MASARYK UNIVERSITY

FACULTY OF EDUCATION
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

Game-like activities
Bachelor thesis

Author: Mgr.Lucie Kupekov

Supervisor: Mgr. Nadda Vojtkov
Brno 2010

I hereby declare that this thesis is my own work and all the literature I used here is properly quoted
and listed in Bibliography.

In Brno ..

At this point I would like to express my thanks to Mgr. Nadda Vojtkov, the supervisor of this
thesis, who helped me with her notices and advices a lot.

Table of Contents
Table of Contents..................................................................................................................................4
Introduction..........................................................................................................................................6
Theoretical part.....................................................................................................................................8
1.

2.

The process of teaching and learning the foreign language......................................................8

1.1.

Language acquisition and language learning.....................................................................8

1.2.

Memory..............................................................................................................................9

1.3.

Intelligence.......................................................................................................................10

1.4.

Learner preferences..........................................................................................................11

1.5.

Motivation........................................................................................................................11

1.6.

The interaction between the teacher and the learner........................................................12

1.7.

Young learners..................................................................................................................13

Game like activities.................................................................................................................14

2.1.

Advantage of using game in language teaching...............................................................15

2.2.

How to use games in language teaching..........................................................................16

2.3.

Grouping and organizing the classroom...........................................................................18

2.4.

Classification of the games..............................................................................................20

Practical part.......................................................................................................................................23
1.

The aims of the practical part..................................................................................................23

2.

Description of my class...........................................................................................................23

3.

Games......................................................................................................................................24
3.1.

Movement game: Find your partner.................................................................................24

3.2.

Card game: Matching picture with word and its definition.............................................26

3.3.

Guessing game: Back writing..........................................................................................28

3.4.

Board game: Hidden words..............................................................................................30

3.5.

Desk game: Scrabble........................................................................................................32

Conclusion..........................................................................................................................................34
Appendix 1.........................................................................................................................................35
Appendix 2.........................................................................................................................................36
Appendix 3.........................................................................................................................................37
Appendix 4.........................................................................................................................................38
Appendix 5.........................................................................................................................................39
Appendix 6.........................................................................................................................................40
Appendix 7.........................................................................................................................................41
Appendix 8.........................................................................................................................................42
Bibliography.......................................................................................................................................43

Introduction
This bachelor thesis deals with using games in language teaching and language learning. As for the
first idea of the topic for my bachelor thesis it was the period of my maternity leave. I was a firsthand observer and member of language learning in that time. Although it was natural learning of
mother tongue I was really interested in how language learning was developed. I started to think
about the possible similarity to learning a foreign language.
Although, the process of teaching that activates learners has already been topic that has been spoken
for quite a long period, it is still topical. It is widely known that language learning is a hard work.
Learner must make an enormous effort to understand, develop and use foreign language in its
spoken and written form. Considering all these aspects it can be difficult to attract learners
attention, encourage and keep their interest and effort during the learning process. Games are the
opportunity how to sustain or increase learners interest. It should seem that using games is
something innovative but it is a very old method. Nmec (2004) mentions a function of games in
the historical context of education. He (2004:94) started with the earliest forms of games like
divine worship in its cultic function and continues with the development of function over its social,
didactic and amusing meaning. The same author (2004) also mentions famous pedagogues, such as
Comenius or Frbel, who pointed out the importance of the game and intensified it in their works.
The range of this thesis cannot cover all questions of using games in language teaching/learning,
however its practical part based on involving concrete games into my English language classes
could suggest how using games can enhance learning a foreign language in the young learnersclass
and investigate whether it really helps them learn.
As usually, this thesis is divided into two parts; theoretical and practical one. The theoretical part
deals with two main concepts. The first chapter focuses on language teaching/learning in general
terms, the second chapter focuses on the games; what the term game means and their
classification (what types of them exist and how to use games in teaching/learning English). I am
going to practice using games in English language lessons in prima (11-13 years old learners) so
one part of the first chapter defines the term of young learners.
The practical part is closely linked with the theoretical part. Five games, representing various game
types, will be demonstrated here. I want to examine the use of these games in learning process. I

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will use questionnaire and discussions with the pupils as the tools for analyzing used games in
English lessons.

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Theoretical part
1.1 The process of teaching and learning the foreign
language
Teaching and learning is a complicated process and it is very difficult to define what the best
way is. As is generally assumed, teaching is not an isolated process but it is closely
connected with the process of learning and many other factors can affect it. Skalkov (1999:
105), one of the notable Czech specialists in pedagogy, defines learning as set of processes
throughout which learners are able to acquire specific gained disposition (like knowledge,
skills, habits and approaches), to amplify their psychical processes, conditions and
characteristic.
The same author understands teaching as historically established form of purposeful and
systematic education and upbringing of young children, teenagers and adults (Skalkov
1999: 99).
Whereas Lindsay and Knight (2006: 3) speak about bilateral interacting between teaching
and learning when saying: The teachers job is to help learners learnTeachers are
responsible for a large amount of happens in the classroom...It is also a part of the teachers
job to encourage learners to take responsibility for their own learning., Skalkov (1999)
emphasizes Herbarts influence in this question who advised of mutual relationship among
content, teacher and learner; so-called Herbarts triangle. In spite of being hardly criticized
by his followers his theory has made an impact on the Czech schooling system for many
years. Although teaching is continually developing process that has elapsed many changes
throughout centuries, it has quite permanent components: aims, content, interaction between
teacher and learner, methods, organizing forms, used didactic instruments and conditions in
which the lessons are realized.

