be applied for

motivating the children to present the dialogues (as actors and actress).

“Getting to know each other” by Wright (1984: 71 - 72) is an example of a guided activity

combining movement with language repetition. Through the uncomplicated dialogues the

children investigate the things other learners like. Another guided activity is presented by Scott

(1990: 47). It utilises the repetition of questions followed by noticing the answers in the table for

further presentation (see more in chapter 5.2.3).

Role play

This kind of an activity involves a change of children‟s identities for time duration of the game

(see also 3.2.3.2). As it is shown by Phillips (1993: 128 - 129), it might be a good idea to create

various masks for the later performance. Because of this, the learners might develop their

imagination and might be encouraged in their oral production too.

In general, young learners are grateful for pretending to be somebody else, especially if the

clothes or masks are included. Phillips (1993: 129) presents various possibilities how to create

such masks. The masks can be made from the paper plates or paper bags or mask and can be

fixed to the sticks.

4.2.3 Free speaking activities

Free activities are not as strict on accuracy as controlled or guided games. Further description of

free practice is given in chapter 3.2.3.3. Free activities can be divided according to the number of

pupils working together as suggested below:

pair-work,

group-work,

whole class activities (Scott, 1990: 15 - 16, 37, 42 - 43).

33

Pair-work

The main aim of pair-work is to offer more possibilities to young learners to communicate in the

class (Cross, 1992: 49). At first, the importance of working in pairs should be clear to the

learners. Then, an example of pair-work should be given by the teacher in co-operation with one

learner. The example is followed by two learners showing the task one more time, for the reason

of checking the learners‟ understanding. Next, the task is realised by all pairs at the same time

with the teacher‟s monitoring. Finally, several pairs can act in front of the class (Cross, 1992: 50

- 51). “Think quickly” by Hanšpachová (2005: 174) can be shown as an example of a pair-work

activity. The learners are asked to co-operate in order to find words connected to a given picture.

Another example is given by Scott (1990: 44) using a form of gap-filling activity. The

communication is based on describing a picture followed by understanding the instructions.

According to given information the picture is drawn. It is important to consider the level of

language learners have in order to avoid presenting too complicated structures and vocabulary.

Group-work

Group-work is in other words a co-operation of more than two young learners (see also chapter

3.2.3.3). If a group-work activity is played, the used language structures should be presented on

the blackboard (Wright, 1984: 6).

It is advised by Cross (1992: 54) to create groups of four or five pupils according to the total

number of learners. Every group should choose “a leader”. The leader is responsible for the

administration and final communication with the teacher and can be changed during one game.

For the reason, everyone can enjoy the responsibility for the group. Wright (1984: 5) is of the

same opinion as Cross (1992: 54). Wright (1984: 5) claims that choosing the leader can be

profitable for playing games in the way of easier communication between the teacher and the

groups. “Word relay race” by Hanšpachová (2005: 108) is an example of a group-work activity

that is based on communication within the groups (see also chapter 5.2.3). The game‟s focus is

on whispering a word though the learners‟ queue with the emphasis on pronunciation.

Whole class activities

In general, the whole class activities are based on teacher‟s interaction with the whole class at the

34

same time. Scott (1990: 47 - 48) shows various activities that may be possibly played with the

young learners. Several of them are clearly based on the simple questionnaires focused on

learners‟ interests, hobbies and things they like. The main aim of the while class activities is to

support communication of the learners between each other by practising simple dialogues (for

further detail see chapter 5.2.2).

Summary

The chapter presents the division of speaking games according to the language practice. Every

group of speaking activities is closely described with brief descriptions of the games.

Furthermore, there are more speaking activities that are based on my personal experience in

chapter 5.2. Next chapter deals with reading skill practised through games.

4.3 Reading through games

The development of reading skill depends on the learner‟s mother tongue. There are several

languages around the world using different alphabets or symbols. Reading in English language

as the target language should be easier for the Czech young learners for the reason of the same

alphabet (Pinter, 2006: 68 - 69). The author (2006: 68) also claims that the rules and knowledge

of reading is transferred from the mother tongue to the target language. This knowledge

efficiently helps in the reading in the target language development. In addition, Phillips (1993:

51) highlights the importance of choosing a suitable topic and the level of text. Different ideas of

simplification a text are shown below.

4.3.1 Modification of a text

Cross (1992: 259) presents three alternatives of modifying often long and difficult texts into

short and easy texts. The first alternative is called “simplification”. This alternative is based on

re-modification complicated texts into texts that are suitable for young learners. Difficult

vocabulary is replaced by simple words without any content change. The second alternative is

“recreation”. In comparison to “simplification”, the content of the original and the new text is

changed. The third alternative is “sentence shortening”. This method is based on omitting the

words combining the sentences. Although, missing these words may cause difficulties with

35

understanding of the text as a whole. To sum up, the best way of a text modification applied for

reading is “simplification” and “recreation”. If only the separate sentences are needed, then

“sentence shortening” can be made (Cross, 1992: 259).

4.3.2 Reading activities

Reading activities are based on the development of reading skills that starts with reading simple

words, sentences and then complex texts. Young learners are usually focused on simple reading

tasks (Cross, 1992: 262).

Cross (1992: 262) presents reading activities based on understanding a shorter extract of text.

The choice is made according to reading activities that are presented further on in the chapter

“Reading games”. Pinter (2006: 69) suggests starting with activities such as a gap-filling of short

articles or reading with understanding.

Both Cross (1992: 262) and Pinter (2006: 69) recommend playing gap-filling activities and

practising reading with understanding with the young learners. Because, Cross‟ division (1992:

262) is suitable for young learners, three of the reading activities are described below in more

details.

Read and choose

A read and choose activity is focused on reading several statements followed by choosing the

correct one. An example of read and choose activity can be “The matching game” presented by

Scott (1990: 50). Young learners are asked to read the sentences and match them with the right

pictures. If the learners‟ language knowledge is developed enough, then the sentences and

pictures could be prepared by the children themselves (Cross, 1992: 262, see also chapter 5.3.1).

Reorder sentences

The main aim of reordering sentences is based on the reading with understanding order to be

able to create a correct sequencing of the statements (the complete story at the end). The text

should not be too long (about five to six sentences). The length depends also on the learner‟s

level. The sentences should be given to the learners in a wrong order. The task can be fulfilled

individually or in pairs (Cross, 1992: 262, see also chapter 5.3.2).

36

Fill the gaps

As Cross (1992: 262) writes, an incomplete text is given to the young learners. Learners‟ task is

to choose suitable words to complete the text. If the text is complicated, then several words can

be offered as a hint. If there are no words offered, then the task is more difficult. It can be played

individually or in pairs with the focus on speed or creativity.

Summary

The focus is on reading activities, which can be played to practise reading skills. The activities

are taken from Cross‟s (1992: 262) classification. Some activities that are presented to the young

learners involve a text simplification. For this reason three alternative ways of modifying texts

are presented.

4.4 Writing through games

Writing skills through games is primarily focused on games and activities that might be applied

for practising learners‟ writing skills. According to Brewster‟s (1992: 76) and Scott‟s (1990: 70)

classification of writing practice (see also chapter 3.4.2) are writing activities divided into:

controlled writing activities,

guided writing activities,

free writing activities.

Free writing activities are not further described. As Scott (1990: 70) says, free writing is less

applied to language learning at grammar schools.

4.4.1 Controlled writing activities

As Scott (1990: 69 - 71) says, controlled writing activities are based on producing the same text

that is given to the young learners. An example of controlled writing activities is a straight

copying focused on rewriting a text that is shown to the learners. Such an activity is

recommended to be played after the ability to write in the mother tongue is developed (Scott,

37

1990: 70).

