The role of games in learning English plan

CARD AND BOARD GAMES
It is included in these section adaptations of several well-known and well-bred card games and board games. Snakes and ladders and happy families appear under their usual titles. A map game (Search) is included and also an adaptation and extension of the gift game (Presents, and rewards and punishments).
We believe that the learners will enjoy and derive value from the basic games we have described here. However, in order for the full value of this section to be achieved, it is essential for the learners to help you invent and make variations. Suggestions about how to organize this creative contribution are given where appropriate.
Procedure: Class work.
If possible, arrange the class in two circles, one standing inside the other. Each learner should face someone in the other circle. If it is not possible to organize the class in this way the learners should be able to circulate freely and should begin by facing one other person.
Tell the learners that quiet and responsive concentration on another person can often produce a sensation of what they are like, what they are feeling. Ask them to be very quiet and to face their partner and to concentrate on them for a few moments. After half a minute or so ask them to tell each other what it was they felt and understood about the other person. If they were not thinking about them at all they must say what they were thinking about!
Note: Before starting this activity you could discuss with the learners the sort of feelings one can sense in other people and you could make sure they have the language to express these understandings:
I think you are... rather, a little, very, extremely . . . happy, anxious, worried, angry, frustrated, irritable, cheerful, generous, careful, cautious, friendly, reserved, funny, serious, thoughtful, kind, mean, self-centered, open-hearted .. .
QUESTION AND ANSWER GAMES
As with any grammatical point, there is often a danger in foreign-language learning that practice of question-form becomes detached for too long from real use, e.g. making enquiries. We have included in this section a variety of games designed to create contexts in which the learners want to ask questions in order to find something out, for example, General knowledge quiz.
Sometimes, however, there is a role for more mechanical practice of question forms — as the rock climber needs to do press-ups! We believe that even here amusing and challenging contexts will lead to more efficient learning, as in, for example, Distractions.
Don't say 'Yes' or 'No'
language Asking questions and giving answers, especially asking questions with question tags (e.g. . . ., isn't it?. . ., don't you?. . .,do you?) and giving complete phrases for answers. Using of course, of course not, perhaps, dearly, obviously, I'm sure, I've no idea.
Skills: Listening and speaking.
Control: Guided.
Level: Intermediate/advanced.
Time: 5—10 minutes.
Materials: None.
Preparation: None.
Procedure: Class work leading to group or pair work.
This can be a team competition. Put a number of questions to each team. Each question must be answered without delay and without the use of either 'Yes', or 'No'. The team which answers the most questions in this way wins.
The teacher asks questions of this type:
Your name is Peter, isn't it?
You do live near the school, don't you?
You don't come to school by bus, do you?
You didn't do your homework last night, did you?
It was raining at nine o'clock this morning, wasn't it?
The learners should reply, e.g.
Not at all, my name is Ann.
Not quite, my home is a long way from school.
Indeed I do.
I certainly did.
I don't think so.
When the learners have seen how the game works, they can fire questions at each other to try to catch each other out.
Warning: Make sure that the learners are already familiar with the more usual responses beginning with 'Yes' or 'No'. Of course, the learners should also be clear about the various alternative responses. These might be written on the board.