The Pedagogy of Partying: Bringing Party Games to the ESL Classroom

Helen Nam & Emily Wong & Meg Parker

U.C. Irvine, Division of Continuing Education

The Hosts Object

of the games

Play 4 games

Party favors

The Object of the Games: Dilemma

Wright, Betteridge, and Buckby (2006) claim that the test of a great language game is whether learners would play the game outside of the classroom, but many tried-and-true ESL games don’t pass muster.

The Object of the Games: Solution

They create a sense of flow, and this feeling of “energized focus, full involvement, and enjoyment” is associated with a decrease in self-consciousness and an increase in intrinsic motivation—essential ingredients

for language learning (Csíkszentmihályi, 1990).

Form groups of 4

What are some games that are useful but lack in flow?

Time to Party!

The Game of Things

Language Purpose

Students have the opportunity to:

1) review vocabulary definitions

2) use synonyms

3) use a kinesthetic way to define words

Object of the game & How to win• Object: Students will take turns describing vocabulary

words to their partners in 3 stages.• Stage 1: Use as many words necessary to describe the

vocabulary word.

• Stage 2: Use one word to describe the vocabulary word.

• Stage 3: Act out the vocabulary word

•How to win: The team that correctly guesses the most number of words after playing 3 stages will win.

Materials1) Stack of word cards for each group

2) A paper bag or fish bowl for each group (optional)

Teacher Preparation

A list of vocabulary words. Print one word on each slip of paper. Each group of 4 will have the same stack of cards, so print accordingly.

Recommended amount: For a 4-person group, prepare at least 20 vocabulary cards.

1. In your group of four, pair up. Number

yourselves off: A1, A2, B1, and B2.

2. The A’s are a team and the B’s are a team.

Rules – Round 1 – Define Words

1) Put the stack of cards in the center.

2) Team A will start first. When the teacher says, “Go!” A1 will have 30 seconds to describe as many words as possible without skipping words. A2 will be guessing.

4) Team B will watch silently and make sure there’s no cheating.

5) When the teacher says, “Stop!” Team A will count up the number of successful guesses and write it down.

6) After A1 is finished, the order is as follows: B1, A2, and finally B2.

Let’s Review!migrate

monster

literally

architecture

vehicle

spectacular

cure

naturally

convert

tension

pursuit

eager

ultimate

magnificent

destination

spoiled

isolated

rank

prohibit

diverseReading Explorer 3, Unit 5 – National Geographic Learning/Cengage Learning

Let’s play!

A1! You have 30 seconds to describe as many words

possible to A2!

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Do not put the old cards back in the stack.

B1! It’s your turn to describe to B2!

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Do not put the old cards back in the stack.

A2! It’s your turn to describe to A1!

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Do not put the old cards back in the stack.

B2! It’s your turn to describe to B1!

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Rules – Round 2 – One WordSame rules as round 1 but instead of saying as many words as you want, you are only allowed to say ONE word to represent the vocabulary word.

Shuffle your

cards!

A1! You have 30 seconds to describe as many words

possible!

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Do not put the old cards back in the stack.B1! It’s your turn!

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Do not put the old cards back in the stack. A2! It’s your turn!

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Do not put the old cards back in the stack.B2! It’s your turn!

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Rules – Round 3 – Act it outSame as round 1 and 2 except this time, you can’t talk. You must act out the word.

Shuffle your

cards!

A1! You have 30 seconds to act out as many words

possible!

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Do not put the old cards back in the stack.B1! It’s your turn!

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Do not put the old cards back in the stack. A2! It’s your turn!

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Do not put the old cards back in the stack.B2! It’s your turn!

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Tips for Fishbowl

•Increase participation by having small groups instead of big groups

•Don’t have to do all rounds – still enjoyable!

•Can switch acting with drawing (or other ways to give hints)

Paper Plate Game

Language Purpose

Students have the opportunity to:

1) show their understanding of prepositions of location

2) show their understanding of vocabulary words

3) demonstrate artistic talent (or lack of)

4) negotiate with partner about completed products

Object of the game & How to win• Object: Students will listen to a description and draw the

picture on a plate that’s on their head.

•How to win: The student who earns the most points according to a drawing rubric will win.

Materials

1) Paper Plates 2) Pencil or pen

(No coating is better)

Teacher Preparation1) Prepare a picture scene

2) Write at least 5-6 sentences to describe the picture

3) Prepare a paper plate for each student

4) Before the game starts, review important vocabulary words

Easter Egg

Easter Egg Basket

Easter Bunny

Worm

Rule 1) Listen and Draw—on your head!

DO NOT LOOK AT

YOUR PLATE

WHILE DRAWING!

TRY YOUR BEST!

Let’s play!

Rule 2) Exchange your plate with your neighbor

Check your partner’s plate and give points• 1 point if the grass line is at the bottom of the plate.

• 1 point if the grass line is totally horizontal.

• 1 point for every egg that is touching the tree.

• 1 point if the basket is under the tree.

• 1 point for every egg that is IN the basket-–not on or next to the basket.