Next example of controlled writing activity is a delayed copying. Delayed copying is based on a

visual reception. Firstly, a sentence is shown to the learners and removed later. The sentence has

to written as it is remembered (Scott, 1990: 71).

The last example of a controlled writing activity is a “matching game”. A given picture has to be

connected with the right sentence that is has to be rewritten (as can be seen below, Scott, 1990:

70).

She has got blond hair.

She has got a big smile.

She has got big eyes.

Figure 1: “matching game” - a girl with matching descriptions of her appearance1

4.4.2 Guided writing activities

Guided writing activities are not based on rewriting texts. On the contrary to controlled writing

activities, guided activities allow young learners to produce a text by following the written

structure of text. According to Scott (1990: 72 - 74), guided writing activities are presented in the

forms of:

fill-in activities,

letters and invitations,

dictation.

Fill-in activities need perfect preparation of a short text. The text has to include several gaps

prepared in advance. Later, missing words are filled in by the young learners. It is recommended

to produce an article that is familiar and easy to be understood by the learners. The aim of a fill-

in activity is to practise the sentence structures and vocabulary mostly (Scott, 1990: 72 - 73).

1 Pictures in this chapter taken from the source: Scott (1990: 70 - 74)

38

Next form of guided activities (letters and invitations) is highly recommended by Scott (1990: 73

- 74). The author points out a motivation factor that is involved. Writing letters and invitations is

a part of every day life. For this reason, writing letters and invitations is suitable to be introduced

to learners who might find it useful in the future. An example based on Scott (1990: 73 - 74) is

shown below (see Table 1 on the next page). Form of the letter is the same as Scott‟s; however,

the sentences are different.

Dear ……………,

How are ………………? ………………

How many……………….? ......................................have got ………………. .

I like…………….. Do you ………………………….?

…………………………………………

Love ……………………. .

Table 1: “Fill-in activity - a letter” 2

As Dawson (1984: 46) says, a dictation is mostly focused on correct vocabulary spelling and

knowledge of language rules. The words or short sentences are dictated to young learners.

Learners‟ task is to write down what they hear. The author (1984: 46 - 47) distinguishes two

types of the dictation:

practice dictation,

test dictation.

The difference between both types is in the teacher‟s and learners‟ preparation that is done in

advance. A practice dictation is pre-taught or studied at home. Therefore, the text is familiar to

the learners when it is written. In comparison to a test dictation that is not known by learners at

the time it is written (Dawson, 1984: 46 - 47).

2 Pictures in this chapter taken from the source: Scott (1990: 70 - 74)

39

Summary

Two types of writing activities are presented. The first group “controlled writing activities” is

focused on activities mostly based on rewriting sentences or short texts. Such an activity is

usually used to begin with writing. The next group “guided writing activities” is considered to be

a bridge between controlled writing and free writing. The usage of learner‟s imagination is

necessary as well as the ability to write.

Summary of the theoretical part

The theoretical part deals with various language skills in connection to games. The first chapter,

Games in ELT, introduces classifications of games according to different factors. The

classifications are followed by the reasons why an educator would decide to play games in class.

These reasons should be clear to the educator before the games are played and should always be

kept in mind during the game play.

The second chapter, Skills, presents the language skills separately. All language skills deal with

specific methods that are applied in order to facilitate language learning and teaching. In

addition, reading skill also discusses criteria, which should be the dominating factors when

choosing reading material. The focus of the chapter Skills is on the teacher‟s role in organising

and monitoring the language learning process. The learner‟s role deals with young learner‟s

participation in games and communication in the mother tongue and the target language.

The chapter Skills through games applies the theoretical framework from the chapter Skills to

the process of playing games. A few methods are presented for every language skill, to enable to

visualise the involvement of language skills in games. The theoretical part is a so-called ground

for the practical utilisation of games during language learning / teaching. Without certain

knowledge on the topic of games and everything connected to it, the games might be played

without language impact on the young learners.

“Games in use” applies the theoretical information to language practice with young learners. All

games that are presented in the practical part have been tried on a group of young learners and

have been evaluated directly afterwards by myself. Only the games concluded about to be

considered as effective tools for language lessons are described more elaborately.

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Introduction to the practical part

The practical part deals with games that were played with the young learners at grammar schools

in Olomouc during my teaching practice. All games are based on certain literature that is

mentioned for every game separately. The aim of the practical part is focused on the language

skills practice involved in games as well as the motivational aspect and the game structure. The

choice of the games is also dependant on the grammar or vocabulary that included in the

language learning process. The selection of the games has been based on:

learners‟ opinion about the game,

the effectiveness of a game in the language lesson,

number of learners,

classroom organisation,

materials needed,

age and level of language.

Every game played has been observed by me and was followed by the learners‟ opinion about it.

Sometimes the children were simply asked to say or express if they liked or disliked the game.

Then, the feedback was examined by me and various modifications or improvements have been

implemented.

The effectiveness of the language process is another factor that has to be considered. Some of the

games lead to development of the target language as well as cooperation or communication

within the class. Only the games that are relevant for the lesson and bring certain language

development are presented. In other words, games have to match the level of language of the

learners, the number of learners and should include the grammar that needs to be practised.

For my personal choice of games, classroom organisation was a fairly easy task. The respective

games need different equipment (see also chapter 2.2.2) and classroom language. In other words,

teacher‟s preparation for the game is necessary. The number of learners in my lessons was

approximately twenty children. If for the mentioned games the whole class is referred to them, it

41

means that twenty children were involved all together. Sometimes the games are played in

groups or in pairs as is mentioned for every game separately. The age of the learners was from

ten to twelve years old. All children are beginners in the English language. Sometimes, the game

was too difficult or not suitable for them. Therefore, a few variations of the games have been

played (see also chapter 5.2.1).

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5 Games in use

“Games in use” is divided into four chapters according to the language skills. Every chapter

includes games practising a specific skill. All four chapters are consistent with the chapters in the

theoretical part. In other words, the practical part is based on information gained during the

literature study.

The first chapter “Listening games” presents three games mostly dealing with improving the

target language through audio practice. The second chapter “Speaking games” is mainly focused

on the games that assume young learners‟ active communication, participation and also

cooperation. In the third chapter “Reading games”, there are games described that should lead to

young learners‟ reading development. It has to be considered that the language knowledge is not

developed well enough yet to read complicated texts, so only easier exercises can be fulfilled by

the young learners. In my case, the reading tasks cover reading simple vocabulary or short

sentences. The focus is mostly on reading with understanding. Finally, the chapter “Writing

skills” is about how to improve writing skills. As mentioned above, writing tasks should be

based on producing short text or use simple vocabulary only.

Before any game is played, clear explanation of the rules must be given. In the second place,

only simple language is recommended to be used and preferably the avoidance of the mother

tongue is considered to be more effective (for further detail see also chapter 3.2.1 and chapter

3.2.4). Moreover, suitable texts, vocabulary and the materials should be chosen (see also chapter

3.3.1). To sum up, teacher‟s perfect preparation is necessary to avoid children‟s

misunderstanding and future problems. Finally, the various games involving worksheets or some

visual materials can be found in appendices. Because all of these above have been done for all of

the presented games, the games are ready to be presented in language classes.

43

5.1 Listening games

Listening games enable learners to listen to the target language. It is necessary to listen to the

instructions in order to be able to react. Learners should be taught how to be focused and

concentrated on listening to the target language (see also chapter 3.1). This chapter deals with

descriptions of three language games (for a short overview see Table 2 below).

