YT YouTube2Text

YouTube2Text → Transcripts → YouTube transcript (whki6Cev21s)

YouTube transcript (whki6Cev21s) — Transcript

2,615 words · 369 segments · language en · Watch on YouTube

Open in transcriber Summarize with AI Download SRT/VTT

Full transcript

0:04Hello everyone, welcome to TT Madrid and
0:07welcome to this video on games in the
0:10classroom.
0:13Okay, let me share my screen with you.
0:17So in this video we will be uh talking
0:20about the importance of bringing games
0:22into the classroom and giving you a
0:25better idea of how commonly known games
0:28can be adapted to the classroom
0:30environment and uh different levels.
0:37So things to uh keep in mind when we
0:41bring games into the classroom. What do
0:43we need to keep in mind when we use
0:45games? So first of all space and volume
0:49these are interrelated.
0:51So depending on how much space we have
0:54in our class we can uh bring a game that
0:58is that occupies more or less volume
1:00that is bigger or smaller. So we have to
1:03keep that in mind. Also the qu the
1:06quantity of the materials that we will
1:08need. Uh obviously we have to think
1:12about you know transportation we get to
1:15our job and stuff. So keep that in mind
1:17as well. The length of the game we want
1:20to have like an adequate proportion of
1:23the game uh versus the the rest of the
1:26class. We don't want to we don't want it
1:28to take up uh the whole class because we
1:31wouldn't really be achieving our
1:34purposes and and we would not be uh
1:37reaching our objectives.
1:39The complexity of of the game is
1:42important in the sense that a game that
1:44is too complex in a one-hour class might
1:47actually be too challenging and would
1:49could lead to frustration
1:51uh in our students and in ourselves as
1:54well. Uh it our games have to be level
1:58level appropriate to keep our students
2:00engaged. If we bring a game that is too
2:03easy for a higher level student, that
2:06might be a bit boring. And if we bring a
2:09game that is too hard for a lower level,
2:11that will just be straight frustrating.
2:16Uh the game will obviously have to
2:18depend also on the age of our students.
2:23And finally, uh the number of students
2:25that we have in class. So there are some
2:29games that are for two, three or four
2:31players and if we have a class that is
2:34uh that is composed of 20 students then
2:37we will have to split the class like in
2:39different teams. So think about how that
2:42will uh end up happening in your in your
2:45classroom. So think about your number of
2:47students as well. And very importantly,
2:50uh the games that we bring to the
2:52classroom must have a language purpose.
2:55Um obviously for obvious reasons,
2:57otherwise there there would be no point
2:59in bringing a game that is not related
3:00to either the topic we're teaching or
3:03anything related to English.
3:07So before you actually take the game to
3:10your class, make sure you test it. uh
3:12make sure that it works so that
3:15everything runs smoothly the day of your
3:18of your class. If it if you don't test
3:20it, you run the risk of having a game
3:23that does not work for your class. And
3:25obviously that will lead up to
3:27frustration. It will lead lead up to you
3:31not knowing what to do with the rest of
3:33your class, mess up your timings, etc.
3:38Can we use games in a in a business
3:42English environment? Some people might
3:44think, well, no. I mean, business
3:46English is very serious. It's very
3:48professional. But in fact, uh, think
3:51about someone who works in an office for
3:548 to 10 hours a day. Uh actually
3:57bringing a game might be a really great
3:59idea to uh engage this person to bring
4:02some fresh air to his working time, his
4:06or her working time. So why not? I mean
4:09uh business people are like everyone
4:11else here uh human beings who need to h
4:15have some some fun, some edge. So that's
4:19a that's a really great thing to bring
4:21into the the the business environment.
4:25Um,
4:26and then also, you know, as long as you
4:28keep it competitive,
4:30um, your students will will actually
4:32think that you bring some fresh air and
4:35some some fun to the class. Uh, in
4:38addition to the previous points, take
4:40into account the time it takes to
4:42complete the activity. Keep it short,
4:44sharp, and focused.
4:47And make sure that it kind of links to
4:49your to your topic, to your objectives,
4:52as we talked before. And in this way,
4:55your games will definitely uh help your
4:58class be more engaging and fun. And keep
5:02it competitive. Uh it's always good to
5:07keep the level of competition there
5:10because that way um your students will
5:13will will actually have fun. And don't
5:16say it's a it's a game because sometimes
5:18we associate game with something that is
5:21not taken seriously. So have them take
5:23it seriously but in a in a healthy in a
5:26healthy way and just go for the fun.
5:30All right. So um we here in Spain or in
5:35most classrooms where English is taught
5:37as a foreign language, there are games
5:39that are repeatedly played and that most
5:42students like have done thousands of
5:45times. So it's a good idea to come up
5:47with new ideas. Uh what are some of the
5:49most commonly played games all the time?
5:52Well, hangman for instance,
5:55uh it's a game that students have played
5:57thousands of times. So, you know,
5:59hangman is good for developing
