Using Games In Teaching English To Young Learners

Using Games in Teaching English to Young Learners
Lin Hong zhangyllh [at] hotmail.com Guangdong Foreign Language Normal School (Guangdong, China)
I. How to Choose a Game
Students may wish to playgames purely for fun. Teachers, however, need more convincing reasons. 'Teachers need to consider which games to use, when to use them, how to link them up with the syllabus, textbook or programme andhow, more specifically, different games will benefit students in different ways (Khan, J.1996).' The key to a successful language game is that the rules are clear, the ultimate goal is well definedand the game must be fun.
Below are some questions which we might consider as we choose a game:
• Which language does the game target?
• Which skills does it practice? The language skillfocus could be any one of the major skills of listening, speaking, reading or writing.
• What type of game is it?
• What's the purpose for using it?
• Does it fit the students? How could Isimplify or make it more complex if necessary? Many games require modification in use when the students' need are taken into consideration.
• How much interaction and participation is there?Maximum involvement is something we are pursuing.
• Do I like the game myself?

II. Hints and Suggestions
• When giving instructions to beginners, a few words in the mother tongue would bethe quickest way to make everything clear. More English exposure is needed at a later stage.
• Games are best set up by demonstration rather than by lengthy explanation.
• It is very importantnot to play a game for too long. Students will begin to lose interest. It is best to stop a game at its peak.

III. The "Magic Matchbox" Game
This is a guessing game played by teams to practicenumbers.
• Exponent: How many? There are…
• Additional benefits: genuine communication; hidden drilling; teamwork
• Language needed: numbers 1 to 11
• Time: 10 to 15 minutes
•...