Game Practice Time Materials Page

Vocabulary BINGO

Antonym BINGO

Red hen and brown fox I

controlled

controlled

guided

8 minutes

5 minutes

20 - 30 minutes

yes

yes

yes

43

45

47

Table 2: “Listening games - content”

Vocabulary and Antonym Bingo games are mainly concentrated on practicing vocabulary with

focus on the meaning of the words disregarding the spelling. The game Red hen and brown fox I

is based on the story “Red hen and brown fox” (appendix n. 1) and it is followed by the game in

chapter 5.3.2. The game dealing with the story can be realised as a whole lesson using various

visual inputs, which have to be prepared in advance (appendix n. 2). Also, physical movement

and role play is presented, which might motivate young learners to participate actively and

interact with other learners.

5.1.1 Vocabulary Bingo

Materials sheets of paper, writing and audio material, Bingo tables with

pictures

Number of pupils whole class

Level beginner / pre-intermediate

Language verbs - to dance, to draw, to fly, to jump, to read, to run, to sing,

to ski, to swim

Time 8 minutes

44

Aim The main aim is focused on the practise of vocabulary knowledge,

not involving spelling.

Classroom language Listen carefully.

Look at the pictures.

Choose five pictures.

Cross it.

Say “Bingo”. Excellent!

Source of the game Moon (2005: 56)

Description

The Bingo chart has to be prepared in advance. Plenty of time is given to the learners to look at

the pictures. Five images are chosen by every learner. Then the words are called out loud. The

ability to identify the pictures corresponding with the said words is practised. As soon as the

words are said the relevant pictures have to be crossed (see Figure 2: “Bingo chart”).

Figure 2: “Bingo chart”3

Recommendations and personal experience

Vocabulary Bingo table (3x3) includes pictures representing the verbs mentioned on the previous

page. Of course other images can be used. This modification of Bingo is recommended to start

with, because the learners are focused on meaning of the words only. Vocabulary spelling is

3 The pictures are drawn by the author.

45

irrelevant. In my opinion, it is also useful to repeat the words before the game is played. This

game has been enjoyed mostly for the nice pictures. It is combining fun and language learning

together. Young learners happily chose images and laughed during the game. I would also

recommend collecting the entertaining pictures from various sources for future use.

One modification of Vocabulary Bingo based on the learner‟s own drawings, could be

introduced to the children. The words included in the game are mentioned one by one to the

children. Learners‟ response is based on drawing how the mentioned word is carried out. After

the pictures are drawn, the educator calls out the words. This variation requires more time

(approximately ten to fifteen minutes for six images). The time duration also depends on the

number of words being drawn. Children were enthusiastic about drawing the pictures. If they did

not know the word, I helped them by a brief sketch on the blackboard.

5.1.2 Antonym Bingo

Materials sheets of paper, writing material

Number of pupils whole class

Level beginner / pre-intermediate

Language White - Black Boy - Girl

Old - Young Dog - Cat

Happy - Sad

Time 5 minutes

Aim The ability to understand the spoken target language is developed

as well as the ability to identify the words with opposite meaning.

The vocabulary is practised with the focus on meaning. Spelling is

irrelevant.

Classroom language Look at the words. Listen carefully.

Choose three words. Find the opposite word.

Circle them. Cross the word.

Are you ready? Are you finished?

Yes, I am. / No, I am not. Say “Bingo”.

Source of the game Moon (2005: 56)

46

Description

At first, the learners are given a Bingo table as it can be seen below. Three pictures are chosen

and circled (Figure 3: “Antonym Bingo table”).

Figure 3: “Antonym Bingo table”4

Then, the antonyms (Figure 4: “Bingo table - antonyms”) to the given words are shown on the

cards or called out one by one.

Figure 4: “Bingo table - antonyms”5

The words that were mentioned or shown are crossed. If all of the three chosen words are said,

the learner should shout Bingo! and then if he or she is correct is a winner.

Recommendations and personal experience

I let myself be inspired by Bingo game and changed it in a way to create a variation on it that has

been liked by young learners. In contrast to the form of Vocabulary Bingo presented in chapter

5.1.1, Antonym Bingo deals with finding opposites of the items as pictures in children‟s tables.

This variation has been created with the purpose of making a more difficult modification of the

popular game. The rules of Antonym Bingo were explained in the mother tongue, because the

4 The pictures are drawn by the author. 5 The pictures are drawn by the author.

47

game was new to the learners (see also chapter 3.2.4). The children enjoyed Antonym Bingo a

lot.

Before the game was played, the vocabulary of the game was reviewed briefly. By doing this, the

learners‟ knowledge of the words was clarified to me. It is not possible to play the game without

any proven language knowledge about the relevant vocabulary. In case there is lack of

vocabulary knowledge, other language practice sessions held before the game (for further detail

see also chapter 5.1.1). The children were already familiar with the words; therefore the

vocabulary review took only a short time.

If there are no pictures prepared in advance, then they can be drawn by the learners. In that case,

it has to be considered, that the time duration will be longer. However, the learners may like to

be involved in the game‟s production. Antonym Bingo could also be played with images

combined with words describing the images. Another variation is playing with written

vocabulary instead of the graphical images only. Then, the game would be focused on spelling

mostly and writing skills would be practised.

5.1.3 Red hen and brown fox I

Materials pictures connected to the story (appendix n. 2)

the story - Red hen and brown fox (appendix n. 1)

Number of pupils whole class or groups of 10

Level beginner / pre-intermediate

Language passive introduction of past simple tense

Going to, will / won‟t

vocabulary connected to the story

Time 20 - 30 minutes

Aim Listening skills are developed and new vocabulary structures such

as going to, will / won‟t are learnt by the young learners. The

children are also introduced to the past simple tense. They should

know past tense exists, but do not have to learn it yet.

48

Classroom language Listen, carefully. Do you understand?

Look at the picture. Yes, I do. / No I don‟t.

What is it? Do you see a …?

It is … Yes / No, it is / isn‟t a...

Point at … Well done.

Repeat after me!

Source of the game Reilly, Ward (1997: 100 - 102)

Description

Young learners are asked to listen to the story, which is read by the teacher. Several pictures are

presented together with the text. Learners could be involved by having them acting. For the first

time, the story is read for listening with understanding of the text. Then the pictures are shown

together with the key words of the text (appendix n. 2). Next, learners are more involved by

naming the pictures (Reilly, 1997: 102).

Recommendations and personal experience

The story has been rewritten in big letters on the blackboard, so everyone could see it. For the

purpose of more effective language learning audio and visual materials can be used. Learners

were involved by acting and singing the song included in the story. The children were asked to

sit in a circle in front of the classroom close to the blackboard. It was possible to play the game

in the circle because there were only ten children at school. In accordance to my experience, if

there are more learners (eleven to twelve learners) and they are not familiar with working as a

big group, then it is better to let them sit behind their desks. In order to achieve a certain level of

discipline, the children are in their normal settings behind their desks.

In my opinion, the story should be read and repeated more times than two times. Some words

might be difficult for the young learners. Therefore, the repetition and explanation is needed. For

better practice of the words from the story, they could be used in the game Bingo or other games

(for more detail see also chapter 5.2.1). More activities connected to this story concentrated on

practising different skills, could be seen in chapter 5.3.2.

49

Summary

Listening games require the teacher‟s nice pronunciation and intonation. A combination of the

teacher‟s oral work and visual material is utilised. The reason the Bingo game is presented in

more modifications is for its popularity all over the world. In language lessons, a diversity of

activities is advised to keep learners‟ interests. The third game based on story listening has been

loved by the young learners.

