Fun

with Grammar:
Bringing Language Learning to Life
through Games

Kate Bain and Lauren Whitaker

 Poll Ques8ons:

1. Agree / Disagree: The focus of grammar instruc=on

should always be direct teaching of rules.

2. Grammar games can help students ____________

grammar structures.

3. What should you consider when planning a game for

your classroom?

 What words come to mind
when you think of grammar?
important
challenging
structure
exciting
practice
necessary
linguistics
fun
practical
 What words come to mind
when your students think of grammar?

boring
repetitive
structure
a lot of work
difficult
Whats the point?
How is grammar typically taught
at your school?
Has this ever happened to you?
 Why Games?

Reviewing, reusing, and recycling

newly encountered [language] is impera=ve
if students are to fully own [it].
- Nico LorenzuP
 Why Games?
Games...
1. Lower the aec=ve lter
2. Increase student talk =me
3. Encourage personal involvement
4. Allow teachers to informally assess students
5. Mo=vate students
6. Involve everyone in class
7. Allow for fun prac/ce of language

 What is the purpose of using
games in class?

to reinforce what has already

been taught


 Mee8ng Educa8onal Goals

What specic grammar point are you aiming to

introduce or prac=ce with this game?
Are the instruc=ons and rules easy to understand?
Does the level of diculty match the class skill level?
Does the game require maximum student engagement?
Will this game cause a classroom management issue?
SeGng up the Grammar Game Classroom

Dice

Game Pieces

Boards

Group Size

Procedure

Time Limit
No dice or game pieces? No problem!

3
1 2
Game Boards
Ac/vate: Games for Learning American English

Grammar Focus: Present Perfect

Levels: Intermediate/Advanced


Aims:
Prac=ce present perfect form
Enhance conversa=onal skills
Maintain interest in classroom
topics
 Have You Ever? Oh, When?
Step One: Students get into groups of 3 - 4.

Step Two: Students decide who will take the rst turn. They will play
in clockwise order thereaaer.

Step Three: Students move their game pieces along the path
according to the number indicated by the dice.

Step Four: Students read the ques=on that they land on to the group.

Step Five: Each student replies. If they answer yes, they should
describe the last =me they did the ac=vity. If the answer is no,
they should describe a related ac=vity that they have done.
Ac/vate: Games for Learning American English

Grammar Focus: Aims:

Present Simple Prac=ce present simple form
Enhance conversa=onal skills
Levels: Maintain interest in classroom
Any topics


 What Someone Does...
Step One: Students get into groups of 3 - 4.

Step Two: Students decide who will take the rst turn. They will play
in clockwise order thereaaer.

Step Three: Students move their game pieces along the path
according to the number indicated by the dice.

Step Four: Students read the phrase that they land on to the group.

Step Five: Students list three things that one does in this place or
condi=on. No player is allowed to repeat something that has already
been said.
Ac/vate: Games for Learning American English

Grammar Focus: Aims:

Past Simple Prac=ce past simple form
Enhance conversa=onal skills
Levels: Maintain interest in classroom
Any topics


 The Truth About Me

Step One: Students get into groups of 3 - 4.

Step Two: Students decide who will take the rst turn. They will
play in clockwise order thereaaer.

Step Three: Students move their game pieces along the path
according to the number indicated by the dice.

Step Four: Students read the word that they land on to the group.

Step Five: Players then use the word to make a true sentence
about themselves.
Group Grammar
 Group Grammar
Objec8ve: Students prac=ce the simple past tense
Materials: Student pieces of paper
Steps:
1. Model sentences about your weekend
2. Students write their sentences independently
3. Students put unique sentences together in groups
4. Group with the most correct sentences wins


 Model Sentences

I did laundry.

