在小学英语教学中游戏的应用.docx

在小学英语教学中游戏的应用.docx

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在小学英语教学中游戏的应用

UsingGamesinPrimaryEnglishTeaching

Abstract

AccompaniedwiththecarryingoutofthenewEnglishCurriculumStandardtherearealotofnewproblemsarisingfromthefieldofEnglishteachingintheprimaryschools.Thisthesisholdsthehypothesisisthatgame-teachingapproachshouldbeadoptedinprimaryEnglishteaching,andalsoprobesintothereliabilityandadvantagesanddisadvantagesofusinggamesintheprocess.Teachersappliedinallthestagesofthelanguageteaching.Studentsareveryinterestedinthesegamesactually.However,therearestillsomeproblemsinthemodelforteachinggames.Whileorganizingtheteachinggames,teachingshoulddevelopstudents’cooperativeskills.Meanwhile,itisnecessaryforteacherstocreatenewgameswithappropriatemethod.

Keywords:

teachinggames,children,primaryEnglishteaching

在小学英语教学中游戏的应用

内容摘要

伴随着实施新的英语课程标准中有许多从小学英语教学领域出现的新问题。

本文的假设是，游戏教学法在小学英语教学中应采用，并探讨过程中的可靠性和使用游戏的优点和缺点。

教师在教学的各个阶段的应用。

学生们很感兴趣，这些游戏实际上。

然而，仍然有游戏教学中的一些问题。

在游戏教学，教学中应培养学生的合作技能。

同时，它为教师创造新游戏需要适当的方法。

关键词：

教学游戏，儿童，小学英语教学

UsingGamesinPrimaryEnglishTeaching

Thesisstatement

AsEnglishbecomesmoreandmoreacceptedasaninternationallanguage,moreyonglearnersarestudingEnglish.AccompaniedwiththecarryingoutofthenewEnglishCurriculumStandardbytheMinistryofEducationofChinesegovernment,therearealotofnewproblemsarisingfromthefieldofEnglishteachingintheprimaryschools.Thisthesisholdsthehypothesisthatgame-teachingapproachshouldbeadoptedinchildren’sEnglishteaching,andalsosearchforthereliabilityandadvantagesanddisadvantagesofusinggamesintheteachingprocess.

Outline

I.Conceptoftheteachinggames

A.Definitionoftheteachinggames

B.Necessityoftheteachinggames

II.Organization

A.Typesofgames

B.Characteristicsofgames

C.Activitiesorganizationinteaching

III.Conclusion

UsingGamesinPrimaryEnglishTeaching

Ⅰ.OverviewoftheTeachingGame

Gamesareadifferentkindofplayactivity.Theyarehighlystructuredandincludespecificrulestobefollowed（SpodekBernardandSarachoOlivia,1994,p.132）.Specially,teachinggameisoneofthekindsofthegames.Byrne（1995）gavethedefinitiontogamesasaformofplaygovernedbyrules.Hesuggested:

“Gamesshouldbeenjoyedandfun.Theyarenotjustadiversion,abreakfromroutineactivities,butawayofgettingthelearnertousethelanguageinthecourseofthegame.”（Byrne,1995,p.32）.

AsSarahPhillips（1993:

16）inYoungLearnersclaimsthatiftheactivityisinteresting,itiseasiertoberemembered,andsoisthelanguage.Meanwhile,thechildrengainthesatisfactionwhichcanarousetheirmotivationoflearning.Therefore,tocreatearelaxedandenjoyableatmosphereforlanguageteachingishelpful.Thereisasurvey（TangLei,2004:

21）of77pupilsabouttheirattitudetotheEnglishteaching.96.01%pupilsrespondthattheyliketoplaygamesinEnglishclass;88.31%pupilsthinktheycanfocusagreatattentiontothegames;93.51%pupilslikethecooperativegames.Moreover,thesurveyshowsthatcompetitiveactivitiessharemorecommendsthantheothers.

A.Definitionoftheteachinggames

Fromtheabove,wecansafelydrawnaconclusionthat“game”inlanguageteaching（teachinggame）canbedefinedasanorganizedactivitythatusuallyhasthefollowingproperties:

A.aparticulartaskorobjective;B.asetofrules;C.competitionbetweenplayers;D.communicationbetweenplayersbyspokenorwrittenlanguage.

Thereisawidely-heldlaybeliefthatyoungersecondlanguagelearnersgenerallydobetterthanolderlearners.Childrenexerciseagooddealofbothcognitiveandaffectiveeffortinordertointernalizebothnativeandsecondlanguages.Moreover,oneofmostessentialthingthatteachersteachingchildren’sEnglishshouldmakeallmeanstomotivatetheirspiritandsustaintheirinterestinlearningEnglish.Therefore,mostofthoseteacherschosethemethodbyusinggamesintheteachingprocess,becausegamesusingiscloselyrelatedtocharacteristicsofchildrenfortheirageandtheirfeaturesofpsychology.However,justasweknow,languagelearningisnoteasywork.Inaword,gamescanhelpandencouragemanylearnerstosustaintheirinterestandtheyplayanimportantroleinlanguageteaching:

 AnadvantageofusinggamesinEnglishclassroomisthattheyaddvariationtoalessonandincreasemotivationbyprovidingaplausibleincentivetousethetargetlanguage.Formanychildrenbetweenfourandtwelveyearsold,especiallytheyoungest,languagelearningwillnotbethekeymotivationalfactor.Gamescanprovidethisstimulus.Thegamecontextmakestheforeignlanguageimmediatelyusefultothechildren.Itbringsthetargetlanguagetolife.Throughplayinggames,studentscanlearnEnglishthewaychildrenlearntheirmothertonguewithoutbeingawaretheyarestudying;thuswithoutstress,theycanlearnalot.Evenshystudentscanparticipatepositively.（Lewis,1999）PlayinggamesinlearningmaydevelopthesenseofcommunicationinEnglishofthestudents.Andthecombinationofthegamesmayhelpthemwithastrongcommunicativeability.

