5.2 Why games?

If young learners see English as something that has to be done, and when the class is over they are happy that they can run and play with their friends, it is likely that little learning will take place in the classroom.

So what can we do as teachers? Does there have to be any distinction between learning and fun?

Read the short text in the Why games? resource. Then add your ideas to theWhy games? wiki below.

5.2 Why games?

Games play an important role in the lives of children. Children naturally involve themselves in game-like activities at every stage of their development, although the purpose of games changes as they grow up.

Sometimes the games are about playing out fantasies, sometimes ritual, competition or luck. Children tend to see life itself in terms of games, and anything else is often thought to be something they have to rather than want to do.

If young learners see English as something that has to be done, and when the class is over they are happy that they can run and play with their friends, it is likely that little learning will take place in the classroom.

So what can we do as teachers? Does there have to be any distinction between learning and fun?

We think not. There’s no reason why a lesson can’t be all learning and all fun. If learning itself feels like a game, and if the children feel they are discovering a fascinating new world through games and activities, it is much more likely that English will play a central role in their world.

What does this mean? What it means is that games are not just for fun, nor are they simply for practising language - they are where the real learning occurs! This should be sufficient reason for using games and other similar activities in our classes.

Can you think of any other reasons why we should use them?

When you have thought of a few ideas, go to the Why games? wiki and add them.

6

Purpose, organisation and materials

This exercise will take around 20 - 30 minutes.

Although children may want to play games for fun and enjoyment, we, as teachers, need different reasons. We need to think about which games to use, when to use them, how to bring them into the syllabus or coursebook and how different games will benefit children in different ways.

Importantly, the games we use must, in some way, be language dependent.

Read the Purpose, organisation and materials resource and investigate some popular classroom games.

6.1 Purpose, organisation and materials

Although children may want to play games for fun and enjoyment, we, as teachers, need different reasons. We need to think about which games to use, when to use them, how to bring them into the syllabus or coursebook and how different games will benefit children in different ways.

Importantly, the games we use must, in some way, be language dependent. That is, they must focus on the use of items of vocabulary or language structures.

For example, ‘Simon says’ uses a variety of language including the function of giving instructions, imperatives and, vocabulary of parts of the body. The leader of the game has to produce all these items orally and the players listen and respond with understanding.

As a result, if you use this in your young learner classroom, you could justify the game as consolidation of the language items or as listening practice.

Remember! The focus and purpose of the game should match what you want to teach.

There are many different kinds of games, and different points to consider in using them. These include those which are related to the overall purpose of the game; the different organisation and groupings required to play the game, the materials required, and finally the language items or skills practised.