Directions: Read the paragraph about our trip to the National Zoo. Then use the words from the list below the paragraph to fill in the missing words. Use each word just one time.

Yesterday our class went to the National Zoo ____ Washington, DC. ___ 9:00 AM we took the Metro and got off at the Woodley Park stop. We walked three blocks ___ the Metro to the National Zoo. First we saw the giraffes and elephants. Then we saw the seals. Finally we saw the pandas. The pandas were so cute! We stayed at the National Zoo _______ two hours. At 11:30 AM we took the Metro back _____school.

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Highlights: There are several kinds of games that learners enjoy in the classroom. Games give learners opportunities to use the language they are learning in non-threatening, enjoyable contexts. Teachers can adapt standard games like Bingo or make up their own simplified versions of games based on TV game shows like Jeopardy or The Price is Right.

Context: Games like Bingo, Concentration, The Price is Right, or Go Fish are appropriate for literacy- and beginning-level classes including general ESL, family literacy, and workplace. Spelling bees may work with beginning or intermediate classes. Team competitions or more complicated games such as Jeopardy (where students are given answers and have to ask questions) can be appropriate at any level. However, as with any instructional activity, students need to be told why they are doing the activity (for example, to practice asking "what," "when," "where," and "why" questions, or to practice the letters of the alphabet). Otherwise, they may think the activity is not serious and may be hesitant to participate.

Estimated time: At least initially, it may take some time for students to learn the rules of the game. After a few practices, however, the games should take less time. However, games should not be overused. For example, in an intensive class of 10-15 hours a week, learners might want to play Bingo or another game for an end of the week treat (that reinforces the week's new vocabulary). In a non-intensive class of four hours a week, students might not want to give up their learning time to play a game.

Materials: Items vary according to the game, but many can be homemade. Some ESL specific games are sold by educational companies, and the rules of some standard games can be adapted for classroom use.

Objectives: Adult students learn to understand a variety of spoken (and written) instructions and how to make appropriate conversation in social groups, including asking for clarification and politely disagreeing. Specific goals such as learning numbers or new vocabulary are associated with particular games.

Procedure: Luckily, most students are familiar with game-playing and may know the same or similar games as the ones you introduce. The best way to introduce a game is hands-on. That is, demonstration is more effective than lengthy explanation.

Practice: Learners work in groups or pairs to play the game. There may be some confusion and game rules may evolve, but as long as learners are participating, the activity is useful.