| Most EFL or foreign language learners start shouting | | | | each category. Our working definitions are as follows: |
| responses right away. | | | | A gadget uses no power and has no moving parts. |
| "Our group got 14". | | | | Examples include a manual corkscrew, potato peeler |
| "We have 29". | | | | or hand-operated can opener. |
| "Oh no, we only found eight". | | | | A device uses power but has no moving parts. |
| I make a game out of it, pitting small groups of EFL | | | | Examples include a radio, a digital TV or a telephone. |
| learners against each other in an effort to come up | | | | A machine uses power and has moving parts. |
| with the most. | | | | Examples include a computer, a CD or a cassette |
| The English as a foreign language (EFL) class group | | | | player / recorder, cars and airplanes. |
| consists of 20 students aged 20 to 22 in their fourth or | | | | Learners could also be assigned to look up definitions |
| fifth university semester. Regardless of the faculty | | | | in a dictionary before reporting their definitions to the |
| from Accounting and Business to Law, Medicine, | | | | class. If two or more different dictionary versions are |
| Nursing or Orthodontics, and even with adult | | | | used, learners can make comparisons, coming up with |
| independent student class groups, they all love "the | | | | a composite definition. |
| game". In fact, language learners of other foreign | | | | Finding an "Item" |
| languages like Italian, French, German, Japanese and | | | | So where o' where can you find a good "item" or two |
| Spanish swear by the game too. | | | | to help your EFL or foreign language learners to play |
| The Game | | | | "the game"? You might try a leisurely browse through |
| Learners are organized into small groups of four to | | | | a dollar store or equivalent in your search. A flea |
| five. A picture, drawing or photo of a strange, unknown | | | | market is another place where you might certainly turn |
| is projected or posted. They must then brainstorm as | | | | up an antique gadget to use. I've had numerous |
| many possible uses for the "item" as they can. After | | | | successes when browsing for cheap, unusual and |
| an interval of ten to twelve minutes or so I have them | | | | practically unknown items in both of these places. |
| tall the number of "uses" they've been able to come | | | | Check out the family attic and don't forget to snoop |
| up with. Members of the winning group then receive a | | | | through areas of the basement where "goodies" might |
| small "prize" or reward. Ones I like to give out are little | | | | be warehoused. Having two or three different items |
| cellophane-wrapped candies, a bag of M&Ms or | | | | will allow you to repeat or vary the exercise using |
| something else like that. We then discuss the ideas | | | | realia. You could also always draw a unique, but |
| presented, especially the most unique and interesting | | | | non-existent thingy for playing the game as well. Be |
| ones. | | | | sure to look for items that make you or your learners |
| Gadget, Device or Machine? | | | | want to say; |
| This activity almost always brings up what the | | | | "What the heck is that?" |
| difference between a gadget, device and machine is. | | | | The extents of your imagination is the only limit for |
| We go around the class room identifying objects from | | | | both you and your EFL or foreign language learners. |