The role of games in learning English plan

Affective:
- lowers affective filter
- encourages creative and spontaneous use of language
- promotes communicative competence
- motivates
- fun
Cognitive:
- reinforces
- reviews and extends
- focuses on grammar communicatively
Class Dynamics:
- student centered
- teacher acts only as facilitator
- builds 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 development⁶.
GAMES FOR LISTENING
CARING AND SHARING GAMES
Our ideas for this section derive, in part, from the work of G. Markowitz and, in part, from the experience of youth club and community leaders.
All the games in this section demand and encourage trust and interest in others. We believe these values are native to everyone. However, in some cultures they may not be associated with school or college and with foreign-language learning. You may for this reason have some difficulty in overcoming your learners' shyness or reluctance to share personal feelings and experiences with other class members. Only you can decide how and when to make the attempt to introduce the learners to caring and sharing activities, but we believe the following points to be generally true:
1.The teacher must believe-and be seen to believe-in the value of the learners coming to understand each other in the English lesson and through the medium of English. Most learners want to learn English not only to exchange impersonal information (buy tickets, ask the way, etc.) but also to get to know people. It is essential; therefore, that English is used for that purpose by the learners in the classroom.
We also believe in the value of people getting to know each other and learning to respect and value others whenever it is possible. And clearly language-learning lessons offer the opportunity for this kind of development.
2. The teacher and the class must be convinced that the language used in the caring and sharing activities is relevant to 'real life' situations, i.e. situations out of school where English is used.
3. Learners are more likely to accept caring and sharing activities - this applies to all games, group work, etc. — if they arc introduced to these activities in the early years of foreign-language learning.