The last time I was in Denmark as part of a school exchange programme we were introduced to “pakkeleg”, a fun gift exchange game that is usually played at Christmas. In the game, each player brings a small gift which is placed on the table. Players then roll a die and whenever they roll a 6 they can get one of the gifts available until there are no more gifts. Players open their gifts, show them, and start a second round following the same procedure for a set time limit — but this time you are allowed to steal other players’ gifts!
In the language version of the game I’ve been using, students are given a set of cards (nouns, verbs, adjectives and adverbs) which are placed face down after groups of students have been formed and two teams in each group set up. Students are first given 6 minutes to roll the dice; if they roll a 6, they can get a card from the pile and read it without showing it to the other team.
When the time is up, the players think of different combinations to make the longest grammatically correct sentence possible – and one that makes sense! Students are allowed to include:
– possessive adjectives
Providing a few of these function words that the students can use, or at least limiting the number, will make the game more challenging and avoid awkward sentences. For example, students may be allowed to use only the following:
she, a/an, a/an, the, the, in, at, between, and, they, he, but, it, from, of
In addition, students can modify the verbs to choose the right tense and make countable nouns plural if needed.
Move around the class checking the students’ sentences.
Ask students to show their cards to the rest of the group and start a second round. For the next 6 minutes, any player rolling a 6 will be able to get a card from the pile or, what is even more interesting, steal a card from their opponent team. At this time, students should focus on ways to improve their sentences with the cards available, but the “stealing process” will make them think of possible alternatives as they play and reassess their initial plan. In a way, it simulates a slow-motion version of the pressure speakers are often under when trying to get their message across in real time and the large amount of choices they need to make.
Finally, teams write their sentence and share it with the rest of the class. The winner in each group is the team with the longest sentence, but there will also be a class winner after all the sentences have been shared. Of course, sentences will have to make sense and be grammatically correct, so a lot of grammar and vocabulary will be analysed at this point.
The game is so flexible that it can be adapted to any level depending on the type of words on the cards and the number of function words they are allowed to use. It works best if the words include vocabulary that students need revising, making it an excellent vocabulary revision activity. I used the set of cards below to test this game with pre-intermediate students, but I’ve been adding new cards with new words for each group of students to be used along the year. What I still don’t have is a name for this game that we can use for easier reference. Any suggestions?