5.2 Speaking games

Speaking games require learners‟ communication in the target language. If more effective

learners‟ participation wants to be reached by the teacher, then it is better to divide the learners

into groups or pairs (see also chapter 4). Sometimes, it can be difficult to create English speaking

atmosphere in the class. Although, if such as atmosphere is set, then speaking games are played

easier. All presented games are monitored by the educator in order to avoid fixing incorrect

language (see also chapter 3.2.3). This chapter deals with the descriptions of three language

games that were successfully tried during my teaching practice (for a short overview see Table 3

below).

Game Practice Time Materials Page

The magic ball

“Where are Grandma‟s Teeth?”

Questionnaires made by children

controlled

guided

controlled

8 minutes

15 - 20 minutes

10 minutes

yes

yes

yes

50

52

53

Table 3: “Speaking games - content”

“The magic ball” was played at the beginning of the language lesson to revise vocabulary before

the test. “Where are Grandma‟s Teeth?” and “Questionnaires made by children” were presented

during the main part of the lesson. For the reason, more time was required for the game to be

played.

50

5.2.1 The magic ball

Materials a small ball (preferably made from soft material)

Number of pupils groups of ten

Level beginner

Language vocabulary - names of furniture and parts of a flat

Time 8 minutes

Aim The language focus is on pronunciation and the knowledge of

vocabulary and exercising the structures of questions and answers.

Classroom language Come here, please. It is your turn.

Make a circle. Catch a ball.

Play a game. Knee bent.

Translate. Run around the circle.

Repeat it, please. Jump.

Well done.

Source of the game Hanšpachová (2005: 14)

Description

A circle is made by the children and the educator too. The number of learners participating can

change according to the total number of young learners in the class. If there are more then twenty

pupils in the class, then is better to make more circles. In that case, more groups are made, one

group is participating in the game and the others are working on different tasks. For the purpose,

the game can be properly monitored by the educator. The tasks can not involve any listening or

speaking activities, because concentration and silence is required for the game.

1st variation

A word is said in Czech language one learner followed by throwing the ball to other learner. The

learner having the ball has to translate the word in the target language. If the correct answer is

unknown to the child, then he or she is out of the game. The last standing person in the circle is a

winner.

2nd variation

Various things are described in English language (for example, “It is an animal. It is long and it

51

has not got legs. It eats spiders. What is it?”). Afterwards, the ball is caught by another person

and riddle is answered.

3rd variation

A question is asked by the learner. The ball is caught and the child having the ball has to answer

the question. Afterwards, the same person asks a new question. The choice of questions and

short answers is based on the grammar that needs to be practised (for more detail see also chapter

4.2.1).

Recommendations and personal experience

In my opinion, the game offers possibility to practise any problematic parts of the target

language. If the same structures of the language are repeated many times during the game, then

they are remembered easier (see also chapter 3.2.3.1).

Three modifications of “The magic ball” are described on the previous page. All of them were

also tried by me. Therefore, a brief comparison is presented further on. The first variation based

on the simple translations, was focused on the revision. The words causing problems were

repeated several times. Afterwards, the tests were checked with the satisfactory results.

Next variation was played with older children at the age of twelve. In my opinion, this

modification is a bit more difficult. The learners have to be able to create sentences including the

knowledge of vocabulary. A few children had problems with creating correct definitions of the

things. Their knowledge of the language structures was poor. Therefore little help was offered by

me mentioning the individual words or helping to make the sentences.

The last form of the game is focused on practising asking and answering questions. Simple

questions were asked with no more difficulties. The learners might have problems to create

questions followed by short answers. Therefore, this variation might help to develop speaking

abilities (for more detail see also chapter 4.2).

A combination of this game with movement is also possible. In other words, if the answer is

unknown by the learner, then some physical movement has to be done instead of the answer (for

example, to knee bend or run around the circle made of children). I would also advise to play

52

with a bigger sized ball made from soft material. Because, learners‟ injuries caused by being hit

by the ball are less possible. It is also better, if there is free space anywhere in the classroom for

playing the game. In case of lack of space, the learners can simply stand around the desks facing

themselves. In case pupils are noisy, then the special magical power of the ball is used. The

learners are enchanted into mice. The only mouse having the magic ball is able to talk because of

the magical power the ball has.

5.2.2 “Where are Grandma‟s Teeth?”

Materials photocopies of a game sheet A for each pair, 1 photocopy of a sheet

B for the whole class (appendix n. 4)

Number of pupils learners divided in pairs

Level beginner

Language there is / are …

prepositions - under, on, in, at

vocabulary – names of rooms and furniture

Time 15 - 20 minutes

Aim The game deals with the grammatical structures there is / are …

and with the usage of prepositions and vocabulary connected to the

house. The main aim is to make children speak using the grammar

structures mentioned above.

Classroom language Get a colouring pen.

Where are Grandma‟s teeth?

Colour the places where the teeth are not.

Read the instructions.

Tell your partner.

Change a partner.

Exchange information.

Well done. You are a winner. You found Grandma‟s teeth.

Source of the game Toth (1995: 34)

53

Description

Each pair is given a copy of a sheet A. A sheet B is cut into the stripes. Every learner is given a

worksheet A with one sentence on the paper. The information on the stripe has to be kept as a

secret. The task is to read their sentences and the partner‟s sentence. Then, learners have to

colour in the places where the teeth are not placed. Afterwards, pairs are changed in order to

receive new information for further search for the teeth. Finally, the person, who investigates

where the false teeth are, is a winner and the game ends.

Recommendations and personal experience

The game was loved by the young learners. The children were especially amazed by the catchy

name of the game. Before the game is played the grammar and vocabulary must be revised to be

sure everybody is familiar with the words. Also the structure of the questions and answers is

practised in advance. Learners‟ communication supported by the educator is the main aim of the

game (for further detail see chapter 3.2.2). In my opinion, it is necessary to monitor the class and

remind speaking in English constantly. In case, there are an odd number of players, one group of

three learners can be created instead of one pair.

5.2.3 Questionnaires made by children

Materials sheets of paper, writing equipment

Number of pupils groups of four to seven

Level beginner

Language Can you…? Yes, I can. / No I can not.

sports vocabulary, music instruments vocabulary; verbs (to ski, to

speak English, to jump, to dance, to draw, to fly, to swim, to sing)

Time 10 minutes

Aim Speaking skill is practised practically with the focus on vocabulary

and grammar.

54

Classroom language Make a survey. Draw.

Write down four names.

Write four activities or music instruments.

Make groups of …

Go and ask your friends. Thank you. Well done.

Source of the game Scott (1990: 47)

Description

The children‟s task is to draw their own raster 5x5. Then four names within their groups of seven

are chosen as well as 4 activities or musical instruments (sports vocabulary, music instruments

vocabulary; verbs – to ski, to speak English, to jump, to dance, to draw, to fly, to swim, to sing).

Then, the chosen items and names are written down into the table (see Table 4 below).

Swim fly sing dance

Petra

Lenka

Pavel

Lukas

Table 4: “Questionnaire - prepared table”

At the time the tables are ready, the learners find the people whose names are in their tables. The

questions are asked with the purpose of filling in the information in the table. Only the following

phrases can be used: Can you…? Yes, I can. / No, I can not (see also chapter 4.2.1). It is also

useful to have these structures written on the blackboard. Below there are examples given to see

how to create the questions and insert the answers into the tables (see Table 5 on the next page).

Can you sing, Petra? Yes, I can.

Can you swim, Lukas? No, I can not.

Can you fly, Lenka? No, I can not.

Can you dance, Pavel? Yes, I can.

