1.

PLAY AND
GAMES
 1.1.PLAY
CHILDREN ALL OVER THE WORLD LOVE TO PLAY. IT IS ONE OF THE MOST NATURAL AND
ENJOYABLE THINGS A CHILD CAN DO.

UNSTRUCTURED, FREE PLAY IS THE BEST TYPE OF PLAY FOR VERY YOUNG CHILDREN. THIS IS
PLAY THAT JUST HAPPENS, DEPENDING ON WHAT TAKES CHILDREN’S INTEREST AT THE TIME.
FREE PLAY IS NOT PLANNED AND LETS CHILDREN USE THEIR IMAGINATION AND MOVE AT THEIR
OWN PACE.

STRUCTURED PLAY IS DIFFERENT. IT IS MORE ORGANISED AND HAPPENS AT A FIXED TIME OR IN

A SET SPACE. IT IS OFTEN LED BY A GROWN-UP (EDUCATOR OR PARENT).
 DIFFERENT TYPES OF PLAY

• DRAMATIC - CHILDREN TAKE ON ROLES IN PRETEND GAMES ABOUT FAMILIAR

EXPERIENCES SUCH AS GOING ON A FAMILY FISHING TRIP, SHARING A FAMILY
CELEBRATION.
• FANTASY - CHILDREN CREATE PROPS AND USE THESE AS THEY ENGAGE IN
FANTASY ADVENTURES, FOR EXAMPLE CREATING AN OCEAN FLOOR USING
SHEETS FOR WATER AND BASKETS FOR ROCKS.
• EXPLORATORY - CHILDREN EXPLORE THE PROPERTIES AND FUNCTIONS OF
MATERIALS, EQUIPMENT AND OBJECTS SUCH AS EXPERIMENTING WITH A TOOL
TO FIND OUT HOW IT WORKS WITH CLAY OR DOUGH, USING A MAGNIFYING
GLASS TO VIEW DIFFERENT OBJECTS.
 DIFFERENT TYPES OF PLAY

• MANIPULATIVE - CHILDREN MANIPULATE AND EXPLORE OBJECTS, PARTS AND

MATERIALS (THREADING BEADS, DOING PUZZLES, USING CONSTRUCTION
SETS).
• PHYSICAL - CHILDREN EXPLORE MOVEMENTS AND WAYS TO COMBINE
MOVEMENTS, FOR EXAMPLE RUNNING AND PLAYING BALL, JUMPING,
CLIMBING, DANCING, MOVING ON AN OBSTACLE COURSE.
• GAMES WITH RULES - CHILDREN FOLLOW OR CREATE RULES TO REACH A
SHARED OBJECTIVE IN A GAME, PLAYING OUTDOOR GAMES, FOLLOWING
CHILD-CREATED GAMES WITH RULES, PLAYING COMPUTER, BOARD AND CARD
GAMES.
 FREE-FLOW PLAY
THE 12 FEATURES

1. CHILDREN USE THE FIRST-HAND EXPERIENCES THEY HAVE HAD IN LIFE DURING PLAY.

2. CHILDREN KEEP CONTROL AS THEY PLAY. PLAY DOES NOT BOW TO PRESSURE TO
CONFORM TO EXTERNAL RULES, OUTCOMES, TARGETS OR ADULT-LED PROJECTS.
3. PLAY IS A PROCESS. IT HAS NO PRODUCTS.
4. CHILDREN CHOOSE TO PLAY. IT IS INTRINSICALLY MOTIVATED AND SPONTANEOUS.
5. CHILDREN REHEARSE THEIR POSSIBLE FUTURES IN THEIR PLAY. PLAY HELPS
CHILDREN LEARN TO FUNCTION IN ADVANCE OF WHAT THEY CAN DO IN THE PRESENT.
6. PLAY HAS THE POTENTIAL TO TAKE CHILDREN INTO A WORLD OF PRETEND, BEYOND
THE HERE AND NOW, IN THE PAST, PRESENT AND FUTURE, AND IT TRANSFORMS THEM
INTO DIFFERENT CHARACTERS.
 FREE-FLOW PLAY
THE 12 FEATURES

