Of uzbekistan fergana state university foreign languages faculty

Summary of the rules
You score a point by:
- finishing the minute
- challenging correctly and giving the right correction
- giving the right correction if the challenger can't
You lose a point by:
- challenging at a point where nothing is wrong (this means someone may have a negative score)
Note
The game is ideal for intermediate level classes in places where the students are often bursting with superb energy. It is excellent too with inaccurate, communicative classes at adult level.
The game is not right for students who are afraid of speaking because they might make mistakes. The game fails with any group where they decide to take no language risks and only speak at three levels below their real one. The game is group-dynamically interesting in bringing out certain latent or otherwise aggressions. It's an odd game which I have found will work brilliantly with one group and mysteriously not with the next.
Acknowledgement
The game presented here is a simplified version of the BBC radio game 'Just a Minute'. In the full version, the players have to speak for a minute without repetition of content words, deviation from the topic or any hesitation or undue pausing. The original version can be played at very advanced levels.
Table 1.

Task Ask and answer questions about food and drinks that you want
	Preparation	Core activity	Follow up
Language learning goals	Activate previously learnt lexis. Practise expressing wants using countable singular food and drink items.	Oral production of questions and responses to express the kind of food or drink that learner want.	Written production of sentences from task. Written nd/or oral production of original sentences.
Activities	(1) Use large flashcards of food and drink items to prompt recall of lexis. (2) Divide whiteboard into two, with ‘a’ and ‘an’ on either half. Play a game to recall the correct use of ‘a’ and ‘an’ with different countable food and drink items. (3) Pair practice using small flashcards in a game.	(1) Whole class introduction of the graphic in the student book and teacher modelling of questions and answers. (2) Pair production of questions and answers using the graphic and flashcards. (3) Pair production of language in a role play using toy food and drink items: e.g. S1 asks What do you want? and S2 responds I want a/an ... after choosing from the items.	Writing: (1) Teacher models writing sentences. (2) Learners write own sentences with teacher’s help where necessary. (3) Pair checking of accuracy. Speaking: (4) Role play or game using and building on the language from the core activity using learners own words.