TETYANA YEGOROVA DRABIV SCHOOL-GYMNASIUM DRABIV REGION CHERKASSY 2012 Teaching English through the Games

THROUGH GAMES English is one of the most widely used languages in the world; it is very beneficial for people from non- English speaking countries to learn the language. having fun hilarity laughter enjoy oneself

Games help students teachers add variety to the classroom routine give the chance to improve their use and application of English.

Game rulesrules goalgoal elementelement ofof funfun

competitiveco-operative

1. Games are a welcome break from the usual routine of the language class. 2. Games are fun and children like to play them. Through the games children experiment, discover, and interact with their environment. (Lewis, 1999). 3. They are motivating and challenging. 4. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning. 5. Games provide language practice in the various skills: speaking, writing, listening and reading. 6. They encourage students to interact and communicate. 7. They create a meaningful context for language use. 8. Games encourage, entertain, teach, and promote fluency. 9. Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many children between four and twelve years old, especially the youngest, language learning will not be the key motivational factor. Games can provide this stimulus. (Lewis, 1999) 10. The game context makes the foreign language immediately useful to the children. It brings the target language to life. (Lewis, 1999) 11. The game makes the reasons for speaking plausible even to reluctant children. (Lewis, 1999) 12. Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot. 13. Even shy students can participate positively. 14. They reflect the children’s interest level and usual behavior. 15. They can be effectively used to evaluate the class’s performance, in a non-threatening way.

The games help - to develop a positive classroom atmosphere and a more effective learning environment. - students see beauty in a foreign language and not just problems that at times seem overwhelming. - the children's cognitive development. - children to explore social behavior and feelings. - identify with their peer group. - to provide variety in the language learning approach.

How to Choose Games * A game must be more than just fun. * A game should involve "friendly" competition. * A game should keep all of the students involved and interested. * A game should encourage students to focus on the use of language rather than on the language itself. * A game should give students a chance to learn, practice, or review specific language material. *A game should have linguistic relevance. *A game should have an aim and a purpose. *All the children should be able to participate. *A game should be easy and quick to set up and carry out.

Think ahead. Distinguish noise from chaos.

Preparing the materials Explaining Checking Controlling Making sure everyone participates

The need for short activities warm-up vocabulary review to provide relief to prepare a change of mood or topic

including games because It is a great way of getting your students involved and enthusiastic about learning They look impressive It is a fantastic addition They practice using English It is a teaching aid

Macmillan Education Learning English can be great FUN.

NEW LET’S LEARN ENGLISH

LONGMAN YOUNG CHILDREN’S PICTURE DICTIONARY

Games Games 10-minute games speaking games listening games grammar games writing games action games

10-minute games

Speaking games word gamesBoard games card games

G RAMMAR GAMES

Action games songs hand- clapping games dances patterned jump rope rhymes

Affective: Cognitive: Class Dynamics: Adaptability: - lowers affective filter; - encourages creative and spontaneous use of language; - promotes communicative competence; - motivates; - fun. - reinforces; - reviews and extends; - focuses on grammar communicatively. - student centered; - teacher acts only as facilitator; - builds class cohesion; - fosters whole class participation; - promotes healthy competition. - easily adjusted for age, level, and interests; - utilizes all four skills; - requires minimum preparation after development.

«Movies and games are not real life. They are an imitation, a reflection, an echo of real life. In some ways they are also a rehearsal for real life… …Classroom language tasks are not real life, but like movies and games, they are a rehearsal for real life…» Nick Dawson

Carol Read. 500 Activities for the Primary Classroom Jennifer Burger. How to Teach Effectly Games to Teach English for Kids english.daeji.ac.kr Sara Lipoff. Teaching Ideas for Primary School T. Svyrydyuk. All About Games Libra Terra 2007 Reference Guide for Teacher of English LONGMAN YOUNG CHILDREN’S PICTURE DICTIONARY. NEW LET’S LEARN ENGLISH