The choices involved in implementing games in the classroom are a window on the larger choices that teachers make in the classroom: how to implement activities, how to organize lessons, and how to set curriculum. We would argue that the most important factor is not just the product of these decisions, nor even the resources that are available to the teacher, but rather the actual judgment used in making the decision. This judgment is, in fact, what makes the difference between novice and expert teachers. Almost without exception, curriculum is based on certain over-arching goals, sometimes based on the needs of the students, but other times based on research conducted far from the classroom – and many times it is based on some sort of administrative or even governmental policy that seeks to achieve an even more distant result. Lessons, however, are somewhat less driven by curricular goals as the realities of that classroom. They are designed as part of the curriculum and therefore have more room to adapt to the realities of the classroom. If it is to be effective, the activity, on the other hand, must be implemented in a way that applies serious consideration to the conditions of the students and the context of the lesson.
Following this line of reasoning, perhaps the first decisions involved in choosing a game are the tasks and medium that it will employ. Of course the first consideration is the goal of the lesson. This factor will drive the words, forms and structures of the pedagogical content used in the activity, as well as the nature of the tasks. We cannot stress enough the fact that non-pedagogical goals should not be ignored in any serious consideration of activities in the classroom. This reminder is by no means a suggestion that teachers should keep this factor in mind, because it is difficult to imagine a teacher who does not work at this level. Our intention here is to re-iterate this reality in the hopes that those with less classroom experience recognize its importance. Examples of language tasks which can be used in games are:
Basic language tasks:
Recognize the word in text given oral prompt
Recognize a picture of the word given oral prompt
Say the word given text
Say the word given a picture
Say the opposite
Respond given a greeting/phrase
Ask a question given a response
Extended language tasks:
Draw a picture given a word/phrase (pictionary)
Put cards in order: alphabetical, chronological, etc.
Time management is also an important factor that requires considerable experience to master. Just as it is important to make sure that the class can actually complete the game, it is quite difficult to estimate just how long a game will take. In addition, teachers should have a good idea of what points in the game can be expanded, and which can be contracted or simply cut off. The decisions to make these extensions or abbreviations are, of course, up to the teacher, and rely on the teachers experience and good judgment. In a sense, time is a resource to the class, as is the particular characters of the individuals, and the knowledge they have when they walk into the activity.
The physical resources for the game sometimes appear to be the most difficult requirement to achieve, and bookstores and educational supply companies often offer to fill this need quickly for a price. However, with a little imagination and some basic supplies, it is possible for a teacher to create many of the supplies needed for classroom games. In the games described in the following sections, there are usually two types of resources needed: the content vehicle, which is often a set of some sort of vocabulary cards, and the competition facilitator, which is often some sort of toy. Since the content vehicle is most closely tied to the pedagogical goals of the class, care should be taken to make sure that there is a good fit between the needs of the class and the features of the vehicle. For example, a set of vocabulary cards with words in the target language may not be as appropriate for a lower level children’s class as a set of cards with pictures on them. The best possible combination may be cards with the word on one side and the picture on the back. In addition, if each card were numbered in the upper right hand corner, it is possible that they could be used for other games which make use of those numbers. An example of this might be Go Fish (see below), however it would require that the backs of the cards be blank, or at least the same for all cards in the deck. Specific examples of cards that could be used include:
Single word vocabulary: verbs, nouns, adjectives (opposites)
Multiple word vocabulary: phrasal verbs, prepositional phrases, common greetings/phrases, daily activities (get up, have breakfast, got to school, etc.)
Sentences – describing situations, using different grammar
The key to the game, however, is the judgment involved in actually implementing it. If we are honest, we have to admit that games are the type of activity that can be implemented without much thought: Students will probably enjoy it, and the teacher can possibly rationalize that the time was well spent, no matter what they did. On the other hand, if it is thoughtfully planned and administered, the game can have as much pedagogical content as any activity in the classroom, including formal lectures. This thoughtful implementation is actually the main goal of this website.