7. PLAY CAN BE SOLITARY, AND THIS SORT OF PLAY CAN BE VERY DEEP.
8. CHILDREN CAN PLAY TOGETHER OR WITH AN ADULT, IN COMPANIONSHIP
(PARALLEL PLAY), ASSOCIATIVELY OR COOPERATIVELY IN PAIRS OR GROUPS.
9. PLAY CAN BE INITIATED BY A CHILD OR AN ADULT, BUT ADULTS NEED TO RESPECT
THE CHILD’S PLAY AGENDA BY NOT INSISTING THAT THE ADULT AGENDA DOMINATES
THE PLAY.
10. CHILD-LED PLAY IS CHARACTERISED BY DEEP CONCENTRATION.
11. IN PLAY, CHILDREN TRY OUT THEIR RECENT LEARNING, MASTERY, COMPETENCE
AND SKILLS, AND CONSOLIDATE THEM.
12. PLAY MAKES CHILDREN INTO WHOLE PEOPLE, ABLE TO KEEP BALANCING THEIR
LIVES IN A FAST-CHANGING WORLD.
 1.2. WHAT ARE GAMES?
GAMES ARE SIMPLE STRUCTURED ACTIVITIES WHICH MAY
INVOLVE LITTLE LANGUAGE BUT ARE MEANINGFUL TO
STUDENTS AND INVOLVE THE WHOLE SELF (COGNITIVELY
AND EMOTIONALLY), THUS CREATING STRONG
ASSOCIATIONS WITH THE LANGUAGE USED.
 
 WHY GAMES?
• CHILDREN ENJOY GAMES AND THUS PARTICIPATE WITHOUT ANXIETY.
• GAMES CAN MOTIVATE CHILDREN GREATLY
• THEY ARE USUALLY FAMILIAR TO CHILDREN AS REGARDS STRUCTURE, RULES ETC. DUE
TO THIS FAMILIARITY THEY LINK BACK TO THE CHILDREN’S HOME BACKGROUND. 
• GAMES ARE MOSTLY INCLUSIVE ACTIVITIES IN THAT THEY INVOLVE ALL THE CHILDREN
AND THEY CAN CATER TO DIFFERENT LEARNING STYLES AND DIFFERENT PERSONALITIES.
 GAMES AS LANGUAGE LEARNING ACTIVITIES
OR
ESL/EFL GAMES
KEEP IN MIND:
GAMES ARE PARTICULARLY VALUABLE FOR A CHILD BEGINNING TO LEARN A FOREIGN LANGUAGE. CHILDREN JUST
BEGINNING TO LEARN A NEW LANGUAGE NEED SOME TIME TO ADAPT TO THE LANGUAGE, ITS SOUNDS AND RHYTHMS.
THEY NEED EXPOSURE TO THE FOREIGN LANGUAGE BEFORE THEY EXPERIMENT WITH PRODUCING LANGUAGE. SOME
CHILDREN WILL GLADLY EXPERIMENT WITH PRODUCTION BUT SOME CAN BE SHY AND REQUIRE MORE TIME.
THEY ARE ALSO ACTIVITIES WHICH ARE NATURALLY REPETITIVE, THUS MAXIMIZING LANGUAGE INPUT, WITHOUT
BORING THE PUPILS. A SIMPLE GUESSING GAME CAN BE PLAYED NUMEROUS TIMES WITH CHILDREN DESPITE
POSSIBLY LIMITED LANGUAGE (E.G. “IS IT A …?”). THE PUPILS WILL HAPPILY REPEAT THE STRUCTURE WITHOUT
GETTING BORED AS IT IS PART OF A GAME AND HAS A REAL COMMUNICATIVE FUNCTION.
THE ‘SILENT’ TIME/PERIOD SHOULD BE OFFERED TO THE CHILDREN AND THEY SHOULD NEVER BE PRESSURED INTO
PRODUCING LANGUAGE. GAMES, THEREFORE, OFFER AN IMPORTANT TOOL WHICH ALLOWS CHILDREN TO LISTEN TO
AND COMPREHEND LANGUAGE WITHOUT REQUIRING PRODUCTION. THEY CAN PARTICIPATE FULLY IN ALL THE
ACTIVITIES WITHOUT BEING PRESSURED TO PRODUCE LANGUAGE.
GAMES ARE SOCIAL ACTIVITIES WHICH ENABLE THE DEVELOPMENT OF SOCIAL SKILLS SUCH AS PARTICIPATION AND
COLLABORATION.
 GAMES AS LANGUAGE LEARNING ACTIVITIES
OR
ESL GAMES
OTHER BENEFITS

- PROVIDE LANGUAGE PRACTICE. THEY CREATE A MEANINGFUL CONTEXT FOR LANGUAGE USE.

- ENCOURAGE STUDENTS TO INTERACT AND COMMUNICATE.

- PRESENT, PRACTICE, RECYCLE/REVISE OR ASSESS ANY LANGUAGE ITEMS

- DEVELOP LISTENING AND SPEAKING SKILLS

- ENCOURAGE MEMORIZATION OF CHUNKS OF LANGUAGE (E.G. CAN I HAVE A …?). CHUNKING OF LANGUAGE
PROVIDES USEFUL PRONUNCIATION PRACTICE.