1.1.1.

Language acquisition and language learning

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When little babies start to communicate in their mother tongue there exist big
differences in their talking. One child is hardly able to say single words, whereas
another creates simple sentences at the same time. Later their language abilities are at
the same level and then the language is further developed. However, this development is
influenced by many factors. In the process of teaching foreign language teachers must
remember that a child has already learnt mother tongue and that during this learning
learners found out (in the unconscious level) the system how to learn new words. And
they use it (again in the unconscious level) while learning a foreign language, then.
There exist many definitions distinguishing between language learning and language
acquisition. According to Mac Whinney (2010) language learning is necessary to
view as emerging from multiple sources of support. One source of support is the
universal concept all humans have about what language can be. A second source of
support is input from parents and peers A third source of support is the brain itself... A
fourth source of support are the generalizations that people produce when they
systematize and extend language patterns. Mac Whinneys explanations of language
acquiring involve both the observation that children copy what they hear and the
inference that human beings have a natural aptitude for understanding grammar.
We could say that language learning is a conscious process whereas language acquiring
works on a subconscious level.

1.1.2.

Memory

When talking about the process of teaching we mustnt forget memory. Undoubtly
memory plays an important role in a teaching/learning process. For successful teaching
a learner must not only know taught item but also remember it. When teaching we have
to know that each person works with three types of memory:
Short-term store: memory that enables to keep the information for minimal
necessary time
Working memory: given information remains here only for about twenty seconds.

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 Long-term memory: the kind of memory with enormous capacity. (Thornbury

2004:23-24)
To storage of information in the long-term memory is supported by fitting memory
technique. One of the best belongs to mnemonics techniques and is called keyword
technique. Both Gairns and Redman (1986) and Thornbury (2004:145) explain it as the
connection of the ...pronunciation of the second language word with the meaning of the
first language word.

1.1.3.

Intelligence

It is one of the varieties of factors affecting foreign language learning. Wikipedia

explains intelligence as an umbrella term used to describe a property of the mind that
encompasses many related abilities, such as the capacities to reason, to plan, to solve
problems, to think abstractly, to comprehend ideas, to use language, and to learn.
Intelligence may include traits such as creativity, personality, character, knowledge, or
wisdom. Many studies prove that IQ scores were a good means of predicting how
successful a learner would be. (Lightbrown and Spada: 2002) Richards and Rodgers
(2006) oppose that traditional IQ tests based on so-called Stanford-Binet test notice only
logic and language. Richards and Rodgers (2006: 115) emphasize the importance of
equality among other types of intelligence that .must be acknowledged and developed
in education. They speak (2006: 115) about multiple intelligence which is based on
the work of Howard Gardner and cite (2006: 116) Gardners list of eight intelligences:
linguistic (the ability to use language), logical (the ability to think rationally), spatial
(the ability to form mental models of the world), musical (a good ear for music),
kinesthetic (well-coordinated body), interpersonal (the ability to work well with
people), intrapersonal (the ability to understand oneself), naturalist (the ability to
understand and organize the patterns of nature).

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1.1.4.

Learner preferences

The term learner preferences corresponds to another term learning style.

Lightbrown and Spada (2002:58) distinguish three learning styles; visual, aural,
kinaesthetic.
Visual learners find useful all ways of teaching that they are able to see, aural learners
enjoy listening and talking when learning and kinaesthetic learners find movement
helpful.
These are reasons why the teacher should teach with wide variety of materials and
activities and this variety is the most effective way how to involve all learners into the
teaching/learning process because each of them has the chance to choose what suits
them the best.

1.1.5.

Motivation

Motivation is a well known factor affecting all humans doing and learning of whatever
needs, motivation as well. Lightbrown and Spada (2002) define motivation in term of
two factors:
1.

Learners communicative needs

2.

Learners attitudes towards the second language community.

Lightbrown and Spada (2002: 56) explain these two factors like: If learners need to
speak the second language in a wide range of social situations or to fulfill professional
ambitions, they will perceive the communicative value of the second language and will
therefore be motivated to acquire proficiency in it. Likewise, if learners have favourable
attitudes towards the speakers of the language, they will desire more contact with them.
Teacher in the sense of their personality is a big factor influencing learners motivation
and attitude by their own doing in the lesson. The teacher can increase learners
motivation by choosing different activities or materials, by switching between the
activities during the lesson. On the other side teacher is not ultimately responsible

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for their students motivation.real motivation comes from within each individual.
(Harmer 2004: 8) Breaking the stereotypes can also help a lot. Some constant
stereotypes can be useful, of course. But not all of them must be strictly constant. It
means for example that activity which is usually done at the end of the lesson can be
moved somewhere else. Teachers flexibility is important here, though. Activities that
need some movement and rather co-operative activities can increase learners
motivation. Games are able to realize the most of the motivating factors mentioned
above.
Lindsay and Knight (2006:7) state motivation as one of the most important factor
in its principle how to motivate learners to learn. In this context they distinguish
insintric (learners inner motivation to do something) and extrinsic (learners
motivation influenced by external factors forcing learner to be motivated) motivation.