Gameisnotonlythemosteffectivemeanstoarousethestudents’interestoflearning;italsocanmakethemallfullyconcentrateonwhattheyaredoing.Therefore,studentswillgetdeepimpressionofwhattheyhavelearnedandgainpermanentmemoryofthecontent.Becauseofthis,teacherscangetthebesteffectofoutcome.Teachinggamesarevarious.Teacherscanusesomenewgameseverytime.Thenthestudentswillbeofanexpectedandnewsenseinclass.Andtheywilloftenbeenthusiasticandneverfeeltires.Whileplayinggames,studentscanmakeagooduseoftheircomprehension,theirabilityofanalyses,judgment,imaginationandlogicaldeduction.Atthesametime,itrequiresthattheyhaveaquickmind,flexibilityandcreativity.Therefore,gamescannotonlyhelpstudentsmasterthelanguagepoints,butalsobegoodfordevelopingtheirintelligenceandallkindsofskills.

B.Necessityoftheteachinggames

Ithasbeenfoundthatoneappropriatestrategytoencouragelanguageacquisitionisusinglanguagegames.Childrenhaveagreaterneedtobemotivatedbytheteacherorthematerial,andtheyareeasiertobemotivated.Manyscholarsagreethatgamesinthelanguageclassroomhavebeenconsideredabetterwaytoarousetheinterestofchildren,JohnDeweyclaimedgameswereintegraltoschoolingsincetheyprovidedactiveandpositionlearningexperience.GamesarealsolistedinthelanguageskillsforthelearningstageofprimaryschoolintheNewEnglishCurriculumStandard.Whenusinggamesintheclassroom,itisbeneficialforteacherstohaveacompleteunderstandingofthedefinitionsofgames:

aformofplayconcerningrules,competition,andanelementoffun.Teachersshouldalsoconsidertheadvantagesofgames:

theabilitytocapturestudents’attention;lowerstudents’stress;andgivestudentsthechanceforrealcommunication.（CampellLinda,CampellBruceandDicksondee,1999）.

Foradultsandchildren,differencebetweentheagegroupinlearningstyles,abilitiesandmotivationentailcorrespondingdifferencesinselectionofmaterialsandmethodologyandinlessonplan.Childrenhaveagreaterimmediateneedtobemotivatedbytheteacherorthematerialinordertolearneffectively.Teachercanraisechildren’smotivationandenthusiasmbyselectinginterestingactivities.Theyarealwayscuriousabouttheinterestingthings.GamesareoneexcellentmeanstomaintainthecuriosityintheEnglishcourse.Whentheteachersaskthechildrentoplaygames,theyarepreparedtoenjoy.AllthismeanthatitiseasytomaintainahighdegreeofmotivationandtomaketheEnglishclassintoanenjoyableandstimulatingexperienceforthechildren.

TosuccessfullyteachchildrenEnglishrequiresspecificskillsandintuitionsthatdifferfromthosethatateacherwoulduseforadultteaching.Brown（1994）suggestedfivecategorieshelptheteachertogivesomepracticalapproachestoteachingchildrenasfollows:

Thefirstoneisintellectualdevelopment.Sincechildren（uptotheageofabouteleven）arestillinanintellectualstageofwhatPiagetcalled“concreteoperations,”weshouldremembertheirlimitations.Rules,explanations,andotherevenslightlyabstracttalkaboutlanguagemustbeapproachedwithextremecaution.Play（game）isawayofmanipulatingtheoutsideworldsothatitservesavitalfunctioninthechild’sdevelopingintellectandremains.

Thesecondoneisattentionspan.Oneofthemostsalientdifferencesbetweenadultsandchildrenisattentionspan.Childrenhaveshortattentionspans.Theshortattentionspanscomeuponlywhentheteacherspresentstuffthattothemisboring,useless,ortoodifficult.Sincelanguagelessonscanattimesbedifficultforchildren,theteachersshouldtrytomaketheminteresting,lively,andfun.

Thethirdoneissensoryinput.Childrenneedtohaveallfivesensestimulated.Theactivitiesshouldstrivetogowellbeyondthevisualandauditorymodesthatweusuallyfeelaresufficientforaclassroom.Asitismentionedabove,gamesusebothvisualandauralchannelstoactivatethelanguageproduction.

Thefourthoneisaffectivefactors.Childrenareofteninnovativeinlanguageformsbutstillhaveagreatmanyinhibitions.Theyareextremelysensitive,especiallytopeers:

Whatdoothersthinkofme?

Whatwillso-and-sothinkwhenIspeakinEnglish?

Childrenareinmanywaysmuchmorefragilethanadults.Theiregosarestillbeingshaped,andthereforetheslightestnuancesofcommunicationcanbenegativelyinterpreted.Teachersneedtohelpthemtoovercomesuchpotentialbar