55

Swim fly sing dance

Petra

Lenka X

Pavel

Lukas X

Table 5: “Questionnaire - complete table”

Recommendations and personal experience

All activities based on the questionnaires are loved by the children. It was enjoyable to see their

joy to walk and search for the answers. For this game, everyone spoke in English with the help

of the information written on the blackboard. The teacher‟s check of the dialogues and the

correction of mistakes is necessary (for further detail see also chapter 3.2.3.1). In case there is

not enough time to spend on drawing the table, the tables may be prepared by the teacher in

advance. On the other hand, the children might like the involvement in the language learning

process by making their own tables.

My recommendation is to create groups of four and ask every child from the group a question. In

my case, it happened that some children were asked many times and a few not that often.

Therefore, I created my own table and asked the children the questions myself. It is also better to

create smaller groups of four or five for the reason of better opportunities to communicate within

the group while not excluding anyone. All groups can work at the same time while the teacher is

monitoring them.

Summary

During the communicative games the social aspect of the learners‟ lives appears. There is

necessity to speak in order to ask the information needed. Cooperation is also a part of the game

(see also chapter 4.2.2). Sometimes, the correction is expected immediately, on the other hand

there are activities that support the learner to speak fluently instead of accurately.

56

5.3 Reading games

The reading games I have introduced are focused on silent reading as well as reading out loud,

which also requires a certain level of understanding of the text (see also chapter 4.3). The first

game is based on visual input (for further detail see also p. 10) that helps young learners to

remember the words more easily. This chapter deals with descriptions of two language games

that were successfully tried during my teaching practice (for a short overview see Table 6

below).

Game Practice Time Materials Page

The matching game

Red hen and brown fox II

controlled

guided

5 - 10 minutes

10 - 20 minutes

yes

yes

56

58

Table 6: “Reading games - content”

The matching game was played in order to practice vocabulary at the end of the lesson. If a word

is read and connected to visual input, then the language learning is easier. The game Red hen and

brown fox II is connected to the story Red hen and brown fox (appendix n.1) followed after the

activity presented in chapter 5.1.3. The children have to be familiar with the story for the reason

to be able to create a correct sequence of the sentences.

5.3.1 The matching game

Materials cards with the written words,

cards with the pictures (appendix n. 3)

Number of pupils whole class divided into pairs

Level beginner

Language body parts vocabulary

This is a / and...

Time 5 - 10 minutes

57

Aim The language practice is focused on silent reading and reading out

loud. The ability to connect the written words with the pictures is

developed too.

Classroom language Look at the pictures. Repeat it, please.

Read the words. Try it again.

Match a picture with a word. Be careful.

Read it. Say the sentence.

Well done.

Source of the game Willis (1981: 151)

Description

Every pair is given several cards with the pictures on them and cards with the written words. The

task is to match an image with the correct word. The words are read out loud utilising the

structure “It is a / an ...”. One learner is responsible for finding the pairs. The other learner makes

the sentence and read it. Then the roles are changed.

Recommendations and personal experience

In accordance to my experience, the game can be also played by the individuals excluding

reading out loud. Then, the game is focused on silent reading practising the vocabulary

knowledge. The children enjoyed to search for the correct pairs. The structure “It is a / an

…”was presented on the blackboard for everyone to be seen. Willis (1981: 151) advises writing

down the short sentences after they are read (a combination of reading and writing skill). My

intention was to practise reading skill primarily because the learners had difficulties to read out

loud. For this reason, the language practice was focused on reading skill only.

I would also recommend presenting especially funny pictures, which may be used as a

motivation factor. If an interesting image is included in the game, the young learners will be

even more enthusiastic about the task. For the game I have drawn my own pictures and they

were liked by the children.

58

5.3.2 Red hen and brown fox II

Materials photocopies of the story (appendix n. 1), scissors

Number of pupils whole class divided into pairs

Level beginner

Language reading

vocabulary connected to the story

going to, will / won‟t

past simple tense

Time 10 - 20 minutes

Aim The game is focused on practising silent reading and reading out

loud. The focus is on intonation, pronunciation, stress and other

language features connected to the language (see also chapter

3.1.2).

Classroom language Work in pairs. Are you ready?

Take the scissors. This is not correct.

Cut the sentences. Well done.

Look at me. Read it.

Do you understand? Make a correct order.

Source of the game Reilly and Ward (1997: 100 - 102)

Willis (1981: 152 - 153)

Description

The pairs are given the text of Red hen and Brown Fox, which is cut into the small pieces

according to the sentences. It might by cut the teacher in advance or by the learners before the

game is played. The task is to put the sentences into a correct order. To put it more clear, if the

statements are sequenced correctly, then the whole story is created again. Finally, the story is

read by the learners out loud or in pairs.

Recommendations and personal experience

The story could be also shortened or only certain parts are given to the young learners in order to

save some time. Another possibility of saving time is the game is played in co-operation of more

59

learners (three to four learners).

When the sentences are sequenced, then they are read by the learners. The learners take turns in

reading. The choice of the readers is depended on the teacher. Everyone has to be ready to read

any time. It is not recommended to let the learners to follow each other by reading because the

rest of the class will do nothing. Also mistakes should be corrected by the teacher followed by a

feedback on their reading skills. Various mispronounced words could be repeated with the whole

class afterwards.

The learners were familiar with the story. Therefore they were able to sequence the sentences

quite correctly (for more information see also chapter 5.1.3). The images connected to the text

(appendix n. 2) were put on the blackboard and several words were revised. In my opinion, a

certain preparation for the game is needed. The story was interesting and learners‟ feedback on

the game was positive.

Summary

The games based on reading skills are presented in more details. Both The matching game and

Red hen and brown fox II are focused on reading practice of simple sentences. The matching

game combines visual material with written words. Red hen and brown fox II is based on the

story of the same name and needs previous knowledge of the story too. For this reason, there is a

game Red hen and brown fox I presented in chapter 5.1.3.

5.4 Writing games

Writing games are played for the reason of vocabulary spelling improvement and knowledge of

the structure of sentences in the target language. Writing games often combine writing practice

with other skills (for more detail see also chapter 3.4.2). This chapter presents four language-

learning games that were played with young learners during my teaching practice (for a short

overview see Table 7 on the next page).

60

Game Practice Time Materials Page

Anagrams

Bingo focused on spelling and meaning of words

Run and write dictation

Write two true sentences and one false.

controlled

controlled

guided

guided

5 -10 minutes

10 minutes

15 - 20 minutes

10 minutes

yes

yes

yes

yes

60

62

63

65

Table 7: “Writing games - content”

Anagrams and Bingo are games primarily focused on vocabulary spelling. On the contrary to

Run and write dictation and Write two true sentences and one false that are focused on spelling

of the words within sentences or a whole text.

5.4.1 Anagrams

Materials blackboard / sheets of paper / interactive board, writing material

Number of pupils whole class

Level beginner / pre-intermediate

Language sports vocabulary

Time 5 - 10 minutes

Aim The focus is on the vocabulary practice through creating the words

from the mixed letters.

Classroom language Get a pen, please. Read, please.

Look at the letters. Start.

Find the words. Stop.

Write it down. Well done.

Say it aloud.

Source of the game Karásková M., Šádek J. (2008: 22)

Description

The preparation of the game should be done in advance. Any vocabulary can be practised. All

letters from the exact word are taken and mixed. Young learners are supposed to find and write

down the right vocabulary.

61

The words could be also simply said out loud or read from the paper. Examples of Anagrams

focused on the sports vocabulary are shown below (Table 8: “Anagrams - words”).