1.1.6.
The interaction between the teacher and the
learner
The interaction between the teacher and the learner plays an important role in language
teaching/learning. Although there are a number of theories that target at this interaction,
Skalkov (1999) highlights two main contradictory trends; classes oriented towards
teacher and classes oriented towards learner. Moreover dilemma of these trends is
supplied with many new movements, generally known as alternative pedagogy.
However the question of this interaction is not a finished process and hardly ever it will
be. Regardless of amount of theories, Sesnan (1997) states that to teach language well,
teacher needs to have an idea why their pupils learn it and what value for them it has.
Skalkov (1999) strengthens Sesnans opinion when she reminds teachers action not
only transforming information from books or their head to students head. Teacher
should remember so what they want learners to teach as how learners learn. (1999:
122). Linsday and Knight (2006) distinguish an effective teacher as someone who
should not only have knowledge of the taught subject but also the sense for learners
needs. It means they should be able to adapt language level or kind of activities and
their sequencing, to motivate or increase poor motivation, to encourage learners, etc. It
should seem easy to achieve these for well motivated teacher but it is not. Linsday and
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Spada speak here about complicated relationship between teaching and learning because
of frequent inequality of what we teach and learners learn.

1.1.7.

Young learners

Philips (1994:5) defines young learners: children from the first year of formal
schooling (five or six years old) to eleven or twelve years of age. Nevertheless she also
emphasizes that not childrens age but their maturity is that counts in the classroom. It
has already been mentioned that teachers should not forget learners learning. Young
learners need to help with how to learn. Philips (1994) explains it that learners
education and learning should not be confirmed to the limits of their classroom and
textbooks. Teacher should be able to teach them how to learn outside the classroom, to
absorb and join new information to the old one learnt during the lessons.
Teaching of young learners can be cheerful because young learners are usually active,
enthusiastic, open and cooperative. They are usually happy with new activities that
teacher prepares, most of them are not sheepish and they do not hesitate to use gestures
as older learners do. Shelagh Rixon (1999) asserts that young learners learn more
through play or activities intensified by fun.

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1.2 Game like activities

Motto: Not to include games in the classroom would be to withhold from the
children an essential tool for understanding their world
Gordon Lewis and Gnther Bedson

There are a lot of definitions what the game is. Everyone is able to imagine something when
hearing the term game but to give a precise definition is difficult. The definition Games are
fun is simple and exact (Celce-Murcia, McIntosh, 1979:53). Shelagh Rixon (1999) interprets
the games like activities that involve play and enjoyment. I agree with the definition of Julia
Khan (1991: 142) who understands the games like activities governed by rules, which set up
clearly defined goals. The achievement of these goals signals the end of the game. Games
involve a contest either between players or between the players and the goal, and games should
lead to having fun. Simply but expressing the same is the definition of J.H. Hadfield (1998:4)
who explains the game as an activity with rules, a goal and an element of fun. However the
game in education must be more than just fun; learners have to learn through playing games,
too. Wright, Betteridge and Buckby (1979) highlight that enjoyment of games is not restricted
by age but it depends on the appropriateness of the games.
Thornbury (2004) proclaims game as the way how to put language to work and supports this
opinion with known long history of language play that is applicable so for the children as for
adults and some of them can be transferred from first language to second and foreign language
too (e.g. Hangman).
Games are closely connected with motivation (See Chapter 1.5). For example Khan emphasizes
usefulness of the game because of its motivating importance: It is clear then that games-since
children naturally want to play them- can be motivating. (1991: 143). Philips (1991) supports
this opinion by her statement that enjoyable activity is memorable then and the possible success
that the children could reach in language learning will develop motivation for their further
learning.
Spousta (1996) reminds of the fact that game and love are the basic activities of our lives and
the game is the goal for itself not only the instrument how to reach the goal. However he

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emphasizes that pedagogic value of the game is perceived according to its activating
possibilities. His opinion is based on results of psychological and pedagogical researches.
We can say that to define the term game is not simple and likewise the usage of it can be
problematic. It has advantages on one side but there exist many factors that can influence using
games either positively or negatively.

2.1.1.

Advantage of using game in language teaching

The positive influence of the games on learning language skills is well documented. The
advantage of the game is that it can focus on more than one aspect of language. Games can
focus either on grammar, speaking, listening, and pronunciation, vocabulary, etc. or complex
of them. Philips (1999: 8) says that the focus should continue to be on language as a vehicle
of communication and not on the grammar.You can give them tasks in which they
discover for themselves simple grammatical rules, or you can focus their attention on the
structure of the language in order to help them formulate an internal grammar of their
own.
Both McCallum (1980) and Lindsay and Knight (2006) grasp the benefit of games when
talking about their usefulness because of their ability to liven up a lesson. McCallum (1980:
9) also highlights the informal atmosphere as one of the advantages of using game when he
says: Students, 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.
Wright, Betteridge and Buckby (1979: 4) support the advantage of using games with their
opinion that the essential ingredient of a game is challenge. Krystnkov (1997) points out
another important fact; children enjoy playing games and they do not have to notice that
they clear a difficulty during playing. Kouchov and Korkov (1997) emphasize the
game as an element of socialization. Children have to obey the rules; they can find their own
abilities during the work on the game and compare them with other learners what helps
children with self-appraisal.

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Carrier summarized the advantages of using games as follows:

Games add variety to range of learning situations.
Games can maintain motivation.
Games can refresh learners during formal learning.
Games can encourage an interest of those students whose feel intimidated by formal
classroom situations.
Games can make a teacher-student distance less marginal.
Games give an opportunity for student-student communication and can reduce more usual
student-teacher communication.
Games can act as a testing mechanism, in the sense that they will expose areas of
weakness. (Carrier, 1985:6)

2.1.2.

