The role of games in learning English plan

Compliments and Insults
Objective: To provide oral practice and reinforce the use of adjec­tives in descriptive statements.
Language level: intermediate and advanced
Equipment and material: prepared questions
With a list of prepared questions the teacher, or one of the students, asks a question which begins with either: "Why do you like . . . ?" or "Why do you hate . . . ?" The question must concern an object or a person.
The first student replies, "Because . . ." supplying an adjective that begins with the letter A, the second student an adjective that begins with the letter 6, and so tm through the alphabet and around the classroom. The letters X and X should be omitted. The game can be played with all students answering the same question, going through the alphabet, or with each student having a different question,
For advanced students the leader may prefer to call on students at random, thus making it impossible for the students to prepare their answers ahead of time.
Example:
Teacher: Why do you like Marion?
Student 1: Because she's attractive.
Student 2: Because she is bright.
Student 3: Because she is clever.
Student 4: Because she's diligent.
Teacher: Why do you hate Jim?
Student I: Because he's awful.
Student 2: Because he's boastful.
Student 3: Because he is crafty.
Student 4: Because he is dishonest


ROLE PLAY AND DRAMATICS
Some games lend themselves to the imaginative use of role play and dramatic techniques. These are often use­ful for generating free expression and the feeling of spon­taneity in the language classroom.
Story in a Bag
Acting with Adverbs
Situations
Guess What I Do?
Murder
Charades
Guess What I Do?
Objective: To provide practice in Yes/No question formation. Language level; intermediate and advanced Equipment and material: prepared flash cards; individual slips of paper
The teacher acts as leader in this game and selects three to five students to make up the panel. The others in the class participate as contestants, by asking, "Guess what I do?"
According to the level of the class, the teacher prepares, in ad­vance, a list of professions for the contestants, written out on individ­ual slips of paper for them to study. The panel must guess the con­testants' professions using only Yes/No questions.
Everyone but the panel will learn the profession of the person being questioned, as the teacher, standing behind the panel, writes on the blackboard or holds up a sign indicating the student's profes­sion.
The procedure is similar to Twenty Questions (p. 65). The members of the panel, in turn, ask the participant questions. Twenty questions are allowed, after which, if the panel has not guessed it, the participant reveals his profession.
For intermediate students the professions should not be difficult ones, but for advanced classes they can be more unusual and thus more interesting.
Sample Professions:
(For intermediate students)
Mathematics teacher
Carpenter
Auto mechanic
Banker
Dentist
Lawyer
Barber
Actor/Actress
Sample Professions: (for advanced students) Lion tamer in the circus Political cartoonist Conceit violinist Dress designer Window washer Hotel manager Gymnast Veterinarian


PICTURE GAMES
There are various types of game in this section. Broadly, they involve comparing and contrasting pictures considering differences or similarities considering possible relationships between pictures, such as narrative sequence describing key features so that someone else may identify them or represent them in a similar way. Most of the games involve the learners in the relatively free use of all the language at their command. There are games and variations here for all levels of proficiency.