Teaching grammar english skills with games

students with the opportunity to develop their
language and communicative

skills. Doing so enables them
to follow international developments in their own fields
and to function with ease in any communicative situation
required for their careers.

Objective:

in the grammar class is not on routine discussion of

grammatical rules and categories, and the students are engaged instead in real-world fun tasks, they will begin to realise how their grammar skills can develop in interesting ways. This will motivate them to participate actively in class, which in turn promotes language development. This unit focuses on three grammar games.

Introduction

overlap.
classifying games. First, language games are divided into two

types:
linguistic games and communicative games.
 Linguistic games focus on accuracy, such as supplying the correct antonym.
 Communicative games focus on successful exchange of information and ideas, such as two people
identifying the differences between their two pictures which are similar to one another but not
exactly alike. Correct language usage, though still important, is secondary to achieving the
communicative goal.

Classifications of games

characteristics:
 fun: the activity is chosen for its light-hearted character


separate: it is circumscribed in time and place
 uncertain: the outcome of the activity is unforeseeable
 non-productive: participation is not productive
 governed by rules: the activity has rules that are different from everyday life
 fictitious: it is accompanied by the awareness of a different reality”
There are many kinds of games designed for different levels as well as topics, so that students with
different language proficiency levels can enjoy and gain the best results from them.

A game is as activity that must have the following characteristics:

an element of fun… Games should be regarded as
an integral

part of the language syllabus, not as an amusing activity for Friday afternoon or for the end of the term.”
This definition highly evaluates the importance of games in teaching. It adds to teachers’ techniques in
teaching that games serve not only as an ‘amusing activity’, but as a technique to carry out tasks to learners
amusingly as well.
“Games can be used at all stages of the progression from controlled to free practice, serving at
one end of the range as a memory aid and repetition drill, at the other as a chance to used the
language freely and as a means to an end rather than an end in itself. They can also serve as a
diagnostic tool for teacher, who can note areas of difficulty and take appropriate remedial action.”

Definitions of game

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.'

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

- lowers affective filter
- encourages creative and spontaneous use

of language
- promotes communicative competence
- motivates
- fun

Cognitive:
- reinforces
- reviews and extends
- focuses on grammar communicatively

General Benefits of Games

class cohesion
- fosters whole class participation
- promotes healthy competition

Adaptability:
- easily

adjusted for age, level, and interests
- utilizes all four skills
- requires minimum preparation after development

perspectives. They demand interesting , new innovations and we

must not be left behind. It is time to be the best teachers possible.

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