Páginas: 7 (1616 palabras) Publicado: 4 de noviembre de 2009

• Document

• Printing
Printing press

• circulation level


• Tittle

• Author
LEWIS, Gordon; GÜNTHER, Bedson.

• Editor
Resource books for teachers. Series editor, Alan Maley.

• Publication
China. Oxford University Press. 1999. 145 pages.

•Investigation area

• Key words
language learning, games, young learners, pedagogic, activities.

• Summary
This book provides a guidance on the key aspects of language teaching, and supplies examples and discussion of actual classroom materials and techniques. It also gives a games collection to be used by preschool or primary teachers . These games can be apply to teach theforeign language as a different way working with young children between the ages of four and eleven .There are lots of games like, board games, dice games, Word games, team games among others. All the games are described with an explanation, materials, description and procedure.

• Sources
authors shaped this book based on the different documental sources like
➢ Brewster, j .1991. The primary English teacher’s guige. London: penguin.
➢ Greenwood, j. 1997. Activity box. Cambridge:Cambridge university press.
➢ Lee, w.r. 1989. Language teaching games and contest (2nd edition). Oxford : Oxford university press
Among other different sources. All the games described were tested with real learners so are author’s experience based.

• Contents

✓ Theauthors and series editor
✓ Foreword
✓ Introduction
This part presents a theoretical framework about the games in the EFL classroom and the reason to use them. The explanation of a language game, the integration of games into a syllabus taking into account more than just fun, different games fronm lesson to lesson, vary the order in which play games, when the fun is at its peak,think ahead. It is also taken into consideration the language level,the class size, turn players into teams, set up games, dealing with children who are out of the games, the central game board, a word on the mother tongue, useful game- playing terms and a part referring to essential materials.

✓ How to use this book
This part talks about the organization of the book : chapter headings:themes, game type, age, group size, time, materiqals, description, preparation, procedure, variations and comments , useful to choose the correct language game.

The book is divided into nine chapters: Family, Numbers, Colours, Body parts and clothes, Animals, Food, Out and about, Multi-purposes games, old favourites with new twist.

✓ Photocopiable worksheets
✓ Further Reading
✓ Indexes

• Methodology
This book is a descriptive material that initiates presenting some reasons to use games and how use them. Later sets a list of different activities describing them , all of the activities have been carried out by the authors and finally provides some material to be used for the teacher.

• Conclusions
➢ One of theneeds of preschool or primary teachers is to motivate the student in the process of learning a language.
➢ It is important to integrate games into the English syllabus
➢ The games provide useful classroom language.
➢ Games add variation to a lesson and increase motivation by providing encouragement to use the target language

• Relation with the personal research question

Thisbook provides me a very useful information about the theoretical part of the games, that is very important to create my theoretical framework, giving the reasons and some definitions really valuable for my purpose. It is also concerned with different types of activities that I could use in my research.


Date: February 2009

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