Games in the classroom Game can be generally defined that

Game can be generally defined that something played for fun an activity that people participate in, together or on their own, for fun.

As well as in teaching because of the evolution of teaching the generation changes so the needs in teaching also changes and this is how the games recognized and included in most of lesson plans and activities inside the teaching portfolio.

´Games have been shown to have advantages and effectiveness in learning vocabulary in various ways. First, games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Second, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities. Third, vocabulary games bring real world context into the classroom, and enhance students´ use of English in a flexible, communicative way.´

Benefit and advantages of using a game in a classroom.

´There is a common perception that all learning should be serious and solemn in nature, and that if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing this is through games.´

´There are many advantages of using games in the classroom:

1. Games are a welcome break from the usual routine of the language class.

2. They are motivating and challenging.

3. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning.

4. Games provide language practice in the various skills- speaking, writing, listening and reading.

5. They encourage students to interact and communicate.

6. They create a meaningful context for language use.´

Some examples of games are:

Telephone Wires

By Jo Budden

This is the classic children’s party game sometimes known as ‘Chinese whispers’.

•A sentence is whispered around the circle of students. The last student to receive the message either says it aloud or writes it on the board. This can be a fun way to introduce a topic and activate schema at the beginning of a class. For example, for a class on food, whisper the question, “What did you have for lunch today'” Equally, at the end of a class it can be a nice way to revise structures or vocabulary from the lesson.

•A variation of this is to get the students into two lines (team A and B) in front of the board, so the first student in both lines is really near the board and the teams are lined up behind him/her. You whisper a sentence or a question to the two students at the end of the line and they pass it down the line until it reaches the students nearest the board who then have to write the sentence on the board.

•Another variation is to play the game into and out of the students’ own language. You whisper the starting sentence in English. The next student translates into their own language and passes it on, the next one translates it back into English and so on until it gets to the end. If you choose your sentences carefully this can be a fun way to look at your learners’ common mistakes which come from mother tongue interference. This version can work well in teams too.

Seasonal games (since it is Christmas)

Pass the parcel (Whole class/mixed ability groups)

Prepare 5-6 boxes or envelopes decorated or wrapped with Christmas paper. In each parcel put a group activity with a Xmas theme for students to try e.g. a word search, a dialogue to practice, a questionnaire to ask each other, a poem to read aloud. Spread the boxes around the class and students can work through each parcel, passing them around. Good for two lessons or a double period as well. Santa’s sack (whole class)

Prepare everyday objects of varying sizes and shapes. Wrap them up in Xmas paper and put in a sack (a pillow case will do !). Students take turns to fish out an object then win points if they can guess the object. “It could be a mobile phone….It might be a calculator … etc.” Lower levels can say “I think it’s a..” or ask “Is it a/an..'”

Learning and at the same time having fun is an effective way to learn without so much pressure in both teacher and student.

So why not do it if it makes the students better.

References: •British council.org.

•Teflgames.com