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Teaching simply with white chalk in hand, writing on blackboard paints a dull picture of language learning on the minds of young learners Every teacher must keep this fact in mind that young learners like to play, and they participate in games with more enthusiasm and willingness than in any other classroom task. That is why games are generally considered as the most important and entertaining activities during class teaching. Those teachers who fail to understand the importance of games normally face unruly, uncontrolled and noisy class and they waste most of their teaching time in order to maintain discipline. However, children, in general, learn better when they are active. Thus, when language learning is channelized into enjoyable games, students are very often willing to invest considerable time and effort in playing it. Children find playing activities much richer language studying work than doing other kinds of boring and traditional teaching practices. If games are properly designed, they may become an excellent and essential part of a children’s language learning program. Young learners need to be motivated through exciting and relevant classroom exercises. For games are activities with rules, a goal to achieve, and an element of fun; they seem to be challenging and interesting enough to keep the young students occupied and eager to complete the task. The majority of activities, which are found in resourceful materials for teachers, are based on the belief that the games children enjoy and are interested in playing outside the classroom can be adapted and exploited for use in the English language classes. Furthermore, as they use English for real purposes, they make the children play and learn at the same time. However, it is always necessary to keep in mind the interests and needs of young learners. It is also very essential to note that games like any other activity or tool can be overused when exploited too much so that the motivating element disappears rapidly. Since children’s concentration and attention spans are short, variety is a must. This means a variety of activity, variety of pace, variety of organization. Young learners have an amazing ability to absorb language through play and other activities which they find enjoyable. Teachers must select and design the games which seem to be a challenging and exciting tool to make the young learners motivated and satisfied with making progress in language learning. Insertion of games is extremely valuable because it awakens young learners’ individual capabilities. Complete dependence on the textbook is not suitable for any age group students. Furthermore, the textbook is designed for a general audience may not fully match the students’ specific requirements. A good solution to overcome some of these problems is to involve students in various learning activities. Young learners are full of ideas and enthusiasm. Wise teachers use these energies for learning purposes by formulating different interesting tasks and challenges in the shape of classroom games. Teachers must keep in mind that the games provide a clear and meaningful purpose for using language which capitalizes on young learners’ desire to communicate, for example, activities which involve a game, puzzling something out, or getting missing information from another person. All these make sense and are meaningful to young learners. “Challenging” is also a very motivating factor for the learners and make them think so that they are more engaged and so process the language more deeply. Another important point is the provision of activities which are enjoyable and interesting and which make children want to continue doing them so they get more practice, for example, creating monsters, guessing, and games with the winner or prize. However, it is important that these all have a clear language-learning purpose so that children are practicing and they are not done just to keep students entertained. Research shows that it has always been meaningful to provide activities which allow children to be creative with the language and give them an opportunity to experiment with it. This will help the young learners to test out their hypotheses about the language and assist the development of their internal language system.
