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nts cooperate in the language classroom，in which students are given opportunities to interact with each other, get inspirations from each other, open wisdom in problem solving tasks and attempt to make themselves understood．Some students, even if not interacting at that given moment, will be more likely to take notice of and learn from what their classmates say and get something from the feedback they receive from the teacher. So the question-answer is a beneficial interaction for students in secondary vocational school.
 4.1.2 Games 
Games offer students a fun-filled and relaxing learning atmosphere．After learning and practicing new vocabulary, students have the opportunity to use language in a non-stressful way．Games introduce an element of competition into language-building activities．This provides valuable impetus to a purposeful use of language．In other words，these activities create a meaningful context for language use．The competitive ambiance also makes learners concentrate and think intensively during the learning process，which enhances unconscious acquisition of inputs．Fun is the nature of game where as rules are absolutely necessary in order that play should be possible in a logically organized manner.   
If we teach English with the help of various games, the students can learn something while they play with their classmates．Under such circumstances，teaching and learning should also be enjoyable, and it is difficult to tell the difference between “study’’ and “play”．The students do not feel any pressure of language learning and learn quickly in such an atmosphere． 
The benefits of using games in language-learning can be summed up in nine points．   
Games are learner centered．   
To promote communicative competence．   
To increase learning motivation．   
To create a meaningful context for language use．   
To integrate various linguistic skills．   
To encourage creative and spontaneous use of language．
To construct a cooperative learning environment．   
Based on the advantages discussed above, English teachers should design English games to help students experience the fun and usefulness of English，and at the same time improve their spoken English．   
Games can be manipulated for all types of English language teaching，such as the teaching of grammar, vocabulary, writing or integrated skills．An information-gap game can be designed around vocabulary．The teachers can choose one student and show him one word in secret．The student must describe the word in detail and he will fail if he “bring” the word out．Let the other students guess the word and the student who guess it first wins．In this way, the use of vocabulary can be practiced in a natural way．If the competition element is involved in the game and the evaluation is fairly carried out, students will have a lasting interest in this vocabulary game．   
Example l   

Teacher：let’ s play a guessing-word game for ten minutes．We are going to guess animal names at this time．Ok? I have prepared some cards on which there are some animal names．Sometimes the name of an animal is easily guessed out．So I have an additional requirement，you guess the name and at the same time you must give a proverb about this animal. When you make it，please put up your hand to本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。