السلام عليكم ورحمة الله وبركاته اخزاني واخواتي الكرام ... اعضاء هذا الصرح التعليمي والتربوي ... اتقدم اليكم بطلب المساعدة بشأن ... انني طالب ماجستير تخصص تقنيات تعليم .. طلب الحصول على رسالة ماجستير في التخصص .. اي كانت لكن باللغة الانجليزية .. واقوم بنقدها .. من كان لديه خبرة بمثل هذا او نحوه لا يبخل علينا ونحن ممتنين له بخالص الدعاء والتوفيق... او حتى رسالة ماجستير اجنبية مترجمة
'Language learning is hard work ... Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.'
'Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information.'
'There is a common perception that all learning should be serious and solemn in nature, and that if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing this is through games.'
'There are many advantages of using games in the classroom:
1. Games are a welcome break from the usual routine of the language class.
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning.
4. Games provide language practice in the various skills- speaking, writing, listening and reading.
5. They encourage students to interact and communicate.
6. They create a meaningful context for language use.'
When to Use Games
'Games are often used as short warm-up activities or when there is some time left at the end of a lesson. Yet, as Lee observes, a game "should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do" (1979:3). Games ought to be at the heart of teaching foreign languages. Rixon suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen.'
'Games also lend themselves well to revision exercises helping learners recall material in a pleasant, entertaining way. All authors referred to in this article agree that even if games resulted only in noise and entertained students, they are still worth paying attention to and implementing in the classroom since they motivate learners, promote communicative competence, and generate fluency.'
From 'Using Games in an EFL Class for Children'
Why Use Games in Class Time?
* Games are fun and children like to play them. Through games children experiment, discover, and interact with their environment. (Lewis, 1999)
* Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many children between four and twelve years old, especially the youngest, language learning will not be the key motivational factor. Games can provide this stimulus. (Lewis, 1999)
* The game context makes the foreign language immediately useful to the children. It brings the target language to life. (Lewis, 1999)
* The game makes the reasons for speaking plausible even to reluctant children. (Lewis, 1999)
* Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot.
* Even shy students can participate positively.
How to Choose Games (Tyson, 2000)
* A game must be more than just fun.
* A game should involve "friendly" competition.
* A game should keep all of the students involved and interested.
* A game should encourage students to focus on the use of language rather than on the language itself.
* A game should give students a chance to learn, practice, or review specific language material.
General Benefits of Games
- lowers affective filter
- encourages creative and spontaneous use of language
- promotes communicative competence
- reviews and extends
- focuses on grammar communicatively
- student centered
- teacher acts only as facilitator
- builds class cohesion
- fosters whole class participation
- promotes healthy competition
- easily adjusted for age, level, and interests
- utilizes all four skills
- requires minimum preparation after development
Using Games in Teaching Kids
A present for colleagues who teach primary stage pupils
1. How to Play
2. Organizing the group
3. Language ideas to use with this game
4. A few more language variants
5. Materials for you to use with this game
6. Reading and spelling variant
7. Tell us what you think
Category: Listening and understanding
Group size: 6 to 30 children
Level: Beginners to intermediate
Materials: Picture or word flash cards
Age: 4 to 12
Pace: Wake up to Excitable
This game is designed to be used for several purposes:
1. when you have just introduced some new vocabulary and
you want to reinforce it aurally before having your pupils
start to use it
2. for revision
3. when you want to plant a grammatical structure in your
4. to expose children to reading and spelling when you use
word flash cards instead of pictures
1. HOW TO PLAY
Seat the players round in a circle, on chairs, or on the
floor (on cushions if you have them), with one player
standing in the middle. Each player has a picture of an
item, or a word flash card, except for the player in the
middle. Call out two of the picture card items or words.
The two players holding these cards have to change places
without the person in the middle grabbing one of their
If the person in the middle manages to sit on the chair, or
the spot in the circle then the one left standing goes in
the middle. The new person in the middle hands their flash
card to the child taking their place in the circle.