How to use games in language teaching

It could seem to use the games in almost every lesson and in all classes. It is wrong
presumption, though. Not all classes enjoy games and not all lessons are appropriate for
incorporating of the games. There is no rule for using the game thus. Teacher can use the
game for example as a warm up activity or revision of the previous lesson at the beginning
of the lesson or as a summary of the skills at the end. However, games can be used during
the whole lesson as well. Thus, this variety corresponds with the ability of the teacher to use
the game in the right moment. Paul (1996) speaks about the alternative to divide a lesson
into studying and fun sections. But the problem can appear here because children will
always tend to compare those two sections. In comparison integrating games smoothly to
teaching/learning process allow us using games without distinguishing between fun and
study.
It can also happen that class, that normally enjoys games in lessons, can refuse the game
from time to time. That is why teacher must be very attentive to students reactions and the
atmosphere of each lesson. The very important point here is that no one should be forced to
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play games. (McCallum, 1980:12) The same author (1980:12) advises to let him be an
observer.
Carrier (1985: 7) emphasizes another important factor: The teacher must prepare the game
thoroughly. Games may be good fun but they need to be carefully prepared and well
organized. Before a game is used with a class the teacher must be sure that the necessary
facilities (for example the overhead projector) are available. . When materials are used
which have been prepared on previous occasion (including commercial cards or board
games), the teacher must make sure the contents are complete.
Giving instructions is another important aspect of using games in language teaching. The
teacher should make sure that exact instructions were given and they are clear for everyone.
Philips (1993:7) also stresses that the activities should be simple enough to understand
what is expected of them. It expects teachers proper choice of the game and they should
also monitor in the course of the game whether students follow the instructions and
understand them. In the context of giving instruction we should speak about language we
should use when explaining the game. I agree with Philips (1993) who finds less frustrating
when you use mother tongue for giving instructions for a complicated activity. She also
suggests the children to repeat the instructions in their mother tongue to see they understand.
I have experienced that this Philips opinion really works. Nevertheless we can use only
foreign language during the everyday organization and running in the classroom. Moreover
the instructions can be supported with gestures (e.g. Sit down, Sit to the circle, Work in
pairs, etc.). Also routine games do not require instructions in the mother tongue. Giving
instructions in mother tongue can be necessary for the first or second time in this case and
they can be given in the foreign language then because children should be familiar with
them. The teacher can also write the rules on the board which serves either for better
understanding of what has been said or for reminding the rules whenever necessary.
Good timing is important but it is very difficult to give punctual timing. Each book with
games usually gives some timing but teacher must consider group of learners they plan the
game for. It means good timing is influenced by the fact that each group is original. Teacher
must look over all factors mentioned above for setting as good timing as possible. Teacher is
allowed to change timing during the game, though. It derives from the teachers expectations
of minimum and maximum time for the game. It gives the teacher the choice to change
given time according the momentary situation and atmosphere.

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Also McCallum notices above mentioned factors. He (1980:10) refers to noise factor disturbing of the classes around you and size of the class on the top of it. It could really be
the problem when the teacher decides to use an activity which presupposes noise. However
it has solution, too. If teacher finds some activity really useful, they can change the place or
ask other teachers for their favour and patience.
Carrier (1985:7) also point out quite problematic question when using the games; correcting
language errors it must be left up to individual teachers to decide whether or not
students language errors should be corrected during or after a particular game.

2.1.3.

Grouping and organizing the classroom

There exist different groupings. The concrete type of grouping usually depends on the
activity and proper grouping can influence the achievement of the game a lot. However the
same type of the game can be successfully realized in different groupings. The most
common groupings are individual, pairs, groups and whole class.
Individual work is commonly used in traditional lessons but there are activities that
require individual work (e.g. reading, competitive games, etc). The advantage of using this
type of grouping is that learners have to rely on themselves; it means learner has to rely only
on their knowledge and abilities. The disadvantage is the missing chance of conversation
and confrontation. However it is possible to start the activity as an individual work and then
change it into pair or group working. Games requiring individual work are usually highly
competitive and create winners and losers. However this can cause troubles; whereas
winners can experience feelings of euphoric delight and happiness, losers can experience
feelings of disappointment and failure of the same intensity.
Pair work is the most commonly used type of grouping. Pair work is commonly used with
the role-play or speaking practice activities. Tennant (2010) sees the advantage of pair work
in the opportunity of the students to speak and learn from each other . The same author
reminds teachers fear of using pair work in their lesson because they are not able to keep
control and hear what students are saying. Games played in pairs allow learners to cooperate
and to be useful for each other. When the cooperation works as it should (it means learners
share their knowledge, help and respect each other) they can reach the goal more easily. The

