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