The series of language games in the hands of our children Part 3

Why linguistic games? Linguistic games are among the most important activities in communicative language teaching in the language classroom; because the language classroom is an artificial place for teaching the language, and the linguistic game reduces the phenomenon of artificiality surrounding education inside the classroom, and also achieves a significant degree of realism in practicing the language. It is an important complement to the educational process; learning the language is heavy for adults before children, and playing in an atmosphere of joy and fun helps to succeed in education. It also develops the spirit of competition among students and their ability to work in groups. The teacher will also find himself enjoying these linguistic games if he stimulates his creative and imaginative abilities to invent new games and develop what he already has of games. He can also turn some of the games in this book into exercises if needed. Benefits of linguistic games: • Moving the student from the theoretical side of education to the practical side through practical application of the language. • Developing the student's language skills, especially reading and speaking skills. • Enhancing the use of language elements such as vocabulary and structures. • The student discovers his own abilities and mental capacities. • Contributing to facilitating the educational process by adding a different and effective educational means. • Making the lesson interesting and attracting the student's attention. • Helping some students overcome language problems and some psychological issues. • Achieving both benefit and entertainment for the student through linguistic games. Part one of the series of linguistic games accompanying the series "Arabic Between Our Hands": • This series is an additional material accompanying the "Arabic Between Our Hands" series. • Each part contains one hundred linguistic games that address many language skills. • The games are not tied to a specific time of the academic year, and the teacher can choose the appropriate time for each game. • The series has been produced with attractive artistic presentation that considers different ages and categories. • It can be presented to students inside and outside the classroom in an exciting competitive format. • It serves as a reference for those who want to create educational curricula and their means. • The games are standalone and not linked to any additional tools. • The series is equipped with a detailed introduction and solutions for the games at the end of the book. • The teacher can develop the games and invent new ones. • It benefits both Arabic speakers and non-Arabic speakers.