GamesinOralEnglishTeaching.docx

1、GamesinOralEnglishTeachingGames in Oral English TeachingIntroductionSince the year 2001, English has become a required lesson in the primary school from Grade 3. Primary English Teaching Syllabus points out: “interest is a good teacher for pupils to learn a foreign Language. And its an important tas

2、k for primary school English teachers to arouse students interest at present.” How to arouse the interest is the key for language teaching. Playing games in English teaching is one of effective ways which are fit for the development of childrens physiological and psychological characteristics. The g

3、ame is childrens nature. For children, the game is to live, and the life is a game, Playing games can foster childrens abilities, such as their intelligence, perception and so on. Many scholars agree that games in the language classroom have been considered a better way to encourage children to work

4、 hard and cultivate their interest in clearing English. Children enjoy playing games in their native and this is a familiar experience for children to be introduced to study a foreign language.With the development of society and improvement of civilization, English teaching methods in primary school

5、s are changing. Game teaching has been used from the ancient time. It makes teaching more effective. When teachers use games in English teaching, they must be known that what kind of games can be used. How to play English games? How to design games? This thesis aims to prove the advantages of game t

6、eaching in improving primary