- ENCOURAGE MORE CREATIVE USE OF LANGUAGE

- MAKE LEARNING MORE MEMORABLE AND ACCESSIBLE BY USING OTHER APPROACHES (E.G. MIME AND
MOVEMENT, USE OF COLOUR AND PATTERNS OR PERSONALIZATION) 
 SELECTING GAMES
1. IS IT 3. WHAT KIND
SUITABLE OF
2. DOES IT
FOR VERY LANGUAGE
SETTLE OR
YOUNG FOCUS DOES
LEARNERS? STIR? IT HAVE?
 SELECTING GAMES

6. DOES IT HAVE A LINK

5. WHAT KIND OF WITH A THEME OR
RESOURCES DOES THE OTHER SUBJECTS?
TEACHER NEED?
 TYPES OF GAMES
1. STIRRING GAMES 2. SETTLING GAMES
• ACTION/MOVEMENT GAMES (E.G. ACTION GAMES, BALL GAMES) ACTIVITIES WHICH ARE DESIGNED TO CALM PUPILS
• ‘WORD CIRCLE’ GAMES: THROWING THE BALL TO REVISE DOWN AND SETTLE THEM INTO A ROUTINE
VOCABULARY SETS ARE A USEFUL WAY OF GETTING ALL CHILDREN
 FLASHCARD GAMES
MOVING AND PARTICIPATING
• CLAPPING AND CLICKING GAMES ARE GOOD FOR LARGER CLASSES  COLOURING OR JOINING DOTS
AS THEY INVOLVE MOVEMENT WITHOUT TOO MUCH HASSLE
 TEACHER’S DICTATION A MONSTER OR ALIEN TO
• ANY TEAM GAMES RUNNING TO THE BOARD ARE EXTREMELY
MOTIVATING BECAUSE OF THE COMPETITIVE ELEMENT
PRACTISE COLOURS/PARTS OF THE BODY)
• MIME GAMES ARE ALSO A GOOD WAY OF GETTING CHILDREN SEE ALSO THE FOLLOWING WEBSITE:
MOVING
HTTP
• TPR AS A REGULAR PART OF CLASSROOM ROUTINES AND ACTIVITIES.
FOR EXAMPLE IN LISTENING ACTIVITIES: PUT YOUR HAND UP WHEN ://EDITION.TEFL.NET/IDEAS/YOUNGLEARNERS/FUN-SIT-
YOU HEAR ...!) DOWN-ACTIVITIES-FOR-PRE-SCHOOL-CLASSES
/
2. STORIES
 STORIES

PICTURE OBSERVATION – THE STORY WILL PROBABLY BE PRESENTED IN PICTURE FORM AND MAY OR MAY NOT
HAVE WRITTEN FORM. CHILDREN WILL CONCENTRATE ON THE PICTURES BUT THIS THING CAN BE DONE IN A
SYSTEMATIC ORDER:
• A) IDENTIFY - ASK CHILDREN TO IDENTIFY ELEMENTS IN THE PICTURES WHICH THEY ARE FAMILIAR WITH, SUCH
AS COLOURS, NUMBERS, OBJECTS, CHARACTERS: WHAT COLOUR IS THE TREE? COUNT THE HOUSES. TELL ME
THE NAMES OF ANIMALS AT THE FARM ETC.
•  B) DEDUCE – ASK CHILDREN (OLDER ONES) TO DEDUCE FROM THEIR OBSERVATIONS: LOOK AT THE TREE WHAT
SEASON OF THE YEAR IS IT? ETC.
• C) GIVE AN OPINION – ASK CHILDREN TO EXPRESS THEIR OPINION: WHICH HOUSE DO YOU LIKE BEST? DO YOU
LIKE TIM’S COAT? ETC.
• D) FOLLOW-UP ACTIVITIES – E.G. ASK CHILDREN TO MEMORIZE ONE OF THE PICTURES AND THEN TO DRAW IT.
 STORIES
• LISTENING TO THE STORY – THE CHILDREN ARE NOW READY TO LISTEN TO THE STORY. WHEN
TELLING A STORY, IT IS IMPORTANT TO CREATE A CLOSE AND INTIMATE ATMOSPHERE.
• ACTING OUT THE STORY – ONCE THE CHILDREN KNOW THE STORY WELL, THE TEACHER COULD
TRY ASKING THEM TO ACT IT OUT IN SMALL GROUPS. SINCE THE CHILDREN HAVE VERY LIMITED
LANGUAGE, THEY CAN MIME THE STORY AS THE TEACHER PLAY THE CD
 STORIES
ASSOCIATED ACTIVITIES:
• DRAWING AND COLOURING
• HANDICRAFTS
• SONGS AND RHYMES
• VOCABULARY ACTIVITIES/GAMES
 STORIES

