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    30 Games for Social Change: Critical Thinking for ESL/EFL Classes
    30 Games for Social Change: Critical Thinking for ESL/EFL Classes
    30 Games for Social Change: Critical Thinking for ESL/EFL Classes
    Ebook127 pages40 minutes

    30 Games for Social Change: Critical Thinking for ESL/EFL Classes

    By Janine Berger

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    About this ebook

    English as a Second or Foreign Language, games, and global citizenship education form the perfect combination for the 21st-century language classroom. This ground-breaking book unites all three in a practical, classroom-tested series of lessons.

    The first section features games that open up discussions for students to get to know each other and discover more about themselves.

    The second section provides clearly explained, step-by-step guides for complete games-based lessons designed around themes of global importance, including

    • equality

    • literature

    • gender issues

    • food

    • art

    • social values

    and more. The games are flexible in terms of levels and groups, and most require nothing more than pen, paper, and enthusiastic players.

    The final game is a special challenge to you and to your students to be, as Gandhi said, the change you want to see in the world.

    LanguageEnglish
    PublisherWayzgoose Press
    Release dateOct 18, 2016
    ISBN9781533717658
    30 Games for Social Change: Critical Thinking for ESL/EFL Classes

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      Book preview

      30 Games for Social Change - Janine Berger

      Game 1: Age

      Why play the game

      We often make assumptions about other people based on our own experiences. For example, many people who enjoyed school find it difficult to understand people who have unpleasant memories of their school days. This game encourages players to compare their life experiences in and out of school at specific ages. Note: some students may have experienced difficult or traumatic events in their childhood. They should still be encouraged to participate in the game, but the teacher should explain that each player only reveals what they feel comfortable discussing.

      Game objective

      To compare life experiences.

      End point of the game

      There is no win state in this game; the discussion ends when the cards have been exhausted or the time given has elapsed.

      Type of game

      Card

      Number of players

      Any size group divided into pairs (and one group of three if necessary)

      Level/age of players

      Beginner and up, all ages

      Preparation time

      5 minutes

      Playing time

      30-60 minutes

      Materials and space

      Arrange the tables and chairs so that students can comfortably sit in pairs, perhaps with soft background music playing. Each player will need a pen or pencil and one sheet of paper.

      Instructions

      Before the game:

      1. Before the class meets, ask students to find pictures of themselves when they were younger. Ask each to bring in one photo of themselves as a baby and one as a young child. (Printed photos work best.) The students post their pictures on the walls or leave them on a center table. Everyone tries to guess whose photos they are.

      2. Introduce the topic of the game by reading out sentences and asking students to raise their hands if they agree. For example, you could say:

      Most young children enjoy spending time with their families.

      Most children between the age of 5 and 10 enjoy school.

      Most teenagers enjoy school.

      Most teenagers are rebellious.

      (The teacher may add to and modify these sentences if desired.)

      Students then make their own sentences beginning with Most children… or Most teenagers…. Each student reads their sentences aloud to the class and the rest vote on whether they agree or disagree with them.

      The game:

      1. Each player cuts one sheet of paper into 12 cards and marks them as follows (downloadable/photocopiable version found at http://wayzgoosepress.com/wp-content/uploads/2016/09/Social-Change-Game-1.pdf):

      Game cards

      Note: Each number represents an age; therefore, if the students are younger than 16, the cards will only be numbered up to their current age. In a class of older adults, the cards should be numbered only to 16, so that the focus remains on the players’ younger years.

      2. Players sit in pairs, ideally not too close to other pairs, so that they can hear each other easily. Playing soft background music such as Mozart helps minimize distractions.

      3. Each player shuffles their own deck of cards. Then, each player places their deck on the table in front of them. On the count of three, both players draw their top cards at the same time. If the cards show different numbers, players continue to draw until both cards show the same number. If the cards show the same number, the players compare their life experiences at the age shown on the cards. They may talk for as long as they

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