6:01vocabulary and spelling, but try to
6:04think of other ways and other games to
6:06develop those skills. True truths and a
6:09lie. I mean, students here have played
6:12that a million times. So try to if you
6:15want to build rapport with your students
6:18and uh learn something from them and
6:20have them learn something from you.
6:22There are other games you can play and
6:24taboo pictionary as well. The a lot of
6:28uh English learners have played this
6:30game before. So let's go take a look at
6:33some game categories and some examples
6:36for each category that can help you
6:39bring some fun to the class.
6:43So we have some [clears throat]
6:44interactive games, role-play games,
6:47matching games, card games, board games,
6:50uh competitive stuff, guessing games,
6:52party games, team games, sports and
6:55music activities. Um some some of the
6:58games can fall under more than one
7:00category, which is fine. This is just to
7:02give you some ideas
7:05uh and for you to see that we have tons
7:08of different possibilities when it comes
7:11to thinking about games and bringing fun
7:14to the class. So for interactive games,
7:18for instance, you have Cahoot where you
7:21create
7:23uh some questions and multiplechoice
7:26answers. your uh students log into the
7:30game through their phones or their
7:32computers. And this is actually very
7:34entertaining for the class environment.
7:37You can come up with, let's say, 10
7:39questions that can be related to a
7:41grammar point or vocabulary or anything.
7:45Could be a fill the blanks. So, it's a
7:47really good way to bring the competition
7:50to to the class. And it's a good way to
7:52bring some, you know, interaction and
7:54modern uh uh type of game. Then you have
7:5820 objects or for instance hot seat
8:01where uh one of your students
8:04uh faces the rest of the class and you
8:08write a word behind them and the student
8:11facing everyone has to guess uh what the
8:14word behind them is by asking questions
8:18uh that have a yes or no answer.
8:22and they have up to 20 tries. So, this
8:24is another really good game to bring
8:28some fun and it helps them develop the
8:31ability to ask questions. Uh, helps them
8:35to build on their vocabulary. So, this
8:38is a great game as well. You can play Go
8:42Noodle, Jeopardy, who wants to be a
8:44millionaire and other trivia games that
8:47uh that you know you can just bring
8:50trivia games related to sports, to
8:52culture, anything. And in terms of
8:55roleplay, you have different uh games
8:59that help them develop uh language
9:02skills for different uh context. For
9:05example, the interrogation room where
9:07they can develop, you know, the ability
9:09to ask questions about people, survey it
9:11on the street as well to find
9:13information about how to about opinions
9:16about anything or at the restaurant, you
9:19know, real life, uh how to ask for
9:21something, how to um get what they want,
9:26etc. Or Lost in the Catacombs is another
9:29example.
9:32Uh when it comes to matching games, we
9:35can come up with uh categories. For
9:37instance, you can give them uh four
9:40letters to choose from and four
9:42different topics. So one student picks a
9:44letter and another one picks uh one of
9:46these topics. It could be food, cities
9:49and countries etc. And once they have
9:51chosen both h you split the class in two
9:55teams and you give them one minute to
9:57come up with as many words starting uh
10:01with that letter for the category that
10:03was chosen and the team coming up with
10:06the most words gets to win. You have
10:09memory card games, animal and food
10:12matching games that are really
10:14entertaining for young learners.
10:17uh ma as well as matching top bottom
10:20parts of animals and you uh add up the
10:24the language the linguistic part by
10:27asking them to name the animals. Um you
10:30can bring flashc cards to for them to
10:34describe images and this way they
10:37develop uh vocabulary skills.
10:40Card games are one of the preferred
10:43options for many many uh learners. Um,
10:48you have things like Goofish, Uno, Cards
10:52Against Humanity, which has become very
10:54very popular and it helps build rapport
10:58because there's a lot of humor in that
11:00game or just a memory game where you
11:03know you flip a card and you have to
11:05find the pair and
11:09and or the language purpose you can have
11:11them like say what the what the object
11:14is in the card. uh for children doing
11:17this with animals is really uh
11:19entertaining. And then in Spain they
11:21have come up with this game called Virus
11:24where the the objective is to uh get uh
11:29find well to draw uh four different
11:33cards of uh human organs and keep them
11:37healthy. You can get the other players
11:39sick by drawing a card with with one
11:42virus. So the object of the game is to
11:44draw the four different organs in a in a
11:47healthy state and you can actually ask
11:49them to every time they draw one of
11:51these organs to use the word in English
11:53which again can help them develop the
11:55the vocab for that.
11:58terms of board games, you have snakes
11:59and ladders. And again, you can ask them
12:02when when they reach specific um
12:07specific uh places in the in the board
12:11to you can ask them to build sentences
12:13with a specific um
12:16grammar structure. You can ask them to
12:18come up with verbs. You can ask them to
12:20come up with different vocabulary. I
