[ELTWeekly Volume 6, Issue 17 | July 14, 2014 | ISSN 0975-3036]
This paper presents a self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000) based lesson plan or task that can be used in a communicative language teaching (CLT) class. First, it must be noted that “(r)ecent studies on SDT-based motives have shown that games are primarily motivating to the extent that players experience autonomy, competence and relatedness while playing” (Ryan, Rigby, & Przybylski, 2006, p. 2). The authors investigated the impact of game play on participant psychological well-being based on these three basic psychological needs, which games are presumed to satisfy. Second, the “results show that SDT’s theorized needs for autonomy, competence, and relatedness independently predict enjoyment and future game play” (p. 1). While some educators may argue against the use of the term ‘game’ for an in-class exercise, the terms ‘activity’ or ‘task’, as in task-based language teaching (TBLT), will be used in this paper.
The well-known game of bingo can be played in several different ways since it words wonderfully as a CLT activity. In fact, bingo may be the perfect TBLT activity ever created due to its amazing versatility and adaptability to student ability levels. For teachers working with junior high school students (JHSs), there are several very creative ways to make bingo an integral part of a principled CLT course (Dörnyei, 2009).
For example, when using bingo activities with first year JHSs, it is good to use simple statements followed with a tag question. For example, in a nine grid bingo activity, statements on the first line such as “I like pizza.” This is followed by the tag question “How about you?” on the second line of the grid. The third line of the grid would have the “Yes, I do.” agreement statement and the “No, I do not.” (or don’t) non agreement statement. After each of the latter two statements, brackets can be used with nothing between them as a space to get the signature of a communication partner (For an example, see Figure 1, below).
When working with 5th or 6th graders at an elementary school, bingo works great in the following ways. First, if you use a five by five bingo grid, the students can enter twenty-five of the twenty-six letters of the alphabet. Then, the teacher can call out the letters randomly and the students can cross them out until they get four in a row, or “reach”. Second, when they get “reach” they must stand up and say “Reach!” Finally, when they get ‘bingo’ they must wave their arms back and forth and shout “Bingo! Bingo! Bingo! Bingo! Bingo!” This is a great way to lower students’ affective filter (Krashen, 1982).
Quick Guide
Keywords: Young learners, TBLT, CLT, group work
Learner English level: From beginner to advanced
Learner maturity: Elementary school to adult
Preparation time: One hour or less
Activity time: 20 – 30 minutes
Materials: Bingo sheet handout
Preparation
Step 1: For first year JHSs, use statements with a tag question. For example, in a nine grid game, a statement on the first line such as “I like pizza.” followed by the tag question “How about you?” on the second line. The third line would have the “Yes, I do.” and the “No, I don’t” statements. Brackets can be used to make a space in which a partner can write their name in the appropriate space (see Figure 1).
| I like pizza. |
| How about you? |
| Yes, I do. ( ) No, I don’t. ( ) |
Figure 1. An example of a 1st year JHS bingo grid
Step 2: The teacher prepares nine statements on a sheet of A4 size paper. Make enough copies for the students plus the ALT and Japanese teacher of English (JTE).
Procedure
Step1: The activity can proceed as follows. First, the students practice all nine statements with the teacher and clarify the meanings.
Step 2: Second, the rules are explained. First, stand up and find a partner. Second, do a variation of janken, such as “Yes, we can!” The winner asks one question first. If their partner answers “Yes, I do.” the partner signs the questioners bingo sheet in the bracket. Then it is the other partners turn to ask a question.
Step 3: The next partner must be of the opposite gender to prevent boys from clustering in one corner, and girls in another.
Step 4: As an incentive to communicate with a native speaker, the students must ask the ALT one question (no janken). Have the students continue the activity until they get as many signatures as possible in the time allotted. The more communication, the better!
Step 5: Next, it is time to play bingo! How do you play? Well, if the students have signatures in three boxes in a row, many will think they have a bingo, but that would be too easy. Therefore, the way to ‘win’ must be random. In this way, even students who were able to only get a single signature in a single row have a chance to win that is essentially equal to the students who got several signatures per grid. Therefore, one way is to simply choose student numbers randomly and if the students have the signature of the student whose number has been chosen, they circle the grid. As more numbers are called, the students continue to circle grids. When they get two grids in a row, they say “Reach!” and stand up. When they get three circles in a row, they do the Bingo Dance – wave their hands in the air above their heads and say “Bingo! Bingo! Bingo! Bingo! Bingo!” Then they may sit down.
Step 6: Continue as long as you feel necessary to finish the game.
| Do you have a __________ |
| made in __________? |
| Yes, I do. ( ) No, I don’t. ( ) |
Figure 2. An example of a 3rd year JHS bingo grid
Variations and Conclusion
For 2nd and 3rd grade JHSs, allowing the students to actually make their own questions is a great way to allow them autonomy, which students inherently find motivating (Deci & Ryan, 1985; Dickinson, 1995). An example of a grid designed to review a specific grammar point can be seen in Figure 2. Allow students ten minutes or so to make their own questions. Then continue the activity as outlined above. Or try reverse ‘bingo!’ by having the students stand up first. When they get ‘bingo!’ they may sit down. The last student standing is the winner. Enjoy!
It is hoped that the three basic premises of autonomy, competence, and relatedness – the three strands of self-determination, are readily evident in the simple game of ‘bingo!’ Since the students are provided the opportunity to demonstrate competence by completing the activity, and relatedness by interacting with the classmates and teachers, these two facets of SDT are readily apparent. Adding the third strand of SDT, autonomy, requires a little more effort on behalf of the teacher(s) in order to allow their students the opportunity to essentially create their own “Bingo!” card. However, once you give this activity a try, you will understand how much the students actually enjoy using English to finish the task.
References
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Dickinson, L. (1995). Autonomy and motivation: A literature review. System 23(2), 165–174.
Dörnyei, Z. (2009). Communicative language teaching in the 21st century: The ‘principled communicative approach’. Perspectives, 36(2), 33-43.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitionsand new directions.Contemporary Educational Psychology, 25, 54-67.
Ryan, R. M., Rigby, C. S., & Przybylski, A. K. (2006). Motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30, 347-365.
DOI 10.1007/s11031-006-9051-8