511261

University of Portsmouth
School of Languages and Area Studies
English Language and Linguistics

Creative Activities for the Language Classroom: Evaluation sheet

Student I/D : 511261

Type of activity or material: Games

Source: Mawer, K., & Stanley, G. (2011). Digital Play. Computer games and
language aims. Peaslake: Delta Publishing

Language Aims: a) To allow students to develop their writing skills narrative

writing
b) To allow students to practise narrative tenses for example:
past tense Jack kicked the monster.
c) To allow students to practise using sequence connectors in
writing Next, Jack ran towards the window and smashed it.
d) To allow students to use functional language during
discussion. For example: I think, I guess it would be better if

Level of students: beginner to upper intermediate

Resources needed: game with a story line, computer and/or projector

Type of students for whom this would be suitable:

This activity can be appealing to a wide range of learners depending on the game
selected. Children might be more interested in games with cute and colourful
characters. On the other hand young adults and/or adults might prefer something

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more serious. However, the choice of game is largely dependent on the personality
of the class regardless of age group.

Non-linguistic benefits: Promotes teamwork and collaborative learning

Build students confidence in using the language
Promotes critical and creative thinking

Limitations:
- Students might focus more on the game instead on the story line
especially with young learners short attention span.
- There is a possibility for the student to keep losing and could not
progress further in the game.
- Time. The game might take too long.
- Students might not understand the story line.

Possible cultural constraints: Depending on the type of game chosen. A number of

games might use explicit language and have unpleasant image.

Modifications necessary:

Overall evaluation of activitys potential usefulness for your specified group

(This is the section which should be most detailed and which carries most of
the marks)

The activity is very interesting as it incorporates both playing the game and
using the game as a springboard for other activity.
It also allows a number of skills to be incorporated in one lesson.

The activity is designed for 13/14 years old students studying English as their
second language in schools. The role play acts as a spring board for the students to
understand the poem better. It also allows students to practise their language in a
semi-controlled situation. The focus of the role play is on fluency rather than
accuracy. This is in line with the aims; to allow students to practise the language and
to boost their confidence in using the language. The activity also allows students to

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practise their intonation. This happens as the students will need to express different
type of emotions in order to convey the meaning of the poem effectively.

With this group of learners, the activity could be expand further by making it
into a long term project which includes some writing activity. Students could be
asked to write weekly journal entries from Lulus perspective. This allows students to
be creative and subconsciously develop their writing skills in a less structured
atmosphere where fluency is more emphasised. Students could also develop essays
in forms of newspaper articles, narrative or descriptive if the focus shifts to lessons
focusing more on accuracy.

Other activities that could be designed by using the poem include group
discussion and debates. This could be done for mature students or advance level
students and acts as a spring board for writing activities. This substitutes the role of
the role playing activity as a spring board. Discussion topics could include topics
such as:

a) The role of parents/teachers/school in ensuring child safety

b) How to create awareness
c) Discuss current cases of missing children

Poems are dynamic materials that could be exploit in many different ways.
This poem in particular is great for language teaching as it is very visual and enables
students to grasp the message easily. The vocabulary used is within student
understanding with only a few words that need explanation. The poem is quite direct
hence would appeal to students especially second language learners. They would
likely to feel less intimidated by this material.

(523 words)