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success in the game can double learners feeling of happiness as well as they can blame each
other in the case of the failure. The risk of the failure in the game can also shift weaker
learners to the role of outsiders.
Groups consist of more than three learners. The final number of the learners in one group is
not determined but Philips (1994) emphasizes that the number higher than five can be
counter-productive. This grouping is suitable e.g. for role-play games, speaking activities or
task-based games. Experts enumerate many advantages of group work. Kol nad Valiov,
the pedagogic specialists, state that the highest quality of cooperation in the class happens in
group working. Ur (1981:7) sees the advantage in the chance for students who are shy of
saying something in front of the whole class, or to the teacher. She stresses the opportunity
for this type of learners to express themselves in front of the smaller group of their peers.
The most common disadvantages seen from teachers point of view are discipline and
organizations problems. Ur (1981) states that the discipline usually depends on the
personality of the teacher, on the type of activity and on the relationship between teacher and
learners. Games played in the groups also require a very good organization and preparation.
These games allow weaker students to join the game more easily because each group
playing the game normally consists of stronger and weaker students in each group (e.g.
game Direction game, where one child tells a blindfold child how to get to a specific
place, allows to weaker learner navigates weaker learner and then switch their roles).
Nevertheless groups having own leaders do not have to be counterproductive. The leader of
the group can increase the success of the game a lot Wright et col. say (1994: 5): The
leaders role is to ensure that the game or activity is properly organized and to act as an
intermediary between learners and teacher. Although there can be a competitive element in
the games played in the groups they are much more cooperative.
Philips (1994) explains that the children may work as a whole class focused on the
teacheror as a whole class with the teacher acting as a monitor. The advantage of this
grouping is in the chance for learners to speak with and understand their classmates, to hear
their mistakes and confront different opinions. The very important element of whole class
grouping is the cooperation among learners and this grouping is suitable for task-based
games, for example. Nevertheless such grouping in the games can lead to differentiation
learners to active and passive. The reasons for their passivity can be variant; poor goodwill,
low interest or self-confidence, etc.

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All the groupings except individual one tend learners to accept other opinions, to cooperate
and be responsible for so their own doing as for doing as the pair or whole group. Different
groupings usually require organizing the classroom. The most suitable classroom
organization is so-called U-shape because it allows students to move freely. However
teacher does not always have the possibility to organize the class like that but they can
organize the pairs or groups of learners to see each other. In the traditional front-facing desk
learners just turn their chairs round to face the people behind them.

2.1.4.

Classification of the games

A variety of techniques in using games is an important part of involving games into lessons.
Hadfield (1998) counts techniques including information gap, guessing, search, matching,
combining, etc.
There exist two main kinds of games: competitive (learner tries to be first to reach the goal)
and cooperative/collaborative (learners try to reach the same goal together, they help each
other). It is really difficult to classify and name all the types of games. Moreover many
games are difficult to label. Therefore I will assign types of games which are the most
common or connected with practical part of this writing and I have ever experienced Gordon
Lewis and Gnther Bedson (1999) classification of the games:
Movement games: the type of game when learners are physically active (e.g. Find
your partner). All children can be involved and the teacher usually just monitors the
game. Movement games have clearly given rules and they can be either competitive
or cooperative; it depends on the concrete game or how the teacher designs it. It is
the same with the materials, for example you do not need any material for movement
game called Direction game (one child tells a blindfold child how to get to a
specific place). Whereas the game Find your partner (see page 24) requires
prepared cards. While playing movement games children practise all skills.
Board games: games played on the board in this case (e.g. Hangman). Teacher needs
whatever kind of boards (black, white or interactive board). They can be played in all
types of grouping and teacher needs to prepare some material in most of board
games. Learners can practise all language skills and they are expected to obey given

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rules. This type of the game can be either competitive or cooperative; it deals with
the type of grouping. Teacher can operate as a controller, organizer, participant and
facilitator.
Guessing games: based on the principle when one holds the information and another
tries to guess it (e.g. Back writing). There exists a wide variety of guessing games
with teacher as a participant or facilitator. Teacher needs to prepare none or some
material and learners practise their speaking and listening skills while cooperating.
Learners follow given instruction and rules which do not have to be strict.
Matching games: games involve matching correct pairs (e.g. Vocabulary Scramble).
They need to have material prepared. Learners cooperate to reach the goal of the
game. The goal of the game and the type of grouping can make the game cooperative
(learner in pair, learners of one group, whole class) or competitive (pair/group vs.
pair/group). Reading and speaking games are practiced the most. The teachers role
is to be a facilitator.
Card games: familiar game with board game. The cards have an important value in
the game (e.g. What is that card?) so material is required in this case.
Desk games: these games can be played as an individual work game (e.g. puzzle) or
pair and group game (e.g. scrabble). Desk games need material and they can work
both competitively and cooperatively. For example scrabble or memory game
(pexeso) are competitive games whereas puzzle is cooperative game. It can be the
competitive game thus (the rule for puzzle as a competitive game is: the winner is
who finishes the puzzle first). Teacher can be a controller and facilitator.
Role-play games: it can be either the game itself or an element of other games. It
needs active performing of the learner (e.g. At the shop) cooperating in pairs or
smaller groups. Material is not necessary but can be useful. The teacher is a
controller and facilitator, he gives the instruction but strict rules are not necessary.
They practise speaking writing and listening skills.
Task-based games: belongs to popular games nowadays, especially because of its
connection with cooperative schooling. Usually pairs or groups work on meaningful
task in the way they enjoy. Learners obey clear rules and they have got a chance to

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practise all language skills. Teacher is an organizer and facilitator. Teacher preprepares material for the game or learners prepare it themselves later.
Computer games are a very popular type of the games nowadays. It can be played
either at school or at home. It requires individual or pair work and learners practise
their reading and writing skills. The teacher can be tutor or play none role. There are
usually given clear rules and the computer is necessary here.

When using games, teacher performs in different roles then. Each teacher has an opportunity
to involve games into their lesson and find out how it works. They can experience pros and
cons of various types of games and try out various roles of their profession as a teacher.
Using games is a difficult task but teachers could feel it like a challenge.

