Description
Elementary Communication Games 2.0 is the first title in the new generation of the Communication Games series. The idea behind this new generation is to be a go-to resource of communication games and activities, providing a wide variety of activities for communicative and interactive practice to help teachers get the most out of their learners in speaking tasks, and is designed to help them put the fun back into learning in meaningful and motivational ways. Earlier editions of the series have been best sellers globally and have already been translated into 12 languages. The new series takes on board feedback from these earlier generations and modern viewpoints, global issues and topical discussions, and current teaching practices into account, and adds an additional 20% of new games. It also explores how these games and activities can be used in both face-to-face classrooms and online, which often poses different challenges. Organised into 50 activities with varying time frames according to level and type of activity, each book in the Communication Games 2.0 series consists of comprehensive teacher’s notes with aims, language summaries and detailed procedure for each game or activity for both teaching face to face in class and live online; pages of photocopiable materials for each game or activity; and photocopiable rules sheets for the learners.
Elementary Communication Games 2.0 has been specially written for beginners and elementary language learners at CEFR A1–A2 level – the tasks have been designed in such a way that only a very limited knowledge of the language is necessary to complete them. They can also be used with higher-level learners as revision or error correction of (a) particular structure(s) or (a) specific topic(s), or used as part of preparation for an oral exam such as Trinity GESE (Graded Examinations in Spoken English), grades 1–5. The games and activities are not designed to any one specific syllabus: teachers are free to select appropriate games to fit in with their own syllabus or extend topics from their coursebook, or indeed practice structures that have emerged from the learners’ own language input.
Each game or activity is interactive and involves cooperation rather than competition – they all have a non-linguistic aim, such as matching, drawing, ordering, collecting, sharing information, in order to successfully complete the task. They have been carefully designed to involve intensive practice of a certain set of functions, structures and lexis, like giving personal information, using simple past or recapping food vocabulary, whilst bringing real-world tasks into the lesson. Each game or activity can be located via a structural and a functional index so that teachers can quickly identify their linguistic focus. They also have the added benefits of building good group dynamics through class cooperation and enjoyment, and inspiring learners’ creativity and invention, thereby giving learners a sense of achievement and a greater second-language identity.
Each game and activity is written within a specific functional area and limited to one or two grammatical structures, a clearly defined lexical field and key vocabulary. They can be used with beginners right from the very first lesson. The games are arranged in approximate order of difficulty, following a traditional structural progression, although teachers may, of course, use the games and activities in any order, following their own syllabuses. If you are new to teaching, Communication Games 2.0 will support you on your way with realistic communicative, language practice. If you’re an experienced teacher, it will remind you of games and activities you haven’t used in a while and offer you fresh new ideas or topics to increase your repertoire.
Elementary Communication Games 2.0 is part of the Communication Games series, alongside Intermediate Communication Games 2.0 and Advanced Communication Games 2.0. Jill Hadfield is also the co-author of Live Online Teaching.
Author
Jill Hadfield has worked as a teacher and teacher trainer in Britain, France, China, Tibet, Madagascar and New Zealand, run short courses and seminars for teachers in many other parts of the world and worked as a consultant for the UK’s British Council and Department of International Development, writing materials for and reviewing aid projects in Africa. She was until recently Associate Professor in Language Teacher Education at Unitec, New Zealand and has now returned to working freelance. She has written over thirty books, translated into a total of 17 languages. These include the bestselling Communication Games series, five books in the Oxford Basics series, Classroom Dynamics, a course for primary children: Excellent! published by Longman, which was shortlisted for the Duke of Edinburgh Award, two Teacher Education books: Top Tools for Language Teachers (Pearson) and An Introduction to Teaching English (OUP). Motivating Learning, co-authored with Zoltan Dornyei, was published in 2013 by Routledge in the Research and Resources in Language Teaching series of which she is series editor. Her recent book, co-authored with Lindsay Clandfield, Interaction Online was a finalist in the Ben Warren and the ELTons awards for Innovation in Teacher Resources, and the most recently published title, Live Online Teaching (Pavilion Publishing, 2021), also co-authored by Lindsay Clandfield, was shortlisted for the ELTon award for Innovation in Teacher Resources.
Audience
Any busy teacher with many contact hours who needs to be able to find ideas which have been tried and tested. This teacher could be teaching at entry level, perhaps who is taking a course such as a CELTA or Cert TESOL, or who is in the first couple years of their teaching, or even those who have more experience that are looking for fresh ideas and/or a quick reference, and teacher trainers who are looking for resources for their trainees and/or to demonstrate how to practice communicative skills either in a face-to-face classroom or for teaching live online.
