Playing games in the classroom is usually considered to be a time-consuming and unproductive exercise. However, games provide opportunities for interaction and can be used to create a meaningful context for language learning.
Keeping these in mind, a workshop was conducted in Villianur ERC. The response received motivated us to conduct a 2nd edition at the Mudaliarpet TRC .
The objective of the workshop was to use games to
- Acquire language
- Promote creativity
- Practice democracy
The games can be taken to the students in 3 stages, each involving 3 processes:
- Eliciting language required to play the game
- Introducing/Discussing the rules of the game
- Playing the game
In the first stage
- Language can be elicited from students through a whole class activity
- Teacher can inform the students about the rules of the game
- Teacher can direct the game
In the second stage
- Language can be elicited from students making them work in groups
- Teacher and students can discuss and modify the rules of the game
- Students can direct the game while teacher ensures that the rules are being followed.
In the third stage
- Language can be elicited from the students through individual or pair work
- Teacher and students can discuss and modify the rules of the game ensuring that (i) everyone is treated equally, (ii) no one gets hurt and (iii) English gets learnt.
- Teacher and students are all players and all of them get to a chance (in turns) to direct the game and ensure that the rules are followed.
Let’s take for example the game ‘Simon Says’ (information about the original game is available online)
In the first stage
- Teacher asks all the students in class what things they can do with their hands and fingers.
- Students say in Tamil/English
- Teacher writes it on the blackboard in English. For eg:
- Wave your hands
- Tap your head with your left hand
- Make dosa with your right hand
- Teacher explains the rules of the game
- Teacher uses some of the actions written on the blackboard to play the game.
In the second stage
1) Teacher asks students to form groups and write what things they can do with their legs and toes.
Each team writes and shares it with the others.
Teacher writes on the blackboard in English. For eg.
- Jump up and down
- Hop on one leg
- Hold a pencil with your toes
2) Teacher invites students to make any modifications to the rules of the game.
3) One of the students directs the game using the new instructions written on the BB while the teacher ensures that the modified rules are being followed.
In the third stage
1) Teacher asks each child (or a pair) to write a few things that they can do with any part of their body (This task can be given as homework as well).
Students write and share their ideas with the whole class.
Teacher writes them on the blackboard in English. For eg:
- Bend and touch your toe
- Shake your head
- Make an angry face
2) Teacher invites students to make modifications to the rules of the game keeping in mind that (i) everyone is treated equally, (ii) no one gets hurt and (iii) English gets learnt.
3) Teacher becomes one of the players and everyone gets a chance (in turns) to direct the game and make sure the rules are being followed.
Let’s take another example of the game ‘Stone, Paper, Scissors’ (information about the original game is available online)
In the first stage
1) Teacher asks all the students in class to guess what dialogues Stone will tell Scissors, what Scissors will tell Paper, and what Paper will tell Stone etc. and write them on the blackboard.
For eg:
Stone: I am stone. I am strong. I can break you
Scissors: I am scissors. I am sharp. I can cut you
Paper: I am paper. I am big. I can cover you
2) Teacher explains the rules of the game.
3) They play the game. For this the class can be divided into two groups. Each group allots a number (let’s say from 1 to 10) to each member and then they stand in line. The other group does the same and stands in a line on the other side facing the first group. Then the teacher calls out a number. Let’s say 5. Then, the children who have been given number 5 from each group come forward. Then they play Stone, Paper, Scissor. Each one says their dialogues and one of them wins.
In the second stage
1. Teacher asks students to think of three living or non-living things that form a relation similar to stone-paper-scissor. Then they can form groups and work out the dialogues that each of these things would say to the other. Teacher writes on the blackboard in English. For eg.
- Giant: I am a giant. I am very strong. I can crush you.
- Elf: I am an elf. I know archery. I can shoot you.
- Wizard: I am a wizard. I know magic. I can kill you.
2. Teacher invites students to make any modification to the rules of the game.
3. One of the students directs the game using the new instructions while the teacher ensures that the modified rules are being followed.
In the third stage
1.Teacher asks students to work individually or in pairs and come up with three living or non-living things that form a relation similar to stone-paper-scissor and also write the dialogues that each of them would say to the other. Each pair finally presents their ideas and dialogues. For eg.
Elephant: I am an elephant. I am big and strong. I can crush you.
Bee: I am a bee. I am small and fast. I can sting you.
Bear: I am a bear. I have thick fur. I can steal your honey.
Finally, the whole class agrees upon one of the ideas.
2.Teacher invites students to make modifications to the rules of the game keeping in mind that (i) everyone is treated equally, (ii) no one gets hurt and (iii) English gets learnt.
3.Teacher becomes one of the players and everyone gets a chance (in turns) to direct the game and ensure the rules are being followed.
Similarly, many more games like Raja, Rani, Mantri, Thirudan, Police can be modified to help children acquire language.