COHECIYEK

ICE HOCKEY

BOYVLLLLAE

VOLLEYBALL

ABLLOTOF

FOOTBALL

LABLKTESBA

BASKETBALL

SELABLAB

BASEBALL

Table 8: “Anagrams - words”

Recommendations and personal experience

High motivation can be reached by rewarding the first person solving all words in the shortest

time. If there are more difficult anagrams then the learners may be better divided into pairs in

order to make the task easier to be solved.

Young learners could be also asked to create their own mixed words as homework. Then

Anagrams can be presented at school in the next language lessons. The spelling correction of

vocabulary must be provided by the teacher. For the reason wrong forms of the words are not

fixed by the learners.

In accordance to my experience, the time duration of the game is depended on the learners‟ level

of the second language and knowledge of vocabulary. It is not possible to solve the words

without a previous knowledge of the used words.

62

5.4.2 Bingo focused on spelling and meaning of words

Materials sheets of paper, writing material, pictures and written words

(appendix n. 5)

Number of pupils whole class

Level beginner

Language verbs – to dance, to draw, to fly, to jump, to read, to run, to sing,

to ski, to swim

Time 10 minutes

Aim The focus is on spelling and meaning of vocabulary. Also listening

skill is being practised.

Classroom language Make a raster.

Write down six words.

Are you ready?

Yes, I am. / No, I am not.

Start. / Stop.

Look at the picture / blackboard / at me.

Can you repeat it please?

Next word is …

You are a winner.

Sou Source of the game Slattery (2004: 54 - 55)

Description

The young learners are asked to create a bingo raster that consists of six squares. It may also be

prepared for them in advance (Table 9: “Bingo raster - prepared”).

Table 9: “Bingo raster - prepared”

There are nine pictures of the verbs that are given to the young learners such as, to dance, to

63

draw, to fly, to jump, to read, to run, to sing, to ski, to swim. Six of them are chosen by the

learner and written into the raster (Table 10: “Bingo raster - filled”).

dance

run

Sing draw

Fly swim

Table 10: “Bingo raster - filled”

Then the words are called out or shown on the flashcards (appendix n. 5). Learners must cross

the words in the Bingo chart as soon as they are mentioned or shown. The child, who deletes all

words, says Bingo! and is a winner.

Recommendations and personal experience

Bingo game is popular among young learners. It was also enjoyed by the children taught by me.

Learners‟ enthusiasm and joy in their faces was very well visible. The children were active all

the time and were trying to win. According to my experience, I would recommend the usage of

the flashcards to reach high effectiveness of language learning. Vocabulary is better memorised

if visual material is presented in the language learning (for more detail see also p. 10). Bingo

game can be considered to be a controlled writing game. The teacher‟s instant monitoring is

important (see more about controlled writing in chapter 3.4.2).

5.4.3 Run and write dictation

Materials a short story, sheets of paper, writing material, dictionaries

Number of pupils whole class divided into pairs

Level beginner / pre-intermediate

Language vocabulary and grammar connected to the chosen story

Time 15 - 20 minutes

64

Aim Both pronunciation and spelling is mainly practised. The learners

should be able to present correct spelling of the words and

grammatically accurate sentences. The learners‟ work is supported

by the availability of the dictionaries.

Classroom language Get a pen and a sheet of paper. Make pairs.

Cooperate, please. Run.

Can you spell it? I do not understand you.

Spell it, please. Write it.

Run again. Use a dictionary.

Change the roles. Correct the sentences.

Can you help me? Is it correct?

Can you find this word, please? Thank you.

Well done.

Remember the sentence / a part of the text/ some words.

Can you repeat it, please?

Can you say it again, please?

Source of the game Hanšpachová (2005: 138)

Description

The young learners are divided in pairs. Every pair is asked to get a sheet of paper and a pen. In

case, there is learner who does not have any pair, then a cooperation of three learners is possible.

Children are asked to take turns within the three people.

A short story has to be prepared in advance by the teacher and given to every pair. The text has

to be suitable for the learners‟ language level. In other words, it should not be too difficult or too

easy. One of pair is asked to sit with a paper on one side of the classroom. The story is put on the

other side. The second person of the pair has to run to one side of the room, to read a part of text

and remember it. Then, he or she runs back and tells the information to the partner who has to

write the information down.

The game is finished when the story is fully rewritten by every pair. Then, original text is being

compared with the learners‟ writing. The correction is done by the learners themselves.

Misspelled words are found in the dictionaries. Finally, the corrected stories are read out loud.

65

Learners‟ language problems should be clearly explained afterwards. The explanation might be

also done in the mother tongue (see also chapter 3.2.4).

Recommendations and personal experience

Run and write dictation might be nicely used as a motivational factor. The topic of the lesson or

some grammatical structures can be included in the content of text. The time duration may differ

from difficulty of the text as well as writing and speaking skills. It is important that learners are

given enough time to finish the task and there is an availability of the dictionaries. Sometimes, it

might be too complicated to control the whole class running around. For this reason, the learners

can be told to walk slowly or like a crab / a turtle.

In accordance to my personal experience the sequence of the teaching process can be

characterised in these following steps:

The unknown words are pre-taught and practised. Then, several pictures are presented to

the children to learn the words. The longer the images are visible, the more the

effectiveness of the learning process is improving.

Secondly, a story is read by the teacher out loud.

Thirdly, the story is divided into small parts and a short part of the story is given to the

each pair.

Then, the game is played.

The description of the teaching process is based on the theoretical information discussed in

chapter 3.2.3.3.

5.4.4 Write two true sentences and one false.

Materials sheets of paper, writing material

Number of pupils whole class divided into groups of four

Level beginner

Language I can / can‟t

Time 10 minutes

66

Aim The structure of the sentence and the word spelling is practised.

Writing skill is exercised in combination with speaking skill.

Classroom language Get a pen / a sheet of paper, please.

Write three sentences about yourself.

Two sentences are true and one is false / wrong.

Do you understand?

Start.

Make groups of four.

Read the sentences.

Guess the false sentence.

Well done.

Are you ready?

Stop, please.

Source of the game Purkis (1992: 25)

Description

The young learners are asked to write down three sentences about themselves. Two statements

are true and one statement is false. As soon as the sentences are written, the groups of four are

created. The sentences are read one by one and the rest of the learners must guess the false

sentence. The game can have a competitive character by rewarding every good guess by a point.

The person having the most points at the end is a winner.

Recommendations and personal experience

In accordance to my experience, the game is more popular among children between the ages of

eleven and thirteen. The learners have already a relevant knowledge of vocabulary and a certain

ability to create sentences. When the game was played with the learners at the age of ten, the

difficulties in making the statements and also with unclear reading appeared. For this reason, the

game took a very long time and the enjoyment was not remarkable. The older learners also had

certain knowledge about each other, therefore they were able to guess the false sentence and

score the points. Also writing down the sentences took only a little time. Learners‟ enthusiasm

was clearly visible and also the competitive character motivated them to work hard.

67

Any grammar can be practised though this game. In my class, it was necessary to revise the

structures can / can not. The task was to write two true sentences and one false statement about

their abilities.

Summary

Writing skill is the last skill to be learnt by the young learners in the second language. To reach

the balance of all four skills the involvement of writing games is necessary. A few games are

presented with focus on writing. It has to be considered that the games depend on:

level of writing skill,

difficulty of text,

knowledge of the language.

Summary of the practical part

The practical part is primarily focused on my personal experience with the games that were

played with the young learners. The choice of games is based on the information presented in the

theoretical part of the thesis. The children playing the games were carefully observed and only

the games that fulfilled the aim of effective language learning are described furthermore in the

practical part.