I went for a walk.
I went shopping.
I cooked dinner for my family.
I went to a party.
I traveled to a nearby city.
Students Write Independently

Give students a few

minutes to write their
own sentences
Encourage students to
use as many dierent
verbs as possible
Mistakes are acceptable
at this stage


 Students Work in Groups
Have students get
together in groups and
share their sentences
At this =me, students
can correct each others
mistakes
Students then create a
list of all their weekend
ac=vi=es


 Twist: No Repeat Verbs!
Patricia played tennis.
Ahmed saw a great movie.
Taki made sushi for his friends.
Sylvie had a headache.
Patricia had a burrito.
Ahmed did his homework.
Taki wrote an essay for his English class.
Sylvie took a walk.
 Students Change Verbs
Patricia played tennis.
Ahmed saw a great movie.
Taki made sushi for his friends.
Sylvie had a headache.
Patricia had a burrito. Patricia ate a burrito.
Ahmed did his homework.
Taki wrote an essay for his English class.
Sylvie took a walk.


Group with the most correct
sentences wins!
 Whats the best way to correct
student sentences for this game?
Teacher checks each
groups sentences as
they work on other
ac=vi=es
Students correct
themselves
Students correct other
groups sentences
Students correct all
sentences as a class
 What other ques=ons or prompts
could you use for?
- the simple present tense
Example: What do you usually do
a;er school?
- the present perfect tense
Example: What have you learned
about this school year?
Crea8ng Your Own Board Game
(CYOBG)
 Board Game - Considera8ons

Be familiar with board games in your class.

Reect on what works and what doesnt
Establish classroom rou=nes for board games
Model play to the whole class before dividing
students into groups
Monitor groups to answer ques=ons and to
ensure fairness


CYOBG Teacher Steps
1. Choose a theme
Grammar paiern or topic
2. Create ques=ons, prompts or
cues for each space
Add chance and surprise by
adding prompts like Lose a turn,
Go back # spaces, etc.)

CYOBG Teacher Steps

3. Test the game before you play in

class
4. Model for your students
5. Have students play the game
6. Revise if necessary

 CYOBG Student Project
1. Make sure students are
familiar with classroom games
2. Give students a list of topics to
choose from
3. Model or do a think aloud
for crea=ng your own board
game
4. Students work in groups to
create board games

CYOBG Student Project
5. Teacher corrects and grades
board games
6. Students make changes and
revisions as needed
7. Have a game day in class
students play each others
board games!

 CYOBG Student Handout
Student Names: ___________________________
Grammar Theme: __________________________
Objec8ve(s): ________________________
Rules: 1. ________________________
2. ________________________
3. ________________________
Prompts/Ques8ons (for game spaces):
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
CYOBG Example Handout
Student Names: Mamadou, Kyoto, Lindsey, Greta, Jose
Grammar Theme: Modal verbs
Objec8ves: Prac=ce giving advice using modal verbs and make it to the end rst.
Rules: 1. Roll the dice to move forward spaces.
2. Respond to each scenario in the game board spaces. You must use a
modal verb to give advice. (Should, ought to, had beier [not])
3. Follow the other prompts (lose a turn, go forward or backwards, etc.)
4. The rst person who makes it to the end wins!
Prompts/Ques8ons (for game spaces):
Your friend feels sick today but it s a school day. What should she do?
Your friend just got a new pet. What should he do to take care of it?
Your friend wants to travel to a new city. What should he bring in his suitcase?
Your friend has a job interview tomorrow. What should she do to prepare?
CYOBG Rubric
AE CYOBG Compe88on!

h`ps://americanenglish.state.gov/create-your-own-board-game-compe88on
Most Useful Language Prac8ce:
Pick n Win
Most Interes8ng Game Concept:
What Would They Say?
 Best Design:
Which is the One and Why?
Best Board Game by Students:
Escape the Snake
 Webinar Recap
We talked about why games are a great way
to prac=ce grammar.
We showed you many examples of games
you can use in your classroom.

We gave you some ideas for crea=ng your
own board games or having students create
their own games.
 Thank you!
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