5.

5 Classroom Object Memory Game

Task Name & Number:

5.5 Classroom Object Memory Game

Lexical Sets

Classroom Objects: Bag, book, chair ,desk, eraser, computer, whiteboard,

crayons, pen, pencil, ruler, marker

Words

Meaning, Hear, Say, Read

Sentences

Whole Text

Materials

One set of CLASSROOM OBJECTS MEMORY GAME CARDS per group

(A picture dictionary if done in class.)

Whole class / group / pair

Groups of four (32 CPs = 8 groups)

Who wins the game? How?

The children with the first, most correctly-matched cards wins

PROCEDURE
1. Let the children know that they are going to
play a game.
2. Demonstrate the game to the class:
- Spread all the cards face down on the table
- Pick a child to choose two cards
- If the word card matches the picture card,
the child can keep them and play again.
- If the cards do not match, the child must put
the cards back and let other children play.
3. Inform children that they are allowed to refer to
the picture dictionary or textbook
4. Tell children the rules of the game:
- Take turns to play
- Children who have the most number of
correctly-matched cards win.
5. Group the children (4 in a group).
6. Give each group a set of CLASSROOM
OBJECTS MEMORY GAME CARDS.
7. Start the game.

TEACHER TALK & MODEL

Today were going to play a game.
This is how we play the game. (Demonstrate the
game)
Pick up 2 cards (Instruct a children).
Good. Now look (turn the 2 cards over and look)
Whats this? (point to a card)
(Name object correctly) Correct.
Whats this? (point to another card)
Do they match? (hold the cards next to each other)
If youre not sure, check the textbook/ dictionary
(point to a textbook/dictionary)
If they match, take them (give the 2 cards to the
children). You can pick 2 cards again (let children
pick another 2 cards)
If the cards dont match, put the cards back. Its
now your friends turn (point to another child).
Take turns to play, number 1,2,3,4 (Pointing to 4
children).
Now get into your groups. (Divide class into several
groups of 4).
Say finish once you have matched all the cards
(put your hands up)
The person with the most cards wins.
1, 2, 3 Go!

Question & Rationale

What does this task do? This task provides a fun way for children to memorize and review the words they
have learnt in the previous tasks (meaning & visual recognition) and practice saying them. Unlike the previous
tasks which asks children to solve a problem (learning by mistakes), this task is a drill.
How is this task/game different from a traditional drill for the children (from their point of view? It is fun
its play not study but fun with rules (ie a game) (Nicolopoulou, de Sa, Ilgaz & Brockmeyer, 2010).
Which helps children learn more quickly? A traditional drill or this drill? This drill because it is not
STUDY, it is PLAY. Play is the normal state for children, and if we can turn play into learning - like the DVD on
Day One, Childs Play (Learning Seed 2003) - then our children will learn much faster. In RELTmax and
RELTNOTe we call this a Creative Drill.
What happens if the children cheat, by looking at the words or pictures through the cardboard? First, it
is important when you make cards that the font you use is not too thick and black and the paper must not be
too thin or light-coloured. If the words are very thick and black, the children can see the words even when they
are face down. However, even if the children do cheat, it doesnt matter in terms of learning because they are
still learning to read the words.
ELTC 2012
5.5 Classroom Object Memory Game

What variations of this task can you think of? There is a Malaysian version in which everyone grabs at the
cards at once, instead of taking it in turns (one by one). You could also play Snap! or Happy Families.
How many times do you play this game? Until the children disengage. Once you see this happening, stop.
SLOW LEARNER TIP: Your classroom should be organized so slower learners are sitting near the front, and
you can spend more time with them but get the faster learners off and running first so they dont get bored.
Questions? Problems?
Some may not know how turn-taking is established. Teacher shows them how to decide or asks the group
which has established turn-taking to share how they decide on this. If you dont this, you tend to get children
hitting each other. Not good! Cooperation is one of learning outcomes of this task hopefully.
Nicolopoulou, A, De Sa, A, Ilgaz, H. & Brockmeyer, C. (2010). Using the transformative power of play to
educate hearts and minds: From Vygotsky to Vivian Paley and beyond. Mind, Culture, and Activity, 17,
42-58.
Learning Seed. (2003). Childs play: How having fun turns kids into adults [DVD]. Lake Zurich IL: Learning
Seed.

ELTC 2012

5.5 Classroom Object Memory Game

ruler

ELTC 2012

bag

whiteboar
d
5.5 Classroom Object Memory Game

computer

pen

eraser

pencil

book

crayons

marker

desk

chair

ELTC 2012

5.5 Classroom Object Memory Game