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Practical part
1. The aims of the practical part
The practical part of this thesis will demonstrate how the games may be used in a process of
language learning/teaching, which in this case is English. The aim is to present different
games

representing

various

games types

which

should

develop

the

English

learning/teaching process. The focus will be the game itself not the involvement of the game
to the lesson plan. Although four of five games presented here will be used in one lesson. All
these outlined activities will be used in my classes.

1.1 Description of my class

I have been teaching this class for only seven months. They are from eleven to thirteen years
old. This school year is their 4 th year of learning English except two pupils who are absolute
beginners (they have been learning German at their primary schools) and they have got four
English lessons per week. The class consists of seven boys and nine girls. This group was set
up according to the alphabet order. They all have similar skills because the whole class was
put together according to the entrance test results to lower Gymnasium. They enjoy the
English lessons and they are quite cooperative group that is very nice to work with. They are
highly motivated and enjoy whatever I prepare and suggest. They are real song lovers.
They are not interested in the difficulty of the song they just want to sing known song and
learn new ones. They also seem to be a quite competitive group; especially they want to
compete in two teams; boys and girls. We use textbook of Tom Hutchinson: Project English
1 (PE1 here) because it is a common way to start with PE1 at this school. Although it could
seem too easy for children of their age, it is good for revision of what they should know. I
have decided to use games because it is, in my opinion, good chance how to hold pupils
interest and revise or teach them in a different, and may be new, way. Moreover, I like
preparing new activities and games and it is a real pleasure for me in this class.

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1.2 Games
3.1.1.

Movement game: Find your partner

Aims: to warm the pupils up

to involve all pupils
to express themselves while speaking with their classmates
to remember some new English words describing appearance of the people
to familiarize pupils with movement type of the game

Materials: eight cards with faces shredded in half. The source for this game is the Jill
Hadfileds book Elementary Vocabulary Games published by Pearson
Education Limited in 1998.

Procedure: Each pupil gets half of the card.

They get the instructions how to play this game.
Pupils move round the class and ask their classmates while trying to find their
partner.
To find a partner is a goal of the game.
They sit in the newly created pairs back at the desk

Reflection: Children were active when trying to find their partner. They were speaking
with their classmates and asking questions in English which was surprising for me. I
expected them to come and show pictures each other almost without speaking. They really
hid pictures into their palms and tried to find partner through questioning. They were using
present simple tense questions and short answers. Sometimes they did not know proper
word so they mostly used gestures instead of using Czech expressions. At the end of the
lesson we were speaking about this activity. I asked them a question why they were not
using Czech words. The answers mostly were they liked funny faces on their cards and it
was bigger fun for them to demonstrate for example fat cheeks instead of using Czech
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word (the worksheet with all faces is in Appendix 1). However I think it can be
problematic with older students because they are usually sheepish to look ridiculously
because of using gestures. In my opinion they will use expression in their mother tongue
instead. My pupils also enjoyed the possibility of movement during the lesson. According
to the answers in the questionnaires they found this game so useful and interesting. Twelve
of sixteen students found it the most or second most amusing activity and eleven of them
found it second or third most useful activity used during the lesson (there were used four
games during one lesson and all of them were focused on words describing appearance).
Pupils found this game useful mostly because of speaking and revising questions, only
three pupils learnt a new word thanks to this game.

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3.1.2.
Card game: Matching picture with word and its
definition
Aims: to involve all pupils
to let pupils cooperate
to acquitant pupils with new words describing the appearance of the people
to associate pictures with words for better remembering
to remember some new vocabulary

Materials: worksheet with 15 pictures, worksheet with 15 words in bold and their
definitions (Note: Both worksheets should be cut into cards and put to the
envelope before the distribution among pupils)

Procedure: Pupils sit in pairs at their desks and get the envelopes with pictures and
words in it (one envelope per pair).
They match pictures with words and their explanations.
They try to match correct pairs in the shortest time limit.
The winner is the pair with all correct picture-word pairs in the shortest
time or the pair with the most correct pairs in case there is no one with all
correct pairs.

Reflection: The beginning of this game was based on the previous game. Pairs created
in previous game were joined to four groups with four pupils in each of them. I
instructed them to create groups according to the pictures I showed them together (e.g.
two women with oval face).
Children were active when matching pairs but they were speaking Czech almost all the
time. However I expected them speaking like that because they always do that when
working on any matching activity which requires sitting at the desk. I experienced they
speak more in English when matching game is joined with the movement. Although it
was more important to understand the meaning of the words, match them with correct

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pictures and make the associations than to force them speaking in English in this case.
Of course, it would be ideal if they speak English and reach the main goal of the game
too. In my opinion, I prepared either funny (e.g. see picture of bald man in Appendix
2) or well-associated pictures (e.g. Santa Clause for word beard) and I expected that
words connected with such pictures will be memorable more easily. Nevertheless
children sometimes did not know which picture could be suitable with which
expression. For example they were usually trying to find some baby among all pictures
to match it with Babies are small instead of matching this sentence with picture
where the small man is drawn. On the other side pictures of Pipi or Santa Claus
worked as I expected and all pupils match them correctly with freckles and beard. I
must say I have learnt that it is much more difficult to choose proper pictures for such
type of the game than I have ever thought.
Children did not compete at all among the groups and they were cooperating in their
groups very well. Two beginner pupils were involved too. Within the discussion about
this activity, my two beginner pupils enjoyed this activity a lot. They found pictures
helping them a lot and they were satisfied with the work in group because of their
classmates help. The other pupils agreed with doing this activity in group because of
the discussions possibility. According to the questionnaires thirteen pupils found this
game the most or the second most useful activity used in the lesson and focused on
describing personal appearance. Although it was not amusing much in comparison
with the other games; only three people found it more amusing.

