2. A game is basically a play
governed by rules. A language
game is exactly the same, but
with clear linguistic rules to
which all participants in the
activity must conform.
3. • Useful and fun
• Controlled practice
• Motivating
• Less formal situation
• Energy booster
• Time fillers
4. •Beginning of a lesson
•After presentation
•Before the end of a lesson
6. • A game must be more than just fun.
• Should involve "friendly" competition.
• Should keep all of the students
involved and interested.
• Should encourage students to focus on
the use of language rather than on the
language itself.
• Should give students a chance to learn,
practise, or review specific language
material.
7. • Which language does the game target?
• Which skills does it practise: listening,
speaking, reading or writing.
• What type of game is it?
• What's the purpose for using it?
• Does it fit the students? How could I
simplify or make it more complex if
necessary?
• How much interaction and participation
is there?
• Do I like the game myself?
8. • Games are best set up by
demonstration rather than by
lengthy explanation.
• It is very important not to play a
game for too long. Students will
begin to lose interest. It is best to
stop a game at its peak.
9. Monitoring is important to
ensure that everyone
plays the game in the
right track to practice the
target language
11. • Question and Answer/Guessing
Games
• Vocabulary and Spelling Games
• Grammar Games
• Acting and Miming Games
• Pen and Paper Games
• Jigsaw Games
• Ball games
• (Etc.)
17. • SIMON SAYS
• SPEED IN MENTIONING, CALCULATING etc.
• SPELLING AND GUESSING QUICKLY
• BASKET BREAK
• HEAD AND TAILS
• Guessing game
• Bingo
• Miming
• Running Dictation
• Whispering game
• Quiz
• Ball games
From: ENGLISH FOR REAL COMMUNICATION:
An Integrated Course for Elementary
School Students 1, 2, 3, 4, 5, 6
by Silvester Goridus Sukur,
Published by Penerbit Grasindo
Jakarta.
18. • GUESSING GAME
• BINGO
• MIMING
• RUNNING DICTATION
• WHISPERING GAME
• QUIZ
• BALL GAMES
