Using one large picture

1 a scene with lots happening in it

2 one simple picture of a street; room; house.

 

Using two very similar pictures

These could illustrate: rooms; people; machines; busy scenes (e.g. airport, classroom).

This works very well with the whole class or pairs working back to back so that they cannot see each others’ picture, and have to ask questions to find differences or exchange details.

 

1 Spot the difference -Find four differences between your suitcase and your partner’s by asking questions: ‘ Is the mirror in your room round?’ ‘No, it’s square.’

2 Find the missing things to complete a picture

Missing objects. Students ask each other directions to complete a map.

Using a sequence of pictures which represent a story

These are useful for practice in describing events, past, present or future.

Using two contrasting photos, pictures or postcards

GAMES IN LANGUAGE LEARNING

 

The aim is to make the process of learning, and, subsequently, the work of a teacher easier, more interesting and effective. Games help to teach both new words and grammar, nearly everything that is to be learned by pupils.

Work across formal and informal contexts of learning. To stimulate motivation and authentic communicative practices.

In informal settings, games have often been associated with the leisure activities of children as gaming is a central activity in children’s offschool practices with languages.

When children play games in online environments they often emphasize interactivity and individual action as significant practices.

Understand and use languages as a means for communication, information gathering and gaming, whereas in schools the understanding and use of languages is often understood to be a goal of the activities

Games are not necessarily about memorizing or providing correct answers, but rather about the performance of skills within a specific system of thinking and acting.

A lever for the transformation of drill-based to context-based acquisition.

• Challenges – to be confronted with a problem you have to solve

• Reification – to create, produce and make experiments

• Socialities – to communicate and take part in communities and social networks

• Achievements – to get acknowledgment and enjoy respect

• Pleasure – to interact in sensitive and pleasurable situations

• Exploration – to explore and act on basis of curiosity

• Self interpretation – to search and experiment identities