• 1 point if the bunny is to the right of the basket.

• 1 point if the worm is under the rabbit.

• 1 point if the sun is above the rabbit (and NOT touching the rabbit!).

Did your drawing look like this?

Extension for Paper Plate Game

•Add a voting component! Try a gallery walk!

•Hang all the plate art on the wall.

•Give students 2 different colored post-its.

Tips for Paper Plate Game

•Students vote on their favorite pieces of art.

Most Realistic Drawing = _________ color

Most “Creative” Drawing = ________ color

Tips for Paper Plate Game

Never Have I Ever

ESL Modification:“Never have I ever…” statement form

“Have you ever…?” question form

Language Purpose:

To practice the present perfect tense and simple past

in a meaningful way.

Students will get to share about their

past experiences and learn more than

a few unexpected facts about their

classmates!

The Object of the Game:

To lie without getting caught and catch other’s

lying in order to get rid of cards.

How to Win!

The person with the least number

of cards wins!

Materials:

(1) Worksheet with “Have you ever…?”

questions

(2) “I have” cards

Teacher Preparation:

(1) Create a worksheet with “Have you ever…?”

questions. Try to include questions that would elicit

answers in both the affirmative and negative.

(2) Prepare enough “I have” cards for each student, the

same number of cards as questions on the worksheet.

(3) Before the game starts, review when to use the present

perfect vs. the present simple.

Rules, Step 1:

Individually, fill out the worksheet with the “Have

you ever…?” questions.

Filling out the worksheet will

keep the students honest.

It’s important to complete this step before

explaining the rest of the game.

So….

Before I explain more, complete the orange

worksheet. The extra one will be used later.

Be honest and don’t share your

answers with anyone.

Step 2:

In groups of 4, take turns asking a question using

the extra “Have you ever…?” worksheet.

The questioner asks one question. Everyone

answers “I have…,” whether or not it is true, and

places an orange “I have” card in the

center in the discard pile.

Step 3:

The questioner leads a short discussion probing for details

to try to figure out who might be lying. Everyone should

participate in asking and answering questions.

WH Words:

Who

What

Where

When

Why

How

Step 4:

The questioner must call “BS” on one person.

If the questioner is correct, the liar takes all the cards

from the discard pile.

If the questioner is incorrect, he/she takes all the cards.

BS!

Have you ever eaten an insect?

Majed, what type of insect did you eat?

After a few minutes of discussion.

Majed, I call BS on you. I don’t believe you’ve eaten an

insect.

Scenario 1:You’re right.

I haven’t.

Majed, I call BS on you. I don’t believe you’ve eaten an

insect.

Scenario 2:You’re wrong.

I have eaten an insect!

Remember, the object of the game is

to get rid of all your cards.

3. The person who can whistle at the highest pitch can begin as the questioner.

4. Then move

clockwise.

1. Make sure each person in your group has

8 orange cards.

2. Also place the extra worksheet in the center.

Let’s play!

Follow up with the whole class:

✓ Share who won in each group

✓ Share surprising/funny answers

The Game of Things

Language Purpose:Students can practice modals of possibility and certainty while making guesses.

Also good as a:

- warm-up activity

- fluency exercise in a speaking/listening class

* especially fun after the students have gotten to

know each other.

Object of the Game:To guess who wrote which answer in your group.

How to Win:

Each correct guess is worth

one point. The person with

the most points wins.

Materials:(1) Deck of topic cards

(2) Blank slips of paper to

write answers

(1/8 of a sheet)

Teacher Preparation:

(1) For each group of 4, prepare topic cards. Topics don’t

have to start with “Things you…”

(2) Prepare enough slips of paper for writing answers

Per group of 4: (Number of topics) x 3

Examples:

- Things you do to relieve stress

- Favorite cartoon character

- What dogs are saying when they bark

Rules, Step 1:One person, the guesser, chooses a topic from the deck of topic cards, reads the topic, and then turns around.

I’m not looking.

Step 2: The rest of the group members write their answers on separate slips of paper.

They must write with(1) the pencils provided

(2) the hand they don’t normally write with. (This is so answers cannot be identified by handwriting.)

Step 3:All the answers are folded and mixed up.

Step 4:The guesser turns back around, reads all the answers aloud, and guesses who wrote which response.

1. Make sure the blue topic cards are face down

in a pile in the center.

2. Each person gets 3 slips of blank white paper

and a pencil.

3. The winner from the last game guesses first.

4. Then move

clockwise.

Let’s play!

Follow up with the whole class:

Have a guessing time with the entire class

• Each group can come to the front of the class and

choose the topic that produced the best answers

• One person in a group can read all the answers

and the class can guess who said what

Party FavorsPlease take

home!

1) Our handout

with games

and rules

2) The baggie

with materials

What are your

takeaways?

Share in your

groups what

you found

most

helpful/useful.

Thank you for

partying with us!teachwithemily.wordpress.com

Contact Us!helen.nam@unx.uci.eduemily.wong@unx.uci.edu