12:23mean here you can bring in um bring in
12:26your own creativity and have them do
12:28whatever the the purpose of your class
12:30is. Scrabble it's another game that you
12:33know helps build uh vocabulary and also
12:37like work on on the spelling. You have
12:41Jenga upwards uh boggle taboo or apple
12:46to apple.
12:48In terms of competitive games, I mean,
12:50most of the games are competitive
12:52really, but you have the board race
12:53where the team uh coming up with the
12:56most words in a kind of like a relay way
12:59um gets to win. Last man standing. Then
13:03you have uh Pictionary that we've
13:05mentioned before where uh you draw a
13:08card and you have to draw whatever is in
13:11the card and your teammates have to
13:13guess uh what it is.
13:16uh similar to charades, but the
13:18difference is that in charades you act
13:20it out. And then Simon says, "Kids love
13:24this game. Uh they learn and memorize
13:28parts of the body. They learn how to
13:30follow instructions and also they learn
13:32certain uh actions with their body. So
13:34this is a good one for for kids and
13:37memory cards that we've mentioned
13:39before.
13:42Um guessing games. Again, some of these
13:45have uh also fallen into other
13:48categories. Charades, pictionary. Then
13:51you have this one, who am I? So, you
13:53basically give descriptions about
13:56yourself and the other person has to
13:59guess who you are based on those
14:00descriptions.
14:02Uh, in what's my problem, you have to
14:06guess what your problem is by and the
14:10other the person you're playing with
14:12basically gives you ad uh advice on how
14:14to solve your problem and based on those
14:16pieces of advice you you guess and you
14:19have the problem stuck on your back. So,
14:21you walk around the room and people see
14:23what you have stuck on your back and and
14:26they give you advice. That's also very
14:29good to um well develop vocabulary,
14:33learn how to use modal verbs such as
14:36should, you must, etc.
14:39Call my bluff is a game that consists of
14:42telling a story and having uh the other
14:46people guess whether it's uh it's a true
14:49story or a bluff. Basically, the more
14:51detail you use uh in your story, the
14:54harder it will be for them to to to say
14:57whether it's true or false. So, you
14:59you're trying to trick them. This game,
15:01you develop the ability to use the past
15:04tenses because you normally you tell
15:06stories. Then you have two truths and a
15:08lie that we've mentioned before. In
15:11terms of party games, we have things
15:13like water pond, water instead of beer
15:16for obvious reasons. You have moose,
15:19never have I ever, which helps them uh
15:22phrase um I mean say things they they
15:26have done or haven't done in a commonly
15:29used phrase. Uh same as would you rather
15:33do this or do that. That's another
15:35example of of a game to develop this
15:38ability to ask questions. And then heads
15:40up.
15:43Uh in terms of team games again you have
15:46charades, pictionary, chalkboard
15:48acronyms, board race or word jumbo race.
15:52Uh these are all fun and entertaining.
15:55And in terms of sports and music
15:57activities, you have karaoke. This is a
16:00really good option for building good
16:03rapport in your in your class. Uh in
16:07YouTube you have all these uh karaoke
16:10versions of all songs you can think of.
16:14Similar to that you can play guess the
16:16tune where you play a song and your and
16:20and divide the class in teams and have
16:22them guess uh and get assign points when
16:25they guess the name of the song or the
16:28name of the band or artist.
16:30again. Simon says and for children this
16:33game who can find like a red object in
16:36the classroom and have them like go
16:38around the class and finding stuff that
16:40you instruct them to find that helps
16:43them develop the ability to listen to
16:45follow instructions and also vocabulary
16:48and finally word relay arrays. So these
16:51are some ideas for you to bring into the
16:54into the class. So now I want I want you
16:58guys to watch this short video of a
17:00warmer practice and production activity
17:02to see how games can actually be used in
17:05the classroom to encourage student
17:06participation and fun whilst practicing
17:09their um their English. All right, so
17:15now it's time for you to uh go ahead and
17:18do your task. Good luck with that. See
17:20you soon and take care. Bye bye.

About this transcript

This page contains the full transcript of YouTube transcript (whki6Cev21s) , generated from the public captions YouTube serves with the video. The transcript has 2,615 words across 369 segments, with the original timestamps preserved so you can click any line to jump to that moment in the embedded player.

What you can do with it

Use the transcript to take notes, quote the speaker, build a study guide, generate a summary with ChatGPT or Claude via the YouTube Summary tool, or export it as a timed subtitle file with YouTube to SRT. You can also re-open it in the transcriber to translate the transcript into 100+ languages.

Free YouTube transcript tool

YouTube2Text is a free YouTube transcript generator — no signup, no daily limit. Paste any YouTube link and get the full transcript instantly, with timestamps, click-to-jump, translation to 100+ languages, AI prompts for ChatGPT, Claude, and Gemini, and exports to TXT, SRT, VTT, or Markdown.