- 27 -

3.1.3.

Guessing game: Back writing

Aims: to involve all pupils

to let pupils cooperate
to revise new words
to strengthen the process of remembering the new words

Materials: no material required here

Procedure: Pupils are said to sit again in pairs created in the first game (Find your
partner, see p.23) at their desks.
They write words connected with describing people (see Appendix 3) on
partners back.
Pupils switch their roles after each five words.
The main goal of the game is to practise as much words as possible but
there is no rule how many words they must write or guess.

Reflection: Pupils looked confused at the beginning of the game but they had a good
fun after a while. They were laughing very often and when I wanted to finish the game
after five minutes they wanted to continue. The strong element of cooperation was
presented here. I thought there could not be any competitive element but it was.
Competitive elements appeared at the end of the game when pupils said each other the
number of guessed word. For example, they said: Yeah, I guessed more words than
you did or But I guessed more difficult words. They used both languages, English
and Czech. Mostly, they used Czech while asking their partner to write it again or
when they did not understand written word. Above mentioned discussion about the
success in the game was in Czech. I forced them to use English by repeating their
Czech phrase in English but with a poor success. The questionnaires acknowledge my
feelings I had during observing the game. Thirteen of sixteen pupils found this game
amusing a lot but not very useful. Nevertheless the aim to revise new words was
- 28 -

fulfilled and they were practising correct spelling too. The biggest problem of this
game was the noise. Even though they always accepted the signal to lower their voice,
they were loud very soon again.

- 29 -

3.1.4.

Board game: Hidden words

Aims: to involve all pupils

to let pupils cooperate
to revise new words
to strengthen understanding of new words

Materials: worksheet with numbers from 1 to 15, worksheet with 15 words, 15 cards
with pictures (see Appendices 2, 4 and 5)

Procedure: Pupils are said to sit in four groups of four people at their desks.
They prepare pictures on their desks to see them all.
Pupils choose one number from the chart on the board.
Teacher tells them hidden word.
Pupils have to show picture representing that word and explain the
meaning. They get one point for correct picture, one point for correct
explanation.
The winner is the group with the most points.

Reflection: I prepared to play this game on the board (see page 20). This game should
be played in four groups because I wanted most people actively involved, if possible.
Pupils wanted a competition and played this game in two teams; boys vs. girls. I
agreed with the change of grouping because I know they really love playing like that.
In context of changed grouping one rule was changed. When one group does not know
the picture or the definition, second group can answer it and when it is correct the
second group gets the points and continues their turn. We had to choose one speaker
for each group who said the number (they decided the number in their groups at first).
I must say that the atmosphere was absolutely perfect; they were excited and very
active. All pupils were working when looking for the picture and making the decision
for correct definition. Although there was a tendency for speaking of the same pupils.
- 30 -

So I added a new rule; each final definition (it means loudly spoken definition) had to
be said by someone who had not spoken before. Czech language was used within
pupils decision for the definition and they spoke English whey they told me their
definition. Surprisingly, questionnaires did not confirm that pupils enjoyed this game.
Only five pupils found it more enjoyable than three above mentioned games. They did
not also find it useful much. During the discussion pupils said they almost did not have
any problems to choose correct picture, they were already familiar with them from the
previous three activities. I would say that it fulfilled my expectations of this game
then. I chose this game as the revision of known items and it should strengthen better
understanding of the words meanings. Pupils agreed that they practised how to
explain a word in English.

- 31 -

3.1.5.

Desk game: Scrabble

Aims: to involve all pupils

to let pupils cooperate
to revise known words
to practise spelling

Materials: four Scrabbles, a sheet of paper, a pen or a pencil

Procedure: Pupils are said to create pairs according to their choice.

Two pairs sit to one Scrabble
Teacher asks pupils if they know the rules and makes sure they really do
so.
Teacher instructs pupils to create English words and write down these
words.
Pupils play Scrabble for the rest of the lesson.
At the end of the lesson they have all created words written down.

Reflection: Children were looking forward to play this game because they had never
played it in English before. We played it with Czech versions of Scrabble so we made
understood to use , , , , etc. as c, s, z, d and with the value of letters c, s, z,
d etc. We had four pieces of Scrabble so two pairs played at one Scrabble. Pairs
were cooperating well and the element of competitiveness between pairs was visible.
There was no problem with integrating two beginners to pairs. Each of the two
beginners was in one pair and these two pairs were playing at one Scrabble. Pupils
were speaking Czech in pairs or when two pairs were discussing together because of
some words. My help was sometimes needed to make pupils sure that their word
really existed or had correct spelling. Answers in the questionnaires confirmed that
the aims of this game were fulfilled. Pupils found this game as enjoyable as useful. In
their opinion the usefulness of this activity was in its chance to revise vocabulary,
- 32 -

practise correct spelling and learn some new words. According to twelve
questionnaires half of the pupils think that Scrabble was useful for them but they do
not remember any new words. Four of them felt Scrabble useful and they
remembered some new words. The rest of them felt the game just for fun.

