Games can help sustain learners' interest in language learning and encourage them to actively participate. When the content is meaningful to learners by amusing, angering or surprising them, the language is better remembered. There are many advantages to using games, such as providing a break from routine, increasing motivation and interaction, and creating contexts for meaningful language practice in various skills like speaking, writing, listening and reading. Effective games keep students involved, focus on language use rather than language itself, and allow students to learn, practice or review specific material.

1. GAMES

2. 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.

3. The need for meaningfulness in language learning has been accepted for some years. A useful interpretation of “meaningfulness” is that the learners respond to the content in a definite way. If they are amused, angered, intrigued or surprised the content is clearly meaningful to them. Thus the meaning of the language they listen to, read, speak and write will be more vividly experienced and, therefore, better remembered .

4. 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.

5. 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.

6. Another General Benefits of Games Cognitive: - reinforces - reviews and extends - focuses on grammar communicatively Adaptability: - easily adjusted for age, level, and interests - utilizes all four skills - requires minimum preparation after development

7. Examples of Games What's the Question? Level: Any Level Type of Activity: listening and speaking Purpose: review question forms previously studied in class Procedure: Form two teams. Explain the game, with a few examples of answers in search of questions. Ask, 'What's the question?', and get students to correctly say the corresponding questions for your answer. Rationale: This game forces the students to think backwards a little, so they must provide a grammatically perfect question. All too often, they are used to answering rather than asking questions, so this is challenging and useful as review

8. Chain Spelling ( Shiri-tori ) Level: Easy to Medium The teacher gives a word and asks a student to spell it, and then a second student should say a word beginning with the last letter of the word given. The game continues until someone makes a mistake, that is, to pronounce the word incorrectly, misspell it or come up with a word that has been said already, then he/she is out. The last one remaining in the game is the winner. This game can be made difficult by limiting the words to a certain category, e.g.. food, tools, or nouns, verbs, etc