The role of games in learning English plan

STRUCTURE GAMES
Perhaps the most instructive language learning games are those that emphasize specific grammatical structures. They not only practice basic structures but do so in a pleasant, easy way that allows the students to forget they are drilling grammar and to concentrate on having fun.
The following games are concerned with Yes\no ques­tions, Why- questions, tag questions, the conditional, the comparative and superlative, adverbs, modals, demon­stratives, verb forms, and the future with going to.
There are also many games that give the students practice in question formation, something that is often neglected in the formal class where the teacher does most of the asking and the students only respond.
Bananas
Big, Bigger, Biggest
This or That
Roll the Blocks
Teapot
Identification
I'm going to take a Trip
First Guess
Neither Yes nor No
Thousand Dollars ,
News Reporter
Who Am I?
Questions Only, Please
Answer My Question
Nonsense
Tell the Truth
Things Could Be Different
Turn Left, Turn Right
Big, Bigger, Biggest
Objective: To practice the comparative and superlative forms. Language level: elementary Equipment and material: blackboard
This is a good game for all ages but it works especially well with young people. The class should be divided into two teams and the score kept on the blackboard by the teacher.
A player from one team stands up and says, "I have the longest hair in the class." If a member of the opposing team disagrees, lie or she stands up and says, "My hair is longer than your hair." If there is any question about it, the two should be brought to the front of the mom and their hair measured. The student with the longest hair gets a point of his or her team. The team with the most points at the end of the game wins.
If it seems advisable, you may, before the game begins, make suggestions about things that can be compared and in what ways.
Example topics: height—tall, taller, tallest shoe size—big, bigger, biggest age—old, older, oldest age—young, younger, youngest
Neither Yes nor No
Objective: To provide practice in formulating questions with tag endings. Language level: intermediate
In this game, one player is selected to be it, and answers questions put to him by the other students in the class. He must answer every question, but is not permitted to use the words yes and no. When he does so he is out of the game and the person who caused him to say yes or no takes his place.
The person asking the question must always do so with tag ques­tions. For example: "You're an English student, aren't you?" "New York is a big city, isn't it?" "Jim is taller than Bill, isn't he?"
If he forgets and uses a direct question he is out of the game. It is important to keep the questions and answers moving quickly. The questioned person must not take time to consider his answers. A player is not allowed to answer, "I don't know," or "I can't tell you.' A definite answer must be given and it can be anything the player wants to say—right or wrong—as long as it is neither yes nor no.
A game might proceed as follows:
Student 1: It's a nice day, isn't it? It is a bit cloudy.
Student 2: But the sun is shining, isn't it? It: Not too much.
Student 3: Do you like to sunbathe? (S3 is out of the game for ask­ing a direct question.)
Student 4: You like sunbathing, don't you? It: I like sunbathing.
Student 5: You were sunbathing yesterday, weren't you? It: Yes, 1 was. (If is out of the game for answering yes.)