The language-learning games have been divided according to the four language skills (listening,

speaking, reading and writing). For every skill games are presented with a brief description and

my personal recommendations or modifications. The skills are sequentially ordered according to

the language skills development. Listening games are mainly focused on aural work and ability

to understand the spoken target language. Secondly, speaking games are based on oral practice

through controlled, guided and free games. Reading games are focused on the development of

reading skill using visual input that may support the language learning. Finally, writing games

support writing skill development. In my case, there are two games (Anagrams and Bingo),

which were played with the purpose of vocabulary spelling practice. In comparison, „Run and

write dictation‟ is based on writing whole statements. This requires learners‟ extensive

68

knowledge of language structures.

To sum up, Games in use shows various possibilities how the language skills can be practised.

Nowadays, there are many games available; therefore a variation of games played with the

young learners may be a good option. Sometimes, it is necessary to improve a game or change it

a little bit. Therefore, the games should be monitored by the teacher. There was an opportunity

for me to try the games with children between nine to twelve years old. In accordance to my

observations and several modifications, the games were adapted if it was deemed necessary. In

case the game was not working properly and language-learning aim was not fulfilled, then it was

better to stop the game and present it the next time in a different form.

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6 Conclusion

To conclude this thesis focusing on playing games during language lessons, one can distinguish

two distinct parts. The theoretical part is aimed at discussing skills in combination with games,

while the practical part is primarily based on my own experience playing games with young

learners. In the introduction, several questions were mentioned, which were answered in the

thesis. Below, the questions are repeated with the conclusive answer

How does playing games influence the language-learning process?

In my opinion, language lessons are enriched by playing humorous and entertaining games that

easily involve children in the language learning aspects of their class (for example, the game

called “Where are Grandma‟s Teeth”). Various games could be introduced during the main part

of the language lesson to practise the target language (such as, the games Red hen and brown fox

I, II). Games can also be played at the end or in the beginning of the lessons for relaxation or

motivation (such as, the bingo games). All information connected to the choice of games and

classroom organisation is based on the theoretical information mentioned in the theoretical part.

Can games be used as a motivational element?

Games are perfect to be used for language learning motivation. Concluding from chapter 2.3,

motivation is considered to be one of the main reasons games are played. Also, chapter 2.1

makes clear that games can make a language lesson more enjoyable.

Which factors need to be considered for the game to be suitable for young learners?

The main point of chapter 5 is to show factors that should be considered before games are being

played. The teacher has to consider the number of young learners, classroom organisation, the

materials needed, age and the level of language as well as the learners‟ opinion about the game.

Sometimes, the chosen materials have to be modified to be suitable for the young learners as can

be seen in chapter 4.3.1, where different methods are presented to simplify texts.

70

What is the teacher‟s role and young learner‟s role in the process of playing games?

As chapter 4.2 makes clear, the learners‟ main role is to actively participate during the games.

Young learners should also be stimulated by the educator to communicate. Concluding from

chapter 4.2.3, various games require learners‟ co-operation in addition to communication.

Moreover, the teacher‟s instructions have to be followed by the young learners as has been

mentioned in chapter 3.2.

The teacher‟s role changes according to the style of the game. Chapters 3.2.3 and 3.4.2 make

clear that some games (based on controlled and guided practice) require strict teacher‟s

monitoring with immediate corrections. On the contrary, games based on free practice are

focused on fluency. In this case the teacher‟s role is to be a helper and an advisor. Concluding

from chapters 3.1.2 and 3.2, the teacher‟s role evolves around providing correct language

examples in order to present the game. Also, evaluation of the game is conducted by the teacher

to signal potential improvements (as has been mentioned in chapter 5).

To sum up, the thesis presents language-learning games as an essential part of the language-

learning process. If the games are presented in the right way, considering the factors needed for

the suitability of the games for young learners, only then the games can be applied for successful

language learning / teaching. Games motivate the young learners and involve the learners as

active elements. In addition, my recommendation is to make a careful choice of games, because

unsuitable games may create young learners‟ negative attitudes towards the target language.

Further research focused on playing games could be discussing positive and negative elements

influencing the language-learning process. Also, the language skills (listening, speaking, reading

and writing) could be discussed separately into more detail. A more empirical approach for

future research could be analysing the answers by learners and the teachers on questionnaires

dealing with the topic of specific games and their effects.

71

Sources of literature

ANDERSON, A., LYNCH, T., Listening. Oxford University Press: 1988. 154 p. ISBN

0194371352.

BOWEN, T., MARKS, J., Inside Teaching. Macmillan Publishers Limited: 1994. 176 p. ISBN

0435 24088 9.

BOWMAN, B., BURKRT, G., and ROBSON, B., TEFL / TESL: Teaching English as a foreign

or second language. Washington, Peace Corps: 1989. 222 p.

BYRNE, D., Teaching Writing Skills. Longman: 1991. ISBN 0 582 74651 5.

BREWSTER, J., The Primary English Teacher's Guide. London: 1992. 238 p. ISBN

0140813594.

COOK, G., Language Play, Language Learning. Oxford University Press: 2000. 235 p. ISBN

0194421538.

CROSS, D., A Practical Handbook of Language Teaching. Prentice Hall International, London:

1992. 296 p. ISBN 0133809579.

DAWSON, C., Teaching English as a Foreign Language. A Practical Guide. George G. Harrap

and Co. Ltd: 1984. 64 p. ISBN 0245539298.

HANŠPACHOVÁ, J., Angličtina plná her. Praha: Portál, 2005. ISBN 80 7178 790 6.

HORNBY, S., Oxford Advanced Learner’s Dictionary of Current English. Oxford: 2000. 1422

p. ISBN 0 19 431510 X.

72

KARÁSKOVÁ, M., ŠÁDEK, J., Start with CLICK new 2 - Teacher’s Book - angličtina pro 4.

ročník základní školy. Plzeň: Fraus, 2008. ISBN 978 80 7238 576 8.

LADOUSSE, G., P., Role Play. Oxford: 1989. 181 p. ISBN 019437095x.

MOON, J., Children Learning English. Macmillan: 2005. 184 p. ISBN 1 4050 8002 7.

PHILLIPS, S., Young Learners. Oxford University Press: 1993. 182 p. ISBN 0194371956.

PINTER, A., Teaching Young Language Learners. Oxford University Press: 2006. 180 p.

PROCTOR, A., ENTWISTLE, M., JUDGE, B. and McKENZIE-MURDOCH, S. Learning to

Teach in the Primary Classroom. Great Britain: Routledge, 1995.

PURKIS, CH., English Language Games. Canada: Thomas Nelson and Sons Ltd: 1992. 132 p.

ISBN 0 17 432411 1

REILLY, V., WARD. S., M., Very Young Learners. Oxford: 1997. 197 p. ISBN 019437209X.

SCOTT, W., A., YTREBERG. L., H., Teaching English to Children. London, New York:

Longman: 1990. 115 s. ISBN 0582 74606 X.

SLATTERY, M., Vocabulary Activities. Oxford: 2004. 71p. ISBN 0 19 442195 3.

SLATTERY, M., English for Primary Teachers. A Handbook of Activities & Classroom

Language. Oxford : 1997. 148 p. ISBN 0194375633.

SCRIVENER, J., Learning Teaching: A guidebook for English Language Teachers. Oxford :

Heinemann: 1994. ISBN 0435240897.

ŠVECOVÁ, H., Oxford Basics for Children. Listen and Do. Oxford : Oxford University Press:

2006. 71 p.

73

TOTH, M., Children’s Games. Great Britain: Macmillan Publishers Limited: 1995.

UNDERWOOD, M., Teaching Listening. Longman Group UK Limited: 1990.

UR, P., A Course in Language Teaching. Cambridge: 1996. 375 p. ISBN 0521449944.

