4 - Communication Games (Advanced) - Jill Hadfield, SPEAKING

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ADVANCED
CONNUNlCATlON
GAWES
Acollection of games and activities for intermediate
and advanced students of English
JillHadf ield
Nelson
22 Elementary, my dear
Watson
23 Eyewitnesses
. .
glZ~111~
deductions and
r~7flS~JIlS
sc~uc~~citrg
ez-entsin the
past
cnrtrplaining and being
optimistic
predictiot~arrd speculation
permission and prohibition
24 Moaning Minnies
List of games
ii
Rules sheets
125
Introduction
iii
Structural index
128
Teacher's notes
vi
Lexical index
25 Silly superstitions
26 A better world
or
Planetswap
27 Market forces
28 Fishy stories
128
persuasion
asking for and giving
exvlanatiotrs
askirrg for and giving
factual information
argulnent:stating and
justihing opinion, stating
nec~lsand wants,agreeing
and disagreeing
argumct~t:
Games material
23
29 Bucket shops
List
of
games
30 Family budget
Function
asking for and giving
personal informat ion
talkingabnut past events
31 Go-betweens
suggestion and
1
Prove it!
persuasion
hypothesis
complaining and
apologisinf
tnlkingabot~t
32 What if
. . .?
33 Terribly sorry
2 Who killed Robin
Koch?
3
What a cock-up!
making plans and
arrangements
describing personality and
relationships
describing houses and
people
comparing and
contvast ing;discussing
advantages and
disadvantages
giving instructions
describing scenes
34 Christmas shopping
likes, dislikes
and preferences
express'ing necessity
argumentand persuasion
askingfor and giving
advice
asking about and
describing nbilit ies
coniparison and contrast
narrative and description
4 The gossip game
35 What do
I
need?
36 Canvassing
37 Sound advice
5
Find the occupants
6 Try it out!
38 Jobmarket
or
On
yer
bike!
39 The proverb game
40 Dream sequences
7 Domino instructions
8 Find the other people
on your planet
9
Sweet reason
10 Consequence cards
11 Scoop!
giving reasons
stating consequences
talkin~aboutpast ez~ents
and pYesent sztuations
talking about past
experiences
Acknowledgements
I would like to acknowledge the inspiration and
influence of Rod Bolitho, David Jolly, Alan Maley and
Charlie Hadfield, whose ideas onteaching in general and
interactive activities in particular have all contributed
directly or indirectly to the writing of this book.
I
would also like to thank the staff and studentsof
South Devon College of Arts and Technology for their
support and encouragement. Particular thanks are due
to: Anna Allen, Jerome Betts, Val Black, Graham Burn,
JaneCarne, Liz Macnaughton, Angi Malderez, Jenny
Pearson, Tony Pearson, Margot Porterfield, Dan Smith,
Dave Smith, Alison Thomas and Steve Turnbull, from
South Devon College of Arts and Technology, and
Amanda Kelman, Sue Parker and Pauline Taylor, at the
Bell School, Cambridge, for trying the games out and
offering valuable suggestions for amendment and
improvement.
12 Haven't
I
seen you
somewhere before?
13Sweet talk
14 Define it!
15Find your former self
and suggestion
defining
describing past and present
habits
inviting, accepting and
refusing, stating
obligation and making
excuses
making offers and setting
conditions
making requests, agreeing
and refusing
describing position and
location
expressing past regrets
wishes and hopes, needs
and 7uants
16 The excuses game
17Hard bargaining
18 Would you mind
if
. .
.?
19Hide and seek
20 If only
. . .
21 The Cinderella game
or
Find your fairy
godmother
remember2
f
he Rubbish Ritual
and other zddle Street games
~nakir~g
For Steve and on,
Introduction
Thomas Nelson and Sons Ltd
Nelson House Mayfield Road
Walton-on-Thames Surrey
KT125PL UK
1
Aboutgames
A
game is an activity with rules, a goal and an
element of fun.
There arc two kinds of games:
competitive~arncs,
in whlch players or teams race to be the first to
reach the goal, and
co-oix>r.atiwgames,
in which
players or teams work together towards a common
goal.
The activities in this book are
rommunicative
garnc7s,
as distinct from
linguisticgamrs;
that is, they
are activities with a lion-linguistic goal or aim.
Succcssful complet~unof thc game will involve the
carryingout of a task such as drawing in a route on
a map, iilling
ill
a chart, or finding two matching
pictures, rather than the correct production of a
structure. However,
ill
order to carry out this task it
will be necessary to use language, and by careful
construction of the task it will be possible to specify
in advance roughly what language will be
required.
The emphasis in the games is on successful
communication rather than on correctness of
language. Gamcs, therefore, are to be found at the
fluency end of the fluency-accuracy spectrum. This
raises the question of how and where they should
be used in class. Games should be regarded as an
integral part of the language syllabus, not asan
amusing activity for Friday after~ioon
or
for the end
of term. They provide, in many cases, asmuch
concentrated practice as a traditional drill and,
more importantly, they provide an opportunity for
real communication, albeit within artificially
defined limits, and thus constitute a bridge
between the classroom and the real world.
This suggests that the most useful place for these
games is at the free stage of the traditional
progression from presentation through practice to
free communication; to be used asa culmination of
the lesson, as a chance for students to use the
language they have learnt freely andas a means to
an end rather than an end in itself. They can also
serve as a diagnostic tool for the teacher, who can
note areas of difficulty and take appropriate
remedial action.
