Palayok: Reinvention of a Traditional Game for EFL Classrooms (by Marco Brazil)
Ask any Filipinos about Pukpuk Palayok or Hampas Palayok, and chances are they played it or saw it played at least once during their childhoods. The game is so immensely popular that any celebration or town fiesta is not complete without children (oh yes, sometimes adults) playing it. Having been colonized by the Spaniards for three hundred and thirty three years, Pukpuk Palayok is the Filipino version of Piñata, and just like the fiesta, Spaniards used the game to attract natives to their ceremonies and convert them to their religion. The Filipinos, known for reinventing things to suit their needs out of limited resources, adapted it by using a clay pot instead of the Mexican painted paper Piñata. In those times paper and paints were scarce and expensive, whereas clay pots were plentiful and cheap.
In the Philippines, pupok means to hit, and palayok is a clay pot, so the game literally means to hit a pot. Traditionally, the game is played with the decorated clay pot filled with goodies (candies, sweets, coins, and sometimes peso bills), suspended by string in the air, high enough for players to reach it. A long bamboo stick is used to hit and break the pot, so that players as well as by-standers can grab as many goodies as they can. The player who breaks the pot wins a prize, usually in currency.
Pukpok Palayok: Reinvented for EFL classrooms
For EFL classrooms, Pukpok Palayok uses no clay pot, nor a bamboo stick. Instead, the game makes use of the white board, picture cards (with magnets attached at the back), and an oversize hat (my children hate to be blindfolded with a handkerchief). In this adaptation, hitting is not permitted; children make use of their sense of directions, understanding of the commands given, and using their hands to feel for the targets. In my experience, the game works wonderfully for preschoolers, for teaching the alphabet, colors, shapes, fruits and vegetables. While, for elementary graders, it works very well for foods, practicing specific target language (“I’m hungry! What do you want? I want a hamburger. Go find it!” or “Where are you going? I’m going to the supermarket. Go find it”). In addition to the target language, this is a great way to reinforce language for giving directions like; go straight, to your left, to your right, stop, that’s it, etc.
Target Language Examples
S1: I’m hungry!
Class : What do you want?
S1 : I want (hamburgers).
Class: Go find it!
Class: What’s for (lunch)?
S2: (Spaghetti) is for lunch.
Class : Where are you going?
S3 : I’m going to the (park).
Class: How are you going there?
S3 : I’m (riding a bicycle).
Class: Have fun!
Two (2) or more (the more the merrier!)
a party hat (oversize) or blindfold
How to play
- Determine the order of play.
- In random, attach all the picture cards on the board.
- Instruct the players to remember the placement of each card.
- The first player takes his turn. He stands 12 steps (more is better) away from the board. The other players ask the question; for example, “What do you want? The first player answers “I want (a hamburger).” The other players answer back “Go, find it!”
- The first player puts on the over size hat (covering his or her face), and turns around three times.
- The other players give directions, starting with “Go straight!” “To your right!” “To your left!” etc. The aim is for the player to find the target by following directions given by other players.
Note : For large number of players, for example twenty (20) , it is best to group them into four (4) teams of five members each. One player will have to be blindfolded, while the other four members give the directions to find the target picture card.
Note: This article by Marco A. Brazil originally appeared on Teaching Village, and is licensed under a Creative Commons, Attribution-Non Commercial, No Derivatives 3.0 License. If you wish to share it you must re-publish it “as is”, and retain any credits, acknowledgements, and hyperlinks within it.