WALLACE, C., Reading. Oxford University Press: 1992. ISBN 0 19 437130 1.

WILLIAMS, E., Reading in the Language Classroom. London and Basingstoke: Macmillan

Publishers Limited: 1991. ISBN 0 333 27179 3.

WILLIS, J., Teaching English through English. Longman: 1981. 192 p. ISBN 0 582 74608 6.

WRIGHT, A., BETTERIDGE, D., BUCKBY, M., Games for Language Teaching. Cambridge:

1984. 212 p.

74

Resumé

Diplomová práce se zabývá problematikou hraní her v hodině anglického jazyka. Teoretická část

je zaměřena na hry spojené s procvičováním jazykových dovedností. Praktická část je zaloţena

na mých vlastních zkušenostech hraní her s mladšími ţáky. V úvodu diplomové práce bylo

zmíněno několik otázek, které byly v této diplomové práci zodpovězeny.

Jak hraní her ovlivňuje učení cizího jazyka?

Zábavné hry zaměřené na určitý jazykový problém rozhodně hodinu cizího jazyka obohatí, tak

jako například hra s názvem „Kde jsou babiččiny zuby?“. Jazykové hry mohou být aplikovány

během jakékoliv části vyučovací hodiny. Během hlavní části můţeme aplikovat hru „Červená

slepice a hnědá liška I, II“ a na začátku nebo na konci hodiny mohou být hrány různé variace hry

„Bingo“. Všechny hry jsou zaloţeny na poznatcích uvedených v teoretické části.

Mohou hry motivovat k činnosti?

Hry jsou výborným motivačním prvkem. Kapitola 2.3 ukazuje, ţe motivační prvek je jeden

z hlavních důvodů, proč se hry ve vyučovacím procesu vyuţívají. Také v kapitole 2.1 je

zmíněno, ţe jazykové učení je mnohem příjemnější, pokud je zaloţeno na hrách.

Jaké faktory je potřeba vzít v úvahu, aby byla hra vhodná pro mladší ţáky?

Kapitola 5 se zabývá faktory, které by měly být prodiskutovány, dříve neţ je hra aplikována

do hodiny cizího jazyka. Učitel by měl vzít v úvahu počet ţáků, organizaci třídy, potřebné

pomůcky, věk ţáků, úroveň znalosti cizího jazyka i názor ţáků, jak se jim hra líbila, popřípadě

nelíbila. Někdy je potřeba potřebné pomůcky přizpůsobit tak, aby byly pro mladší ţáky vhodné,

tak jak je vidět v kapitole 4.3.1, kde jsou prezentovány metody zjednodušování textů.

Jaká je role učitele a ţáka při hraní her?

Z kapitoly 4.2 vychází, ţe hlavní rolí ţáka je aktivně se zúčastnit jakékoliv hry, kdy jejich

komunikace by měla být podporována učitelem, stejně tak jako spolupráce, která je některými

hrami vyţadována (kapitola 4.2.3). Ţáci dále musí plnit učitelovy instrukce, tak jako to je

popsáno v kapitole 3.2.

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Podle druhu hry se také mění role učitele. V kapitolách 3.2.3 a 3.4.2 jsou popsány hry (řízené a

vedené), jeţ vyţadují důslednou kontrolu učitelem a okamţitou opravu jazykových chyb. Dalším

typem her jsou hry volné, které jsou především zaměřeny na plynulost projevu, kde role učitele

spočívá ve snaze pomoci najít správnou cestu. Učitel musí dbát na to, aby se dokázal vyjádřit v

cizím jazyce správně a výstiţně (kapitoly 3.1.2 a 3.2) a zhodnotil hru za účelem potenciálních

úprav (kapitola 5).

Závěrem diplomové práce je presentace jazykových her jako důleţité součásti jazykového

vyučování. Pokud jsou vzaty v úvahu faktory týkající se vhodnosti her pro mladé ţáky a zároveň

jsou hry vhodně presentovány, potom můţeme očekávat efektivní učení se cizímu jazyku. Hry

jsou dobrým motivačním prvkem, jeţ dokáţe ţáky aktivizovat k dalšímu učení. Důleţité je, aby

nevhodné hry nebyly vůbec pouţívány. Mohlo by tak dojít k vytvoření negativních postojů a

nechuti k učení se cizímu jazyku.

Z hlediska dalšího výzkumu by se mohly diskutovat pozitivní a negativní prvky, které ovlivňují

jazykové vyučování. Dále by se také mohly podrobněji popsat jednotlivé jazykové schopnosti, a

to poslech, projev, čtení a psaní v cizím jazyce. Co se týče více empirického přístupu dalšího

výzkumu, by se mohly analyzovat odpovědi ţáků a učitelů z předloţených dotazníků, které by se

zabývaly specifickými hrami a jejich efektem na jazykové vyučování.

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Appendices

Appendix n. 1 Red Hen and Brown Fox

Appendix n. 2 Red Hen and Brown Fox – flashcards

Run and write dictation

Appendix n. 3 The matching game

Appendix n. 4 Where are Grandma‟s Teeth?

Appendix n. 5 Flashcards for Bingo focused on spelling

77

Appendix n. 1

Red Hen and Brown Fox

Run and write dictation

Source of literature: Vanessa Reilly and Sheila M. Ward (1997: 100 - 102)

78

79

80

81

Appendix n. 2

Red Hen and Brown Fox – flashcards

Source: author‟s drawings

82

83

Appendix n. 3

The matching game

Source: author‟s drawings

84

85

A HEAD

A BODY

A LEG

AN ARM

A FOOT

AN EYE

A MOUTH

AN EAR

A HAND

A NOSE

86

Appendix n. 4

Where are Grandma’s Teeth?

Source of literature: Toth (1995: 80 - 81)

87

88

89

Appendix n. 5

Flashcards for Bingo focused on spelling

Source: author‟s drawings

90

Verbs:

to dance to draw

to fly to jump

to read to run

to sing to ski

to swim

91

ANOTACE

Jméno a příjmení: Alena Šubová

Katedra: Katedra anglického jazyka PdF UP Olomouc

Vedoucí práce: Mgr. Josef Nevařil, Ph.D.

Rok obhajoby: 2011

Název práce:

Hry ve výuce anglického jazyka

Název v angličtině:

Games in English Language Teaching

Anotace práce:

Diplomová práce se zabývá problematikou hraní her v hodině anglického

jazyka. Teoretická část je zaměřena na hry spojené s procvičováním

jazykových dovedností. Praktická část je zaloţena na mých vlastních

zkušenostech hraní her s mladšími ţáky. V úvodu diplomové práce bylo

zmíněno několik otázek, které byly v této diplomové práci zodpovězeny.

Klíčová slova:

Mladší ţák, mateřský jazyk, druhý/ cílový jazyk, schopnost, zpětná vazba,

poslechový materiál, obrazový materiál, přesnost, plynulost

Anotace v angličtině:

The thesis focuses on the organisation of games and class. The theoretical

part aims at discussing skills in combination with games, while the

practical part is primarily based on my own experience with the playing

games with the young learners.

Klíčová slova v angličtině:

Young learner, mother tongue, second/ target language, ability/ skill,

feedback, aural material, visual input, accuracy, fluency

Přílohy vázané v práci:

Appendix n. 1 - Red Hen and Brown Fox

Appendix n. 2 - Red Hen and Brown Fox – flashcards

Run and write dictation

Appendix n. 3 - The matching game

Appendix n. 4 - Where are Grandma‟s Teeth?

Appendix n. 5 - Flashcards for Bingo focused on spelling

Rozsah práce: 70

Jazyk práce: Anglický jazyk

92