Teaching English Using Teaching English Using GamesGames

a child’s brain Is 95% of anadult’s one

a child’s brain Is 95% of anadult’s one

they love to play

they love to play

they learn fromexamples

they learn fromexamples

have imaginary thinking

have imaginary thinking

Are active and mobile

Are active and mobile

have fragile self-esteem

have fragile self-esteem

Psychological and Physiological

Peculiarities of Young Learners

Psychological and Physiological

Peculiarities of Young Learners

Wall DisplaysWall Displays

Using DramaUsing DramaOut-of-school

Activities(pen-friends)

Out-of-school Activities

(pen-friends)

Using Project Work

Using Project Work

Using GamesUsing Games

Positive Learning

Environment

Positive Learning

Environment

To relaxTo relax

For funFor fun

To learn to loseTo learn to lose

For self-esteemFor self-esteem

For quick revision

For quick revision

For repetitionFor repetition

Why to Use Games

Why to Use Games

The Rules of Playing GamesThe Rules of Playing Games

A A gamegame must be more than just fun. must be more than just fun. A A gamegame should involve “friendly” competition. should involve “friendly” competition. A A gamegame should keep all of the pupils involved should keep all of the pupils involved

and interested.and interested. A A gamegame should encourage pupils to focus on should encourage pupils to focus on

the use of language.the use of language. A game should give pupils a chance to learn, A game should give pupils a chance to learn,

practice or review specific language material.practice or review specific language material. A A gamegame should be familiar by children. should be familiar by children.

MotivatingMotivating

Provide Languagepractice

Provide Languagepractice

Keep pupils interested

Keep pupils interested

Encourage to

communicate

Encourage to

communicate

Sustain the effort of

learning

Sustain the effort of

learning

Provide easy learning

Provide easy learning

ChallengingChallenging

Advantages of Playing Games

Advantages of Playing Games

Pay Attention:

Not to use games to fill in odd moments

Games should be suitable

and carefully selected

Teachers should be careful about noise

Game 1Game 1

Mother, May I…?Mother, May I…? DirectionsDirections: There are children and : There are children and

one “mother”. Pupils have to ask one “mother”. Pupils have to ask permission from the “mother” before permission from the “mother” before making a move. Pupils are using making a move. Pupils are using language to try to get close to language to try to get close to “mother”. The one who gets there “mother”. The one who gets there first will be “mother” next time.first will be “mother” next time.

Example:Example:

Pupil 1: Mother, may I take 3 baby steps?Pupil 1: Mother, may I take 3 baby steps?Mother: Yes you may.Mother: Yes you may.Pupil 2: Mother, may I take 5 large leaps?Pupil 2: Mother, may I take 5 large leaps?Mother: No, but you may take 1 small leap.Mother: No, but you may take 1 small leap.

Debriefing:Debriefing: This can be used for asking This can be used for asking questions, learning vocabulary (size, questions, learning vocabulary (size, numbers, words of motion), politeness.numbers, words of motion), politeness.

Game 2Game 2 Find a PairFind a Pair

Directions:Directions: Teacher takes 12 picture cards Teacher takes 12 picture cards of fruit. There are two cards with apples, of fruit. There are two cards with apples, two with oranges and so on. He puts the two with oranges and so on. He puts the cards face down on the table. Children cards face down on the table. Children have to find two the same and say what have to find two the same and say what they are. The person who has the most they are. The person who has the most pairs at the end wins the game.pairs at the end wins the game.

Debriefing:Debriefing: This game can be used for This game can be used for reviewing learnt vocabulary.reviewing learnt vocabulary.

Game 3Game 3 Jeopardy ReviewJeopardy Review

Directions:Directions: Have 5-7 grammar categories. Each Have 5-7 grammar categories. Each category has 4-6 questions worth from 200 to category has 4-6 questions worth from 200 to 1000 points. Split the class into teams. The first 1000 points. Split the class into teams. The first team must choose a category and an amount. team must choose a category and an amount. The harder questions are worth more points. The harder questions are worth more points. Have one pupil keep track of points on the board. Have one pupil keep track of points on the board. Pupils love this.Pupils love this.

Debriefing:Debriefing: This game can be used for reviewing This game can be used for reviewing grammar material before a test.grammar material before a test.