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“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
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Bog'liq Maqola 3 (207-211-bet)“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
442
How do we use games to teach English learners in the classroom? Now that
we realize the importance of games to teach English learners, the next step is to
apply them within the classroom. When researching games to use as classroom
activities, it is easy to see a correlation between popular children’s games and the
adapted classroom version. A creative teacher will find that almost any game can
be adjusted to suit the needs of a lesson. As we are dealing with the TESL TEFL
TESOL setting, it is important to be sure that any games we might use are
linguistically relevant, simple to explain, easy to set up, and fun to play. (Roth)
Games can be used as an ice-breaker or warm-up at the beginning of class, as an
introduction activity for new vocabulary or grammar, or as a review exercise at the
end of a lesson, chapter, or before an exam. While the preparation of materials may
be time-consuming, ” the time and effort it might require to create the materials for
each game will be well worth the while, and from then on, you’ll always have the
materials available to you”
Tips on games to teach English learners: We know it may be discouraging to
read about having to do more preparation – especially when the phrase “time-
consuming” is used. Never fear. Games to teach English learners are supposed to
be fun, remember? “The ELT Grammar Book” suggests having students help you
in preparing materials for the games. “Not only will that cut down on your work,
but it will also give your students practice on the language points your game is
focusing on.” You will find that many students enjoy being part of the creative
process and will be more than willing to help – this is especially true with younger
students. Another suggestion is to limit groups to four or five students so that the
students won’t “get restless waiting for their turn to come up again.” Depending on
the size of the class, this may mean that you will have to walk around the room to
monitor various groups and assist them during the game as needed. Genevieve
Roth makes the following suggestion for presenting the game: “Play the game with
one or two pupils in front of the class as a demonstration.” This will allow the
others to see a model of what is to be done and how the game is to be played. She
also suggests that the students sit in a circle around you as you explain. You may
decide to act out the game by playing first one part and then the other for them to
see. And finally, she suggests that you give the game a chance and not be
discouraged, as it sometimes takes time for students to understand the game
enough to really enjoy playing it. (Roth) Roth’s work is geared mostly toward
teaching English to children; however her advice may still be helpful when
working with adults.
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