Games for learning english Miss Passang Tsamchoe, TGT English, TCV Gopalpur.
English is taught as a second language in India. Hence, the main of teaching should be to help students acquire practical command of it. Practical command of English means that the students should be able to understand spoken English, speak English, read English and write English. The questions what should be taught and how should be taught are intimately connected because if better methods of teaching are devised, it is possible to learn more.
So, for students of class seven, there are many valid reasons for using games in the language classroom. Not just for the sheer enjoyment of a moment of relaxation after some arduous drilling, and deskwork. A major goal of all languages is to recognize the significance role of word games in achieving these objectives. Students on the other hand, in the informal atmosphere of game play, are less self-conscious and therefore more apt to experiment and freely participate in using the foreign language. And besides, games automatically stimulates students interest in learning.
Here are some examples:
1 Vocabulary games like: Observe and remember, this game is to test a student's ability to observe and remember while building his vocabulary in English. Gather a wide selection of small easily identifiable objects or whatever is appropriate to the language level of the students. Place these objects on the desk at the front of the room. Ask the students to come forward and look at the objects for a given length of time, and then have them return to their seats. Instruct the students to take out pen and paper and write the names of as many objects as they can remember. At the point, cover the objects. Allow limited time to recall and write down the names of the things that they have observed. When students have finished writing, cover the objects again and allow the students to come forward and check their work. The student with the most names correctly spelled wins.
Words from words, this is to provide a fast-paced review, either orally or in writing, of a broad selection of vocabulary items. Start the game by giving each of the students, in turn, a word. She/he takes the first letter of the word and asks her/him to give as many words beginning with that letters as possible. Allocation of time depends on the level of the class. Example: Teacher: book. Student: bring, bottle, boy, Brazil. The student who names the most in the allotted time is the winner.
2 Spelling games like: Spelling bee, we are familiar with this as most of our schools do it.
Jumbled words or scrambled words, we are familiar with this also. Hidden words, to improve spelling and vocabulary by creating new words using only limited number of letters derived from a single vocabulary item. A limited time should be earmarked for this game. Select a word that contains a variety of letters and write it on the board. For example, in the word president the hidden words such as resident, reside, rest, desire can be found.
3 Conversation games like: Debates, to provide oral practice by having the students respond to information statements about a famous person. Dividing the class into two teams is more effective than the teacher giving the facts and the students answering individually. Each team has a list of ten facts about a well-known personality and limited time is provided for it. First team asks the others and whoever knows the answer has to raise hand and give answer. If the name of the person is guessed with only the first fact, ten points are received. If no one can guess who it is with the first fact, a second fact is given. For this, nine points are received if guessed correctly. So, like this it will go on till the tenth fact is given. Team with the most point at the end of the game is the winner.
4 Writing game: Short story nightmare, in this game the beginning of a story is dictated to the students. Students are formed into groups. After the dictation, each student must add to the story taking no more than two minutes to do so. When the time is up, he must fold the paper from the top, covering all that had been written thus far except the last line. Then he passes the paper to the next student of the group. This continues until all the papers have been passed around the students and returned again to the student who first added his work to what the teacher had dictated. And let each student read loud and clear for the class. Julia Dobson, "I myself have found that a good language game is a wonderful way to break the routine of classroom drill, because it provides fun and relaxation while remaining very much within and may even reinforce that learning". And I as an English teacher feel the same.