1. The important things should be considered (using games)
Games have several functions; they are used to introduce new materials, repetition,
and strengthening.
Games should be selected based on the age and ability of the students.
Try to use target language in playing games.
Not to long (10 –15 minutes)
Involve all the students
The rules and instructions must be clear and followed by example.
Games should train the function of the language and vocabulary that become the
instructional goal.
Games are to be found at the fluency-accuracy spectrum
Games should be regarded as an integral part of the language syllabus, not as amusing
activity for Saturday afternoon or for the end of the term.
Games make use a variety of techniques, variety is important in language teaching, and
succession of games based on the same principles through exiting and novel at first, would
soon pall.
How to play Memory Game
Memory Game can be played by two or more players. The object of the game is to collect as
many pairs as possible before the cards run out.
Mechanics of the game:
1. The students sit around a table.
2. The teacher lay all the cards face down on the table in the pattern of a grid.
3. The students determine who will be the first player.
4. Players take turns flipping open two cards at a time to see if they match. Players must
read the words out loud for the other players to hear.
5. If the two cards match, the player who opened them gets them and puts them face up in
a pile in front of him or her. He then takes another turn. (If he gets another pair, he gets
yet another turn, otherwise the turn moves on to the next player.)
6. If the two cards don't match, the player who opened them has to flip them face down
again and the turn moves on to the next player.
7. Players take turns until there are no more cards left in the grid.
Variations for Memory Game can also be played. Instead of a player getting another turn if
he makes a match, for example, you can move on to the next player. Or you can have
children play in pairs.
