Uncertainty

This is caused by the demands made on the children's memories, and is another characteristic important in some games. "I went to market and bought ..." is an example of where the players' memories will fail at some point: the excitement comes from the challenge of uncertainty!

These characteristics of luck, competition, co-operation, and uncertainty can help you change a coursebook-led language exercise into a game. For example, a simple question and answer activity between you and your young learners - "Where is the book?" "It's next to the bag/on the desk/behind the door" - can be made more dynamic by introducing memory - "Look at the things on the table. Now turn around ... Where is the book? Where is the bag?" Many variations and adaptations are possible.

Another example from your course book is a page that is introducing new vocabulary - usually this is supported by illustrations of the items. You could turn this into a memory game by bringing in real objects of the vocabulary items and show them to the children. Then, ask them to close their eyes and as they do so, remove one of the objects.

The children then open their eyes again and have to say all the objects they can see, as well as the one that has been removed. You continue doing this until all the objects have been removed and the first child to remember all of them is the winner!

Including the elements above in the games you use in the classroom will ensure that all the children are involved.

Do you want to add anything to the table you have completed?

If not, open the Answer key resource and compare your answers.

7.1 Answer key - Language focus and involvement

Compare your answers to the comments in this table.

Game	Language Teaching Focus	Organisation	Materials	Game Type
I went to market...	Any item that can be bought	Whole class and leader	None (Brains and memory!)	'Code-control' - language practice
Simon Says	Instructions, imperatives, parts of the body, action verbs	Whole class and leader	None	'Code-control' - language practice
Find the difference	Asking for and giving information, describing; vocabulary as shown in the pictures	Pair work	Pairs of similar pictures	Communicative
I Spy	Vocabulary related to objects in the classroom; spelling - initial letters; Question, 'Is it a ...? Yes, it is/No, it isn't	Whole class vs. one player	None	'Code-control' - language practice
The dog game	Vocabulary	Pair work	Pen and paper	'Code-control' - language practice
Snap!	Reading of vocabulary	Groups of four to six	Playing cards	'Code-control' - language practice
Pelmanism	Reading of vocabulary	Groups of two to four	Playing cards	'Code-control' - language practice

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