Classroom Learning Games for Language Skills

Analyzing Two Classroom Learning Activities

Learning Purpose

The relevance of these games will depend on your purpose. Both seem suitable for revision or practice of instructions.

• Activity A involves counting and receptive language skills (reading and listening). It can also involve speaking if the teacher gets children to comment on what they are going to do.
• Activity B involves listening and speaking, specifically giving and following instructions.

Learners

Both activities seem suitable for younger learners as they are simple to understand and carry out.

• Activity A requires children to be able to count up to six, so it may not be suitable for very young learners (5 and under). It is more demanding linguistically in terms of receptive skills (reading simple words and understanding oral instructions).
• Activity B is more demanding in terms of language production as learners have to make their own instructions. Activity B could be adapted for use with learners of any age and level.

Activity A involves a winner and is likely to appeal to learners' competitive instincts. Activity B is more collaborative, as it is in the interest of one player to help their partner carry out the instruction; otherwise, they are both out. Both games involve physical movement, which is likely to appeal to younger pupils.

Management

Both activities are organized for the whole class. In larger classes, not all pupils will get a turn, so chances for participation are somewhat limited. However, on the plus side, the whole-class organization means you could keep tighter control if you feel this is desirable and thus keep noise levels down more easily.

Both activities could be done in groups once children were familiar with what to do. The whole-class organization also means there is pressure to use English, as all communication is done publicly.

No preparation is needed for either game. The only materials required are a dice and a bottle.

• Activity A can be done even in classrooms where desks are fixed to the floor.
• Activity B requires an open space so children can sit on the floor.

Both activities can be continued for as long as the pupils are interested.

Learning Principles

Both activities are likely to create a sense of enjoyment and therefore contribute to a pleasant atmosphere.

• Activity B allows children to experiment with language and make use of their imagination. For example, they can make up their own unusual instructions for their partners and in the process test out their hypotheses about language.
• Activity A creates a purpose for language use through the need to complete the face, though it is possible pupils will get frustrated if no group can finish the face. The rules may need to be adapted so a group can win each time.

Activity B creates the need to use language through the requirements of the game. For example, the person to whom the bottle points has to give an instruction.

Both games are likely to be motivating for younger learners. Both activities offer some element of mental challenge but in different ways.

• Activity A involves number recognition and memory skills. For example, learners have to remember numbers which have already come up.
• Activity B is more challenging from a language point of view, as children have to think up their own instructions and say them without support.