Chapter I organizing teaching listening games

2.2 To teach how to concentrate students for the game
SOUND GAMES
Sound effects can create in the listener's mind an impression of people, places and actions. There is a demand for the listener to contribute through the imagination. This inevitably leads to individual interpretations, and individual interpretations lead to a need to exchange points of view and to express opinions and ideas. ,.
This section of games, although concerned with listening, also gives rise to rich oral production.
Voices and objects
Language: Naming people and objects in response to a question …Who am I? or What is this?
Skills: Listening and speaking
Control: Guided
Level: Beginners
Time: 5 – 10 minutes
Materials: A blackboard
Preparation: None.
Procedure: Class work. ,
Blindfold a learner. Ask another learner to come forward and stand quietly next to the first and say something to him, for example, an English proverb, or a quotation from a song or rhyme, or textbook being studied by the class.
Learner Who am I?
Learner 1: Michael?
Learner 2: No, listen. To be or not to be, that is the question
Learner 1: David! Learner z: Yes.
Learner 3: What's this? {Drops object on to desk)
Learner 1: A key.
Learner 3: No, it isn't, {drops object again)
Learner 1: A coin.
Learner 3: Yes.
STORY GAMES
There are a number of reasons for the inclusion of this section: not least is the fact that so many examinations demand extensive writing. The games in this section, by their nature, provide a framework for learners to speak and write at length instead of engaging in short exchanges. Only interrupt a learner in order to help the story along. Should you decide that it might be helpful to correct certain errors that are made, and then make a written or mental note of the errors during the story­telling, but delay dealing with them until afterwards?
Guess what I'm drawing
language Use of vocabulary items in reply to questions, perhaps in such sentence patterns as / think it's going to be a . . .or /( might be a . . .
Skills: Listening and speaking.
Control: Guided.
Level: Beginners.
Time: 5—10 minutes for class work. 10-15 minutes for pair work.
Materials: Chalkboard or OHP and paper and pencils for each learner.
Preparation: None.
Procedure: Class work, optionally leading to pair work.
Start to draw on the board or OHP, asking, e.g. Teacher: What am I drawing? Class: A table.
Teacher: No. [Continuing to draw) Class: A house?
Teacher: No, not exactly. [Continuing to draw)
Class: A shop.
Teacher: Yes, but what's happening?
Class: There's a tree . . .
Teacher: No.
Class: A fire. The shop is burning!
Teacher: Yes. Now who is this?
Class: The shopkeeper.
Teacher: And what's he doing?
The learners might then play this game in pairs.