IT IS SUGGESTED THAT READING A STORY ALOUD IS MORE BENEFICIAL THAN USING A RECORDED
VERSION, ESPECIALLY THE FIRST TIME CHILDREN HEAR THE STORY. WHY?
 ...........................................
 ...........................................
 ...........................................
 STORIES
ERIC CARLE BILL MARTIN JR.
Eric Carle is the author and illustrator of more than 70 Bill Martin Jr was
books for very young children including his most well- "America's favourite children's author." 
known title Brown Bear, Brown Bear (together
The Very Hungry Caterpillar! with Eric Carle)
Story Topic aim Linguistic aim
  The children should: The children should:
  - become familiar with a number of - identify the animals based on
Brown Bear, Brown Bear by Eric jungle animals listening
Carle and Bill Martin Jr. - acquire positive attitude towards - name at least three of the jungle
the animals animals
- become aware of endangered - follow and comprehend basic
animals story in English

The Hungry Caterpillar by Eric The children should: The children should:
Carle - consolidate the life-cycle of a - become familiar with the
butterfly names of fruits
- be able to sequence the story - be able to recognize and
- be creative through drawing name the fruits
- learn a song - become familiar with the
- respond rhythmically and phrase I’m hungry
with appropriate movements - become familiar with the
to the lyrics of the song. names of the week (passive
learning)
- revise numbers, colours and
the structure I like
 THE VERY
HUNGRY
CATERPILLAR
A SMALL CATERPILLAR EMERGES FROM AN EGG
AND BEGINS EATING EVERYTHING IN SIGHT.
FINALLY, IT IS NO LONGER HUNGRY AND NO
LONGER SMALL. THE BIG, FAT CATERPILLAR
BUILDS A COCOON AROUND HIMSELF AND
FINALLY EMERGES AS A BEAUTIFUL BUTTERFLY.
IN FACT, WHAT CARLE CALLS THE COCOON IS
REALLY THE PUPA OR CHRYSALIS. THE VERY
HUNGRY CATERPILLAR IS UNIQUE IN THAT IT
ACTUALLY HAS THE HOLES EATEN BY THE
CATERPILLAR. LIKE MOST OF CARLE'S BOOKS, IT
IS ILLUSTRATED WITH TISSUE-PAPER COLLAGES
RESPLENDENT WITH COLOR AND DETAIL.
 PROCEDURE IN STORYTELLING

1. Pre-teach the key vocabulary of the story using flashcards or real objects.

2. Tell the story to the class. Make it as lively and interesting as possible by using mime, different voices, objects etc.

3. Teach the children the vocabulary associations prepared before class. Practise by calling out the words and asking the
children to make the correct noise, do the action etc.

4. Read the story again, asking the children to listen carefully and make them do the right action when they hear the
corresponding word/expression. Repeat the story once or twice.

5. Repeat the story in subsequent lessons, asking the children to perform the actions when they hear the corresponding
word/expression.

6. Extend the activity by allocating roles to the children and asking them to act out the story while you read. The other
children make the noises or actions.
 A SAMPLE OF LESSON PLAN IN STORYTELLING

LITTLE RED RIDING HOOD

• MATERIALS: FLASHCARDS AND/OR REAL OBJECTS RELATING TO VOCABULARY IN THE STORY. TEXT OF THE STORY,
FOR EXAMPLE FROM WWW.BBC.CO.UK/CBEEBIES/TWEENIES/STORYTIME
• ORGANISATION: WHOLE CLASS.
• AIM: TO DEVELOP LISTENING SKILLS AND INTRODUCE NEW VOCABULARY AND EXPRESSIONS.
• DESCRIPTION: STORY-TELLING IS AN IMPORTANT APPROACH TO TEACHING ENGLISH TO YOUNG LEARNERS. THIS
ACTIVITY USES THE STORY ‘LITTLE RED RIDING HOOD’ BUT IT CAN BE ADAPTED TO ANY CHILDREN’S STORY.
• PREPARATION: SELECT A STORY YOU WANT TO TELL THE CLASS; IN THIS EXAMPLE, WE USE ‘LITTLE RED RIDING
HOOD’ BUT IT CAN BE ANY STORY. SELECT SOME WORDS/EXPRESSIONS FROM THE STORY THAT YOU PARTICULARLY
WANT THE CHILDREN TO LEARN. YOU SHOULD NOT CHOOSE MORE THAN SIX OR SEVEN OF THESE. FOR EACH
WORD/ EXPRESSION DECIDE ON AN ACTION, MIME, NOISE OR OBJECT THAT CAN BE ASSOCIATED WITH THE WORD/
EXPRESSION. IN ‘LITTLE RED RIDING HOOD’, THIS COULD BE WOLF = HOWLING NOISE, GRANDMOTHER = BEND OVER
AND MIME WALKING WITH A STICK, HOUSE = PUT YOUR FINGER TIPS TOGETHER IN A ROOF SHAPE, BIG = MIME A
WIDE MOVEMENT WITH YOUR ARMS, WOODS = SWISHING NOISE (LIKE TREES IN THE WIND).
• PROCEDURE: