| There are many ways to teach ESL/TEFL to | | | | a time. |
| children but one of themost exciting and | | | | |
| rewarding ways to do it is by using | | | | English Games solve this because they allow |
| Englishgames. English Games not only engage | | | | you to engage theentire class in activities |
| the children, but alsoteach through play - | | | | that require practical use. Whenchildren |
| and most of the time the children don'teven | | | | learning ESL get this meaningful and |
| know they are learning until the time comes | | | | contextualpractice, the language becomes more |
| to show theirknowledge! It truly is possible | | | | vivid in their minds andthey are better able |
| (and almost necessary) tocreate a classroom | | | | to remember what they've learned and used. |
| where the students not only learn but | | | | |
| alsotruly enjoy their time there. | | | | Furthermore, English games often encourage |
| | | | pupils to uselanguage spontaneously and to |
| Incorporating English games into the | | | | think for themselves and they givechildren |
| classroom can buildinterest in the class, put | | | | the confidence they need to go out and use |
| language in an interesting andmeaningful | | | | the languagein real-world settings. |
| context, give students a break from the | | | | |
| pressures oflearning a new language while | | | | Giving Students a Break |
| giving the break a purpose, teachreal world | | | | |
| skills and, most importantly, build | | | | Learning a new language is intense and even |
| thestudent/teacher bond. | | | | sometimes stressful. |
| | | | |
| Building Interest in the Class | | | | English Games allow ESL pupils to have a |
| | | | break from the rigor oflearning a new |
| While many of us might not like to admit it, | | | | language. If you find the right kinds of |
| many children don'tnecessarily like the idea | | | | gamesthis break can have purpose and make |
| of being in our classes to learn a | | | | useful the time spent onthe break because |
| newlanguage. Even more, as teachers we all | | | | they are still practicing their skills. |
| know that even the mostattentive children can | | | | Inaddition, the students will be totally |
| get bored and lose focus on occasion. | | | | immersed in the focus ofthe game and they'll |
| | | | be learning before they even realize |
| Incorporating English games is a great way to | | | | what'shappening. |
| get out of the rutof language drills, | | | | |
| worksheets, boring repetition and | | | | Teaching Real World Skills |
| individualstudy. If you can find ways to keep | | | | |
| the children interested inclass (i.e. through | | | | Teachers who successfully use English games |
| fun English games), they will also find | | | | in their classroomswill tell you there are |
| thatthey are interested in the topic - and | | | | more benefits than those just related |
| will often absorb andretain more knowledge | | | | tolearning the language. English Games give |
| than if they are simply studying to pass | | | | opportunities for shystudents to express |
| atest or complete an assignment. | | | | themselves in a non-threatening environment. |
| | | | |
| Friendly competition is also great to keep | | | | The class will learn to work together as a |
| children interested -it often is the one | | | | whole or as smallgroups. English Games can |
| encourager that they need to | | | | also promote competition in ahealthy, fair |
| activelyparticipate in any classroom | | | | manner, if you chose to use them that way. |
| activity. The outcome of the game | | | | |
| | | | Creating a Student/Teacher Bond |
| (even if it is simply knowing the score at | | | | |
| the end of the game)gives them a concrete and | | | | Finally, as a teacher I'm sure you want to |
| immediate incentive to use thelanguage as | | | | build a bond withyour pupils. Playing English |
| dictated by the game. | | | | games does this in so many ways. |
| | | | |
| Putting Language in Useful and Meaningful | | | | You'll be able to show yourself as a person, |
| Context | | | | not just a teacher,as you encourage your |
| | | | students to do well in the game, or joinin |
| Repetition is necessary for fluency, yet | | | | with them. Playing games also creates a |
| there is nothing moremeaningless than | | | | positive learningenvironment that allows |
| repetition in a void. If you ask your class | | | | children to relax and enjoy themselvesand |
| tokeep repeating words back at you they'll | | | | those around them. |
| start to feel likeparrots. | | | | |
| | | | While some people still look at games as |
| Also, if you want the children to practice | | | | "time fillers" in aclassroom, when used |
| conversation you havea few options. The | | | | correctly they can actually replace |
| problem with most options is that the classis | | | | |
| either practicing this real life usage in | | | | "traditional" teaching time with activities |
| small groups thatdon't have you there to | | | | that give thestudents (and teachers) so many |
| observe and offer assistance or much ofthe | | | | more benefits than lectures,worksheets and |
| class is left to work on their own while you | | | | boring repetition. |
| have aconversation with one or two pupils at | | | | |