【正文】 may contain the density of practice as conversional drill exercises. The benefit of drilling is that it places attention on a language form and its frequent use during a limited period of time. By making the language convey information and opinion, games may provide the key feature of drills with opportunity to know the usage of language as living munication. In addition, games can increase motivation to learn the language as students, especially weaker ones, feel a real sense of achievement when they manipulate a game. Also, games can provide the opportunity for students to do intensive practice as a break from the usual routine, but without boredom. They also have the added advantage of being memorable, and therefore the language practiced in it can learn a lot of background knowledge of the culture of English speaking countries. Finally, games are group activities with an act of cooperation, which is beneficial for bringing the group together and breaks down the barriers of embarrassment and keeping silent, which can sometimes prevent students learning a language effectively. From the analysis above, it is clear to see that the purpose and spirit of games conforms to the characteristics of students and the theories on language teaching from the psychological angel. Therefore, teachers should pay more attention on how to use the characteristics of the game well to arouse students’ motivation and interests, increase the students’ abilities in memorizing language during the all the process of playing a game in classroom, and try to offer the opportunities and encouragement to students to practice more. One way is, at the beginning of the game, the teacher can give some interesting and attractive topics, which connect with the game which is about to be played, to the students’ for discussion, so that, they can stimulate their curiosity. Then they inspire their urge to explore and manipulate, and try to make a natural environment in which students can be happy and relaxed to finish games, so that the language can be practiced effectively and unconsciously. and humorous storiesBoth caricature and humorous stories derive from “humor”, and humor is another bridge from play to work.Caricature and humorous stories can cause laughter, which may in turn release students’ tension, and laughter is justified as to be good for psychological development. William Fry Stanford, a famous psychiatrist, had ever said: “Laughing heartily can practice main muscles of our bodies .To laugh 100 times a day equals to one’s rowing 10 times.” Studying for a long time poses great mental pressure on students. They may be absentminded, what is worse, they would play truant. To provide students with a good learning atmosphere, teachers can omit some useful expression in caricature (see caricature 1). What is the response of students when teachers present them the caricature? First, it attracts their attention or interests them. Then, they noticed the man’s facial expression in the last picture and they would like to discuss what had the woman said. The caricature provides students an opportunity to discuss and also change the classroom atmosphere. When the answer is uncovered, students, who are anxious to know the result of the interesting caricature, will pay high attention to it. As a result, they memorize and understand the useful expression easily just because their loose attention is suddenly focused on something amusing them. Humorous stories telling can be used to practice students’ listening and prehension. Also, it plays the same effect as caricature to attract students’ attention and release boredom.Teaching in favor plays an important role in students’ English teaching .On one hand, it amuses students in class and motivate them to learn. On the other, it guarantees the high quality of English teaching. V. Several tips for teaching in favor of delight1. Time controlIn the first 1020 minutes of the class, students are active and responsive towards teaching. So there is no need for teachers to import such kind of activities. Teachers may usually use it at the end of each class or when students are slow in response and absentminded. Effective as it is, 1/4 of the class may be enough to motivate students. If it lasts too long, students may loose heads to learn. If it lasts too short, students may not be fully motivated. Therefore, teachers should adjust the time so as to attract students, arouse their interest and fully motivate them.2. Information gapInformation gap activities are those in which students are given different bits of information. By sharing its separate information, they can plete a task. Teaching in favor of delight is to amuse students, however, its final purpose is to arouse students’ interest and motivate them to learn. Therefore, it is necessary for teachers to design activities involving information gaps.VI. ConclusionTraditional teaching with formal, serious classroom atmosphere is outdated. There’s a great need for teachers to pay attention to students’ affective factors in English learning. Teaching in favor of delight is only a suggestive way. Teachers must teach with varied teaching methodology to fully motivate students’ affective factors in English learning.Reference 1. Vivian Cook, 1991,1996, Second language learning and language teaching (second edition), Foreign language teaching and research press2. Edwin R. Guthrie amp。 Francis F. powers, 1985, Educational psychology, The Ronald Press Company, New York3. H. Douglas. Brown, Principles of language and teaching, San Francisco state University4. David A Hill, Traditional folk songs in class, Modern English teachers, March 19935. Paul Sanderson, Music and songs in classroom: making choices, Modern English Teachers, March 19986.