Details
ISBN: 978-1-80388-226-0
Publication date: 15th April 2024
Contents:
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Teacher’s notes . . . . . . . . . . . . . . . . . . . . . . . . 10
1. Looking for Mr X . . . . . . . . . . . . . . . . . . . . . . 10
2. Chit-chat . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3. The seven families game . . . . . . . . . . . . . . . . 11
4. How many? . . . . . . . . . . . . . . . . . . . . . . . . . 12
5. Time zones . . . . . . . . . . . . . . . . . . . . . . . . . . 13
6. Where are my glasses? . . . . . . . . . . . . . . . . . 14
7. Crossroads . . . . . . . . . . . . . . . . . . . . . . . . . 14
8. Shopping around . . . . . . . . . . . . . . . . . . . . . . 15
9. Shopping lists . . . . . . . . . . . . . . . . . . . . . . . . 16
10. The recipes game . . . . . . . . . . . . . . . . . . . . 16
11. Home sweet home . . . . . . . . . . . . . . . . . . . 17
12. My home town . . . . . . . . . . . . . . . . . . . . . . 18
13. Lost umbrellas . . . . . . . . . . . . . . . . . . . . . . 19
14. Family portraits . . . . . . . . . . . . . . . . . . . . . 20
15. Wallflowers . . . . . . . . . . . . . . . . . . . . . . . . 20
16. Doppelgangers . . . . . . . . . . . . . . . . . . . . . . 21
17. Seasonal preferences . . . . . . . . . . . . . . . . . 22
18. Commuters . . . . . . . . . . . . . . . . . . . . . . . . 23
19. Getting there on time . . . . . . . . . . . . . . . . . 24
20. The bus stop game . . . . . . . . . . . . . . . . . . . 25
21. Planning a day out . . . . . . . . . . . . . . . . . . . . 25
22. Visiting friends . . . . . . . . . . . . . . . . . . . . . . 26
23. Wandering tourists . . . . . . . . . . . . . . . . . . . 27
24. Looking for a hotel . . . . . . . . . . . . . . . . . . . 28
25. Chance encounters . . . . . . . . . . . . . . . . . . . 29
26. Habits and hobbies . . . . . . . . . . . . . . . . . . . 30
27. Looking for a job . . . . . . . . . . . . . . . . . . . . . 31
28. The letting agency . . . . . . . . . . . . . . . . . . . . 32
29. House share . . . . . . . . . . . . . . . . . . . . . . . . 32
30. Do me a favour . . . . . . . . . . . . . . . . . . . . . . 33
31. Sunday afternoon . . . . . . . . . . . . . . . . . . . . 34
32. Socialising . . . . . . . . . . . . . . . . . . . . . . . . . 35
33. Finding a date . . . . . . . . . . . . . . . . . . . . . . . 35
34. Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
35. How does it feel? . . . . . . . . . . . . . . . . . . . . . 37
36. Nosy neighbours . . . . . . . . . . . . . . . . . . . . . 38
37. Garage sale . . . . . . . . . . . . . . . . . . . . . . . . 39
38. The Animals went in two by two . . . . . . . . . . 39
39. Put it together . . . . . . . . . . . . . . . . . . . . . . 40
40. Opinion poll . . . . . . . . . . . . . . . . . . . . . . . . 41
41. Where am I? . . . . . . . . . . . . . . . . . . . . . . . . 42
42. Where on Earth? . . . . . . . . . . . . . . . . . . . . . 43
43. Holiday quiz . . . . . . . . . . . . . . . . . . . . . . . . 43
44. The perfect trip! . . . . . . . . . . . . . . . . . . . . . 44
45. Nice weather for… . . . . . . . . . . . . . . . . . . . 45
46. Robert’s busy day . . . . . . . . . . . . . . . . . . . . 45
47. Sports colours . . . . . . . . . . . . . . . . . . . . . . 46
48. Predictions . . . . . . . . . . . . . . . . . . . . . . . . . 47
49. Pipe dreams . . . . . . . . . . . . . . . . . . . . . . . . 48
50. Best Laid Plans . . . . . . . . . . . . . . . . . . . . . . 48
Copiable materials for games and activities . . . 51
Rules sheets . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Functional index . . . . . . . . . . . . . . . . . . . . . . . 136
Lexical index . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Structural index . . . . . . . . . . . . . . . . . . . . . . . 138
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