To make the class interesting and motivate the students the teacher can use different games that can help the students to learn with fun.

1. By Farjana FerdousBy Farjana Ferdous
Lecturer, Jazan UniversityLecturer, Jazan University
9 April, 20149 April, 2014
Make Learning a Fun: The Use
of Games in ESL Classroom

2. • 1.1. The classroom should be aThe classroom should be a serious and quietserious and quiet placeplace
atat all timesall times so that students can learn the most possibleso that students can learn the most possible
• 2. Students might feel nervous if they are asked to2. Students might feel nervous if they are asked to
compete in a game, so you should not use gamescompete in a game, so you should not use games
• 3.Games help the teacher to create contexts in which3.Games help the teacher to create contexts in which
the language is useful and meaningful.the language is useful and meaningful.
• Playing games in the classroom is a motivating andPlaying games in the classroom is a motivating and
challenging way to learn new conceptschallenging way to learn new concepts

3. Slide MenuSlide Menu
1.1. Why should we (or shouldn’t we) use gamesWhy should we (or shouldn’t we) use games
in the classroom?in the classroom?
------ the advantages and disadvantages of a------ the advantages and disadvantages of a
game.game.
2. How should we select appropriate learning2. How should we select appropriate learning
games?games?
3. What are some games that could be helpful3. What are some games that could be helpful
in the classroom?in the classroom?

4. Why Games?????Why Games?????

5. Advantages of using games in theAdvantages of using games in the
classroom:classroom:
• 11. Games are. Games are FUN!FUN! .. They areThey are break from thebreak from the
usual routine of the language classes.usual routine of the language classes.
• 2. They are2. They are MOTIVATINGMOTIVATING..
• 3. Games are3. Games are CHALLENGING!CHALLENGING! They canThey can
challenge students to be responsible for theirchallenge students to be responsible for their
learning and knowledge in a new way.learning and knowledge in a new way.
4.4. Games areGames are INTERACTIVE!INTERACTIVE! TheyThey
inherently create situations in which studentsinherently create situations in which students
interact with each otherinteract with each other

6. Advantages of using games in theAdvantages of using games in the
classroom: (Cont.)classroom: (Cont.)
• 5. Provide language practice in the various skills-5. Provide language practice in the various skills-
speaking, writing, listening and reading.speaking, writing, listening and reading.
• 6.Create a meaningful context for language use.6.Create a meaningful context for language use.
• 7. Can be used in a variety of classroom settings7. Can be used in a variety of classroom settings
• Important concepts are practiced in an enjoyableImportant concepts are practiced in an enjoyable
way.way.

7. • Sometimes a game structure may beSometimes a game structure may be
too difficult and time consuming.too difficult and time consuming.
• May be too expensiveMay be too expensive
• Learning outcomes may be “lost” inLearning outcomes may be “lost” in
the winning of the gamethe winning of the game
• Students get tired over time when theyStudents get tired over time when they
find out that games do not match theirfind out that games do not match their
assessment test.assessment test.
Disadvantages of games in class. . .Disadvantages of games in class. . .

8. How to Choose Games (Tyson, 2000)
•A game must be more than just fun.
•A game should involve "friendly" competition.
• It should keep all of the students involved and interested.
•It should encourage students to focus on the use of language rather
than on the language itself.
•Plan to use a game that will allow your students to meet learning
objectives.
• A game should give students a chance to learn, practice, or review
specific language material.

9. • Puzzles: crosswords, logic or jigsawPuzzles: crosswords, logic or jigsaw
• Board games (Any skills)Board games (Any skills)
• Memory card (Any skills)Memory card (Any skills)
• Whisper (Spelling ,Pronunciation, Vocab.)Whisper (Spelling ,Pronunciation, Vocab.)
• Chain Spelling (Chain Spelling (Shiri-toriShiri-tori)(Vocabulary))(Vocabulary)
• Describe images, dice game (Speaking)Describe images, dice game (Speaking)
• What if….. (Speaking)What if….. (Speaking)
• Mime, Role play (Listening and Speaking )Mime, Role play (Listening and Speaking )
ESL Classroom game ideasESL Classroom game ideas. . .. . .

10. Activities for GamesActivities for Games

11. Memory GameMemory Game
1.1. One student says a sentence.One student says a sentence.
2.2. Students say the same sentence and then addStudents say the same sentence and then add
something.something.
3.3. Once someone forgets what was said or cannotOnce someone forgets what was said or cannot
add something, he or she is out of the game.add something, he or she is out of the game.
• Student 1: I went shopping.Student 1: I went shopping.
• Student 2: I went shopping andStudent 2: I went shopping and bought a jacket.bought a jacket.
• Student 3: I went shopping and bought a jacket and a cap.Student 3: I went shopping and bought a jacket and a cap.

12. Word AssociationWord Association
Example:Example:
TOPIC: The Classroom:TOPIC: The Classroom:
Student 1:Student 1: chalkchalk
Student 2:Student 2: book bagbook bag
Student 3:Student 3: tape recordertape recorder
Student 4:Student 4: rulerruler

13. WhispersWhispers
Split the class into two or more teamsSplit the class into two or more teams
Whisper a word or a sentence into the earsWhisper a word or a sentence into the ears
of the first students in each rowof the first students in each row
They whisper the word into the nextThey whisper the word into the next
student’s ear in their row until the whisperstudent’s ear in their row until the whisper
gets to the last student in the rowgets to the last student in the row

14. The last student in the row has to say outThe last student in the row has to say out
the wordthe word
The team or teams that get theThe team or teams that get the
pronunciation right scores a pointpronunciation right scores a point

15. Problems CardsProblems Cards
The students work in a group of fourThe students work in a group of four
Each of students get one card which hasEach of students get one card which has
its own problemits own problem
The other three students give an adviceThe other three students give an advice
to solve the problemto solve the problem
The student who have a problem chooseThe student who have a problem choose
the best advice and give the card to himthe best advice and give the card to him
The winner will be the one who has theThe winner will be the one who has the
most cardsmost cards

16. Dice GameDice Game
Each time, the student who rolls the dieEach time, the student who rolls the die
uses the number that shows up on the dieuses the number that shows up on the die
to say a some things about himself orto say a some things about himself or
herselfherself
For example, if the number 2 shows up,For example, if the number 2 shows up,
the student will have to say two thingsthe student will have to say two things
about himself or herselfabout himself or herself
Students take turns rolling the die andStudents take turns rolling the die and
making sentences until the teacher fillsmaking sentences until the teacher fills
they have had much oral practice in thatthey have had much oral practice in that
language arealanguage area

17. Chain Spelling (Shiri-tori)
The teacher gives a word and asks a student to spell it, and then a
second student should say a word beginning with the last letter of
the word given.
The game continues until someone makes a mistake, that is, to
pronounce the word incorrectly, misspell it or come up with a
word that has been said already, then he/she is out. The last one
remaining in the game is the winner.
This game can be made difficult by limiting the words to a
certain category, e.g.. food, tools, or nouns, verbs, etc

18. LETS PLAYLETS PLAY
SPEAK OUTSPEAK OUT WHATWHAT
IF …….IF …….

19. If you could be invisible for a
day what would you do and
why?

20. If you could relive any moment in
your life which moment would it
be and why?

21. RecapRecap
1.1. Games can be good if used appropriately.Games can be good if used appropriately.
2.2. Align your games to learning objectives andAlign your games to learning objectives and
assessment.assessment.
3.3. There are many great games out there – AdaptThere are many great games out there – Adapt
them to your context!them to your context!
4.4. Be creative and create your own games – shareBe creative and create your own games – share
them with others!them with others!

22. THANK YOU