Six Games for the German Language Classroom: Maximizing Student Communication through Simultaneous Play

Abstract

The six games described in this article can be used with students from the first year of high school or first semester of college German through the fourth year of high school or fourth semester of col lege German and beyond. Unlike other games in which students must wait their turn to practice their language skills, these games engage the entire class simultaneously in speaking and listening activities. Because the whole class interacts in simultaneous activities, the instructor may not be able to control grammar and vocabulary accuracy during the game. However, the instructor can easily address gram mar and vocabulary issues before and after the game. Before playing, the instructor should intro duce students to the grammar structures and vo cabulary that they will use during the game. The in structor should also have students practice these structures orally in a controlled 'teacher-centered' environment and provide several opportunities to practice them in written and/or oral homework as signments. When the instructor is confident that students can use the grammar and vocabulary with accuracy, a game can serve as a fun wrap-up activ ity in which they practice language skills with each other. After the game has ended, the instructor can address any problems with accuracy at this point by employing a control phase to ask individual stu dents game related questions. All six games have been classroom tested. I de veloped game #2 Hast du meinen Hut? in 1989, and have used it nearly every semester in every German course from the first year through the fourth. I have yet to experience a class that did not enjoy this game. I developed the other five games roughly between the years 1994 and 2000. I have used game #1 near the end of the first-semester course, in secondand third-semester courses, and in the third-year conversation course. Each time students play this game, it is apparent from the lively classroom atmosphere that they are enjoying it. Even very shy students eagerly participate in this game. Game #3 is the only game I have not used on a regular basis, mainly because it involves a fairly high level of loud and rambunctious play. Students with competitive, aggressive and/or out going personalities play this game with great enthu siasm. Those with shy, quiet, and/or less competi tive personalities may find the game intimidating. I have used game #4 nearly every semester in the secondand third-semester course. I have also used it in the third-year conversation course and during German Club events. Most students enjoy this game, especially if they like to play cards. A few students, especially those who dislike card games, may not be particularly enthusiastic about playing, however, they do participate. Although the game may not be universally appealing, I still use it on a regular basis because most students like it and find it very useful for practicing dative pronouns. I have yet to teach a class that did not enjoy game #5. The level of intent, involvement, and cooperation stu dents exercise as they play this game is very satisfy ing for the instructor to observe. I have used game #5 regularly in the third-semester course and in the third-year conversation course. All of my students have played game #6 enthusiastically. I have used it occasionally in the third-semester course and reg ularly in the third-year conversation course.