- 33 -

Conclusion
The main aim of this thesis was to present different activities representing various games types
which should develop the English learning/teaching process. Likewise I wanted to examine the
possibility to use the game as the one of tools which teacher is able to present new subject matter
with. Based on the theoretical part I tried to involve various and interesting games. I also tried to
choose games to be able to reach the expected aims.
I have learnt that the choice of the game is a key factor. Not only is the choice of the game
important for the success of the game. It is closely linked with other factors which have been
mentioned in the theoretical part. I have learnt that proper grouping can influence the process and
the result of the game a lot. I have also felt out that pupils do not have to speak only English so the
purpose of the game will be reached.
When choosing the games I tried to follow principles spoken in the theoretical part. Therefore I
chose games and groupings requiring cooperation. All five games were cooperative in spite of
sometimes having competitive elements. But it does not have negative effect. I could also
experience that they do not have to be forced to be learnt in ways of traditional learning but they
are able to learn and acquire the language in more amusing way. Likewise they are able to obey the
rules well when playing the game.
I would recommend using games to teachers who are interested in their pupils and want to liven up
their lessons. I know I am one of them. I will continue with using games in my lessons; mainly with
cooperative games. I would highly recommend using movement games; they are able to liven up the
lesson, allow learners to cooperate and give the chance for speaking. I also stand for card games and
using pictures because I experienced those helpful in learning process a lot. Nevertheless I call your
attention to be careful with the choice of the pictures in this case. In my opinion the knowledge of
your class is a key factor in making the decision what type of game to use and when. Next time
while using scrabble I will play it twenty minutes maximum instead of playing it the whole lesson.
It is time consuming then.

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Appendix 1

- 35 -

Appendix 2

- 36 -

Appendix 3
Models are slim.

People who eat much can be fat.

Bald= no hair.

Girls with long hair can wear pony tail.

Boys usually have short hair.

Your English teacher has curly hair.

Less curly hair is wavy hair.

Middle length hair is to the shoulder.

Hairy = too much hair.

Straight hair is like drawn by the ruler.

Santa Claus wears beard on his face.

Men wear moustache between their nose and mouth.

Small points on your face are frackles.

Basketball players are tall.

Babies are small.

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Appendix 4

10

11

12

13

14

15

- 38 -

Appendix 5

BALD

FRACKLES

MOUSTACHE

BEARD

HAIRY

PONNY TAIL

WAVY

LONG HAIR

SLIM

SHORT HAIR

CURLY

FAT

MIDDLE
LENGTH HAIR

SMALL

STRAIGHT

- 39 -

Appendix 6
Mil studenti,
chtla bych Vs podat o vyplnn tohoto dotaznku. Studuji na pedagogick fakult MU a pi
bakalskou prci na tma Hry jako aktivita. Tento dotaznk poslou pro analzu her, kter
jsme spolu ve vuce dlali. Prosm Vs o upmn odpovdi.
Dkuji za spoluprci,
Lucie Kupekov
VUKA POPIS LOVKA
1. Myslm si, e jsem se v hodin nco nauil(a)
Ano
Ne
2. Pokud jsi v ot.2 odpovdl(a) ano, zkus napsat alespo 3 pklady toho, co ses
nauil(a) nebo procviil(a) (nap.tvorba otzek, zpornch vt, slovka, apod.)

3. Popsat lovka bych po dnen hodin dokzal(a) popsat:

Vbec
S menmi problmy
Bez problm

4. Aktivity pouit ve vuce byly:

jen pro zbavu, nic jsem se pi nich nenauil(a)

uiten, ale moc si toho nepamatuji
uiten, pomohly mi lpe si nov slovka zapamatovat
uiten, procviil(a) jsem se v mluven a zapamatoval(a) si nov slovka

5. Sea aktivity podle toho, jak uiten se ti zdly

Najdi partnera (spojovn obliej)

Spojovn obrzek+ slovko-definice
Psan slovek na spolukovy zda
Hra na tabuli

6. Sea aktivity podle toho, jak zajmav se ti zdly

Najdi partnera (spojovn obliej)

Spojovn obrzek+ slovko-definice
Psan slovek na spolukovy zda
Hra na tabuli

- 40 -

Appendix 7
Mil studenti,
chtla bych Vs podat o vyplnn tohoto dotaznku. Studuji na pedagogick fakult MU a pi
bakalskou prci na tma Hry jako aktivita. Tento dotaznk poslou pro analzu hry, kterou
jsme dnes ve vuce hrli. Prosm Vs o upmn odpovdi.
Dkuji za spoluprci,
Lucie Kupekov
SCRABBLE
1. Myslm si, e jsem se v hodin nco nauil(a)
Ano
Ne

2. Pokud jsi v ot.2 odpovdl(a) ano, zkus napsat alespo 3 pklady toho, co ses
nauil(a) nebo procviil(a) (nap.nov slovka, star slovka sprvn spelling,
apod.)

3. Scrabble pouit ve vuce byl:

jen pro zbavu, nic jsem se pi he nenauil(a)
uiten, ale moc si toho nepamatuji
uiten, procviil(a) jsem si slovn zsobu, ale nezapamatoval(a) jsem si dn
nov slovka
uiten, procviil(a) jsem si slovn zsobu a zapamatoval(a) jsem si i njak nov
slovka

4. Jak uiten ti dnen vuka pipadala:

Vbec
Trochu
Velmi

5. Jak zajmav ti dnen vuka pipadala:

Vbec
Trochu
Velmi

- 41 -

Appendix 8

- 42 -

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