51 York Place
Edinburgh
EH13JD UK
Thomas Nelson (Hong Kong) Ltd
Toppan Building 10/F
22A
Westlands Road
Quarry Bay Hong Kong
O
Jill Hadfield 1987
First published by Thomas Nelson and Sons Ltd 1987
ISBN 0-17-555693-8
NPN 9
8
7 6
Permission to copy
The material in this book is copyright. However, the
publisher grants permission forcopies of the pages in the
sections entitled 'Games material' and 'Rules sheets' to be
made without fee as follows:
Private purchasers may make copies for their own use or
for use by classes of which they are in charge; school
purchasers may make copies for use within and by the
staff and students of the school only. This permission to
copy does not extend to additional schools or branches of
an institution, who should purchase a separate master
copy of the book for their own use.
2
About this book
The games in this book are suitable for intermediate
and upper-intermediate students. They have been
written to cover the range of functions and
structures that the student might encounter at First
Certificate level, so they could be used to prepare
students for the oral part of that examination
though obviously they may be used with non-
examination classes of that level and above.
For copying in any other circumstancesprior permission
in writing must be obtained from Thomas Nelson and
Sons Limited.
Designed and typeset by
DP Press, Sevenoaks, Kent
Printed in Hong Kong
Each game is written within a specific functional
area, focusing on a range of structures appropriate
to that function. Most games have a clearly defined
lexical field. Teachers may, of course, use the
games in any order, to fit in with their own
syllabuses.
The games are listed on the contents page under
functional headings, but there is a structural index
for cross-reference at the back of thebook. There is
also an index to the main lexical areas covered in
the games. Essential exponentsand lexis for each
game are listed in the teacher's notes, and the
teacher should check that students are familiar
with these before playing the game.
The games make use of a variety of techniques.
Variety is important in language teaching, and
a
succession of games based on the same principles,
though exciting and novel at first, would soon pall.
Techniques used include information gap,
guessing, search, matching, exchanging and
collecting, combining, and card games, problems
and puzzles, role play and simulation techniques.
The simplest activities are based on the
in for ma ti or^
gap
principle. In these activities Student
A
has access to some information which is not held
by Student B. Student B must acquire this
information to complete a task successfully. This
type of game may be
one-sided,
as in the above
example, or
reciprocal,
where both players have
information which they must pool to solve a
common problem. The games may be played in
pairs or in small groups, where all the members of
the group have some information.
Guessing games
are a familiar variant on this
principle. The player with the information
deliberately withholds it, while others guess what
it might be.
Search games
are another variant, involving the
whole class. In these games everyone in the class
has one piece of information. Players must obtain
all or a large amount of the information available to
fill in a questionnaire or to solve a problem. Each
student is thus simultaneously a giver and a
collector of information.
Matching games
are based on a different principle,
but also involve a transfer of information. These
games involve matching identical pairs of cards or
pictures, and may be played as a whole class
activity, where everyone must circulate until they
find a partner with the same card or picture; or asa
pair work or small group activity, where players
must choose pictures or cards from a selection to
match those chosen by their partner from the same
selection; or as a card game on the 'snap' principle.
Matching-upgames
are based on a jigsaw
principle. Each player in a grouphas a list of
opinions, preferences or possibilities. Only one of
these is shared by everyone in the group. Through
discussion the group must decide on a common
preference, in order to agree on something such as
a dinner date or choice of afternoon activity.
Exchanging arid collectinggalnes
are based on the
'barter' principle. Players have certain articles or
cards which they are willing to exchange for others
in order to complete a set. This may be played asa
whole class activity, where players circulate freely,
exchanging cards or articles at random; or asan
inter-group activity, where players agree to collect
a certain set of articles as a group and then
exchange articles between groups; or as a card
game on the 'rummy' principle.
Co~~lhiningactiuities
an^
games include an element of
role play.
Players are given the name and some
characteristics of a fictive character. However,
these are not role plays in the true sense, as the role
play element is always subordinate to the game for
the purposes of language use. The outcome of a
game is 'closed'; once cards are distributed it
develops in a certain predetermined way, while
role play proper is open-ended and may develop in
any number of ways.
Si~irulations
-the imitation in the classroom of a
total situation, where the classroom becomes a
street, a hotel, or a supermarket
-
are also used in
the book, particularly in those games which
practise interaction between the individual and
services such as shops, banks, tourist offices,
stations and airports. However, for reasons
discussed above, these activities are simulation-
games rather than true simulations since the
outcome is again 'closed': studentshave a specific
task or series of tasks to complete within the
context of the simulation.
3
Somepractical considerations
There are three main types of activity in this book:
pair work,
involving two partners,
small group work,
involving groups of three or four; and
whole class
actizlities,
where everyone moves freely around the
room. All these activities require some flexibilityin
the constitution of groupsand organisation of the
classroom. It is best to have the desks in a U-shape
if possible. Students can then work with the person
sitting next to them for pair work, andgroups of
threes and fours can easily be constituted by
alternate pairs moving their chairs to the inner side
ofthe U, opposite another pair. Whole class
activities, which involve all the students circulating
freely, can take place in the empty area in the centre
are those in which the players
must act on certain information in order to arrange
themselves in groups such as families or people
living in the same flat.
All the above activities mav include elements of
puzzle-solving, role play, or simulation.
Puzzle-solz~ingactivities
occur when participants in
the game shareor pool information in order to
solve a problem or a mystery
-
what happened to
Jenny?,who killed Robin?, etc.
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