Games+Come+To+Students∩+Rescue

At present we know that our brain is plastic, it continuously remodels itself, sometimes within a remarkably short period of time (these biological changes are the result of outside experience); certain intellectual functions are restricted to one cerebral hemisphere; emotion is a primary catalyst in the learning process; memory is not stored in a single location in the brain or static or unitary; there are multiple intelligences, different learning styles and emotional intelligence. It is obvious that we cannot continue using the same methods as those of our ancestors´ believing that all our students learn the same way. The great challenge is to create new resources which accelerate the acquisition of the language making the most of each student´s abilities and strengths. The use of games in class widens the scope of resources in an infinite way because it promotes the use of both cerebral hemispheres; enhances memory by providing more ways of representing information in the brain to help reconstructing it later; develops different intelligences and self-esteem; provides practice for the four language skills; and creates a highly motivating, secure and entertaining atmosphere which generates the desire to learn through positive competition.
 * // What are the problem we face when teaching adults? //**
 * Your students may not seem motivated.
 * They need to learn but this is not the first time they try and are frustrated.
 * Conversation activities are artificial and dry up quickly.
 * You have a job getting some students to say anything at all.
 * Students arrive late, are tired and you never know who will be coming and when.
 * More often than not they don´t do their homework.
 * Students don't remember what you covered earlier in the term and remember even less of what you covered the term before!
 * You don't know how to practise specific grammar in fun ways so you just stick to worksheets and gap fills.
 * You live in dread of finishing a lesson early and not knowing what to do.
 * You do not know how to cater for the mixed abilities in your classroom. More advanced students aren't learning anything and the slower ones cannot keep up.
 * The textbook is boring, outdated, or it is not a good fit for the level of your class.
 * You are advancing through the textbook to a sea of glazed faces and whenever you give students a test the results are terrible!

I know many teachers think adults don´t want to “waste” valuable classroom time playing some silly game. That view is outdated in today's world. Not only do many adults throughout the world enjoy games, but language games actually accelerate learning in a number of ways. However, it is absolutely vital that adult students know why they are using a particular game, what specific target grammar or vocabulary they are practising, or what skill they are reinforcing by using the game. If students know and understand why they are doing a particular activity they will be much more inclined to cooperate and enjoy the learning.

** //What are the main advantages of playing in class?// **

Games…
 * are a unique tool to motivate students;
 * provide fun learning;
 * are a natural way to improve all learning;
 * reduce stress;
 * create a relaxed atmosphere;
 * increase attention;
 * unlock puzzles within the brain;
 * assist the brain in developing new strategies for learning;
 * activate the mind;
 * increase reasoning;
 * allow students to practise the four language skills;
 * bring all four learning styles into play: auditory, visual, kinesthetic and tactile;
 * promote positive competition;
 * help bonding between class members and with the teacher;
 * promote intercultural understanding;
 * raise self-esteem;
 * build mental awareness and understanding;
 * help communicative learning;
 * promote an active role in the acquisition of the language;
 * allow growth in receptive and expressive language;
 * extend short term memory;
 * lay the foundation for long term memory;
 * provide practice in recall and retrieval;
 * give immediate feedback;
 * increase speed in thinking;
 * allow for the use of setting time limits on tasks
 * help teachers make students practise new vocabulary and grammar over and over again without boredom. (Beginners and lower intermediates in particular need a lot of repetition in order to fully absorb new vocabulary and grammar);
 * make students use both brain hemispheres;
 * allow students to work together in small groups in a highly structured way, yet giving them independence to practise constructively, in a supportive atmosphere, without the constant presence of the teacher making the most out of lesson time by spending it speaking English;
 * get students involved in the activity itself so they are more inclined to contribute in class, even shy students come forward to join in;
 * stimulate the use of the language with a different purpose from that of simply practising it;
 * grab their attention and interest so naturally they make more effort to concentrate and retain language. They want to win!
 * are an inviting way to learn...