Teach English in Wuping Zhen - Chongqing

Games in the ClassroomGames are a vital part of learning in the EFL/ESL classroom. Not only do they provide students with the opportunity to practice language fluency, but they provide a number of additional benefits. In fact, some authors (Deesri, 2002; TITO, 2012; Ersöz, 2000; Nguyen & Kuat, 2003 and Uberman, 1998) deem them to be such an important tool and promote their use as the central point to student learning as they provide context and meaning to otherwise theoretical learning situations. Games can be used at all stages throughout a lesson. As icebreaker activities they can help students relax and settle into class as well as set the stage for an inspiring and motivational session. They can be used as warmers in the study phase to introduce new vocabulary and grammar, and can also be used in the activate stage to encourage communication fluency between students. Teachers can also use individual games to keep fast finishers occupied. Benefits The benefits of games as a learning tool are many: ? As participation of all is encouraged, students have the opportunity to work with and build rapport with fellow students, thus building class cohesion and improved group dynamics (Lengeling & Malarcher, 1997); ? Games can help lower anxiety as they provide a safe environment free from ridicule. This can give shy students more opportunity to express their opinions and feelings (Uberman, 1998) and provide comfort for adults who tend to put up more barriers than some adolescents (Nguyen & Kuat, 2003); ? Uberman (1998) claims that with an easy and relaxed atmosphere, students remember things faster and better; ? They motivate and engage students and provide an injection of fun and stimulation into the class. They add variety and can be a welcome diversion from learning theory (which can be frustrating and draining) and useful in keeping evening classes energised. If students are kept motivated and engaged in the lesson, the results can be incredible (TITO, 2012); ? They promote communication competence and fluency. When you are having fun, you forget you are in a learning environment and use the language spontaneously (TITO, 2012); ? The classroom may be the students' only exposure to the language. Games bring real world context into the classroom, and enhance students' use of English in a flexible, communicative way (Uberman, Nguyen & Kuat, 2003). Thus the meaning of the language listened to, read, spoken and written will be more vividly experienced and, better remembered (Wright, Betteridge & Buckby, 1994, p1); ? Due to the competitive nature of many games, they can provide a great sense of accomplishment for students and teammates (TITO, 2012); ? Finally, a suite of good communication games can be an EFL teacher?s best friend as they provide a useful educational resource in a variety of emergency situations (fast finishing students, to fill out lesson content, if called away etc). Types of games Many EFL teachers invest time and money to make their own games that are specifically tailored to the learning situation at hand. However, any number of children?s games can be adapted to classroom needs, including monopoly, twister, cluedo, jeopardy, noughts and crosses, pictionary, snakes and ladders, hangman, memory cards, mastermind, who/what am I?, , go fish, crossword puzzles etc. How to use games While games can be used in many ways, they should be regarded as supplementary activities and not relied upon for the entire syllabus (Erzos, 2000). When choosing a game, the teacher should be mindful of choosing one that is appropriate for the class in terms of space, materials, the amount of time needed, proficiency level, culture, interests, age of the students and relevance to topic taught (Lengeling & Malarcher, 1997; Nguyen & Kuat, 2003). The teacher should give clear instructions. Roth (in TITO, 2012) suggests demonstrating to the class how the game is played by using one or two pupils in front of the class. Once the game has begun, the teacher should not interrupt to correct mistakes, but should wait until game completion to discuss common mistakes. Participation in activities should be voluntary but encouraged. Firstein (in TITO, 2012) also suggests that group size should be limited to four or five students so that students don?t get restless waiting for their turn. An EFL teacher will need more than games to educate their class, but these fun, educational resources are a valuable asset to engage, motivate and stimulate students and encourage learning and retention. BIBLIOGRAPHY Deesri, A (2002). ?Games in the ESL and EFL Class?, The Internet TESL Journal, Vol 8, no 9, viewed 25th March 2012, http://iteslj.org/ Ersöz, A (2000). ?Six Games for the EFL/ESL Classroom?, The Internet TESL Journal, Vol. 6, No. 6, viewed 25th March 2012, http://iteslj.org/ Lengeling, M. & Malarcher, C. (1997). 'Index Cards: A Natural Resource for Teachers', 'Forum' Vol. 35 No 4, Viewed 25th March 2012, http://www.teflgames.com/why.html Nguyen, T & Kuat, T (2003). 'Learning Vocabulary through Games', Asian EFL Journal, December Issue, viewed 25th March 2012, http://www.teflgames.com/why.html The International TEFL Organisation (TITO) 2012, The Importance of Games in the Classroom, viewed 25th March 2012, http://www.teflcorp.com/articles/84-tefl-games-in-the-classroom/256-the-importance-of-games-in-a-classroom.htm Uberman, A. (1998). The Use of Games for Vocabulary Presentation and Revision', Forum Vol. 36 No 1, viewed 25th March 2012, http://www.teflgames.com/why.html Wright, A, Betteridge, D and Buckby, M. (1984) 'Games for Language Learning' , Cambridge University Press.