Games for Grammar Practice is a carefully designed selection of
over forty games and activities, for intensive and interactive
grammar practice with basic to advanced learners of English.
Because it follows closely the grammar syllabus of most EFL/ESL
courses, it is a most useful complement to many course and
grammar books in use today.
THE IDEAS BEHIND THE ACTIVITIES
Cooperative learning You will probably notice that, in most
games, knowing the language is not the main factor that leads to
winning; actually, luck, strategy and creativity play important roles.
This has been done on purpose to foster a cooperative rather
than competitive atmosphere, and to make sure weaker learners
can also participate and win. Also, in some of the games there is
no winner at all.
Teaching, not testing The activities in the book are meant to
give learners an opportunity to practise and experiment with
language. For this reason many of them present a lot of input
while requiring relatively little production in the target structure.
This encourages learners to concentrate on processing the
meaning of target structures instead of pressuring them to
produce such constructions before they are ready to.
Self and peer correction Our experience tells us that self and
peer correction are often more effective than teacher correction
in helping students to take responsibility for their own learning.
Thus most of the game rules and activity procedures urge the
participants to monitor their own as well as their peers’ language
production.
Practice The activities have been designed to make sure that
learners get plenty of practice in the target structures.
Personalization There is plenty of room for learners to
establish rapport with their classmates by sharing their
experiences, values and beliefs.
Oral interaction All the activities are interactive to encourage
learners to attend to meaning and form as they interpret and
produce language.
Information gap If exchange of information is one of the basic
reasons why people communicate in real life, then classroom
activities should also urge learners to seek and provide information.
Task-orientation As in real life, learners will be using the
information obtained from others to accomplish tasks.
Variety You will find a lot of variety as to context, activity type,
type of interaction and materials, because novelty helps to
sustain interest.
Enjoyment Fun and pleasure in learning are probably the
strongest motivation factors. In our activities, they take the form of
challenge, humour and acknowledgement of learners’ creativity.

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