ESL Worksheets

Tuesday, September 27, 2011

About Grammar Board Games

What are “grammar board games”?

A game is an activity with rules, a goal and an element of fun. Grammar board games are drills that use game boards to highlight grammatical patterns. Besides, such tasks increase learner’s motivation by being potentially amusing; they lead to spontaneous practice and consolidation of grammar through the learner’s natural desire to win.

What are the aims of the game?

Successful completion of the game will involve the carrying out of a task such as correct production of a structure. In order to carry out this task it will be necessary to use verb tense, aspect, voice or mood forms, and by careful construction of a task it is possible to specify in advance exactly what grammar patterns will be required. The emphasis in the games is on correctness of language rather than on successful communication.

Why are grammar board games a useful classroom resource?

Memorizing grammar rules has little to do with learning to speak fluently. Whereas grammar board games provide as much concentrated practice as a traditional drill and, more importantly, they provide an opportunity for interaction. In a collaborative class, students get more “talking time.” Thus if you want your students to improve their speaking skills, there’s no substitute for pair and group work through gamelike activities. This suggests that the most useful grammar board games practice is at the free stage of the traditional progression from presentation through practice to free communication.

Some other benefits of grammar board games are as follows:

They help to provide variety in the language learning approach.
They help to develop a sense of learner autonomy and identity.
They give the learners a sense of progress and achievement.
They are achievable by all the students in the mixed ability class.
They provide an excellent opportunity for the students to learn by doing something that is enjoyable in itself.
They can be used to celebrate achievement and to help build positive attitudes within the class.

What is suggested classroom language while playing board games?

Oral instructions in English encourage students to listen to the language they are learning. Try to use the same instructions for the same type of task. Try to always say these things in English. Make sure that students know the necessary “classroom language” to manage their own group activities in English.

OK. Who wants to go first?

I’ll start.

Whose turn is it?

It’s my turn.

My answer to number 1 is…

I think we are finished.

Go to...

Miss a go.

Start again.

Roll the dice.

Can you explain the activity again?

How much time do we have?

Using classroom language like this helps students manage themselves within their groups; creates an English-only framework for interaction.

What is the process of playing these games?
(some techniques)

These board games require counters and dice (or spinners as an alternative to dice).

It is better to have a number of dice for classroom use. Students can make their own counters from a variety of small objects, coloured cards etc.

Arrange seating and tables so it is easy for interaction to take place and for you to move around the classroom.

Vary groupings so students don’t always speak with the same people.

Make sure students know what they are supposed to do - with whom, in what order, for how long and to what end.

Once learners have begun playing, the best strategy is to monitor without interfering too much. Make minor corrections without halting the flow, using the correct forms as a reminder. You might collect anonymous sample sentences for class correction later which you can work on with them as feedback.

Pairs or groups playing a game will not all finish an activity simultaneously, so have something to occupy those who complete the task while others are still playing.

References

Cant A.&Superfine W.(1997) Developing Resources for Primary. London : Richmond Publishing.

Jones L. (2007) The Student-Centered Classroom. Cambridge: Cambridge University Press.

Hedge T. (2000). Teaching and Learning in the Language. A guide to current ideas about the theory and practice of English language teaching. Oxford: Oxford University Press.