If someone is stuck in the middle for two turns say "All
Change!". When the players hear this they must all change
places, which gives the person in the middle a very good
chance of joining the circle.
Once everyone has had one go ask your class to pass their
picture to the right, and take the one handed to them from
the left. You can give them another go with the new
And it's that simple!
2. Organizing the group
With anything from six to fifteen children you can have
only one circle. With sixteen to thirty children you would
need two groups. Each group should have the same picture
or word flash cards so that the two groups move
simultaneously when you call out the words or sentences. If
you have different age groups or abilities this is an
opportunity to put all the older ones together, or all the
brighter/more advanced ones together.
One thing to bear in mind is that you need an odd number of
children per group - for example seven pairs in the circle
and one child in the middle.
If you have an even number then you can play too - starting
in the middle. Alternatively you can pull out one of your
best students to call out the words or sentences.
It is very important, especially with larger groups, that
you keep the pace moving calling out the next change
immediately the players have swapped over. Do not give the
children time to start chatting to each other. Keep them
on their toes.
3. Language ideas to use with this game
The simplest version of the game is to call out two words,
for example, if everyone has a food or drink picture card
you could say: "bananas and pie". The child with the
picture of some bananas, and the child with the picture of
some pie change places. (If they can without the one in
the middle taking one of their spots first).
You can also incorporate the two words into a sentence such
as: "I like bananas and pie". You can use more
sophisticated sentences to match the ability of your class
and to introduce phrases you would like them to learn.
Here are some examples to give you the idea:
"I would like some bananas and some pie please". "I like
bananas but I don't like pie". "Do you like bananas?...No,
I like pie". "Can I have some bananas and pie?" "Where can
I buy bananas and pie?" "Do you have any bananas and pie?"
"I really love bananas but I can't stand pie". "I feel sick
when I eat bananas and pie".
There is/there are:
"In my kitchen there are bananas and apples". "In my
kitchen there is a pie and a banana".
You can see from the above examples how you can adapt the
game to your purposes.
You can be revising food vocabulary while introducing a new
phrase to them such as "You should eat bananas, but you
shouldn't eat pie".
Alternatively, you could be revising a phrase while
introducing new vocabulary.
For example let's say you recently taught them the days of
the week, and now you are
going to introduce food vocabulary. You can say:
"On Mondays I eat bananas and pie". "On Wednesdays I eat
potatoes and sausages". "On Saturdays I drink coke and
milk". "On Thursdays I drink water and I eat bacon".
And so on.
If you have an advanced class there is no reason why they
cannot enjoy this game from time to time, and you can use
it in the same way described above, simply use the
grammatical structures you are teaching them at the time,
however complex. For example:
"I only wish I could have some bananas and pie".
"You ought to eat bananas and pie". "How can you think of
eating bananas and pie".
If you like this game, remember that there are 101 great
games in my book 101 Teaching English Games for Children.
There are games for listening like this one, and also many
games for speaking practise, as well as fun reading and
Other vocabulary ideas for this game are: sports, Next
weekend I'm going to windsurf and play tennis, or animals,
On my farm there are pigs and sheep, or professions, My
mum's a doctor and my dad's a dentist, or places in town,
On Monday I'm going to the bank and the supermarket, or
fairy tale vocabulary, The princess married the Martian.
If you have a few star students who pick things up quickly
you can give them the task of calling out the sentences.
5. Materials for you to try this game
You can use any pictures or word flash cards you may
already have to play All Change. In addition I have
prepared a set of picture and words cards for you using
6. Reading and Spelling
Please see sections 1-5 for how to play, for ideas on
using the game, and for where to get your materials.
Once your students have learned the vocabulary by heart,
you can practise reading and spelling by playing All Change
with word flashcards instead of pictures. This allows the
children to read the words and become familiar
subconsciously with the spelling.