From my own teaching experience I have noticed how enthusiastic students are about using games during the lesson. However, apart from the fact that games are one of the most enjoyable classroom activities, they “provide an opportunity for intensive language practise” (Hadfield 1990: VII) and are successful methods of language presentation and revision. They enrich classroom activities but at the same time focus student attention on specific structures, grammatical patterns and vocabulary items, hence their great educational value. W.R. Lee holds that “most language games make learners use the language instead of thinking about learning the correct forms” (Lee 1995: 35). They are also highly motivating because they are amusing and at the same time challenging. However, since games are used not only for mere fun, but more importantly, for the useful practice and review of language lessons, games should be suitable and carefully-chosen.
 

From my own teaching experience I have noticed how enthusiastic students are about using games during the lesson. However, apart from the fact that games are one of the most enjoyable classroom activities, they “provide an opportunity for intensive language practise” (Hadfield 1990: VII) and are successful methods of language presentation and revision. They enrich classroom activities but at the same time focus student attention on specific structures, grammatical patterns and vocabulary items, hence their great educational value. W.R. Lee holds that “most language games make learners use the language instead of thinking about learning the correct forms” (Lee 1995: 35). They are also highly motivating because they are amusing and at the same time challenging. However, since games are used not only for mere fun, but more importantly, for the useful practice and review of language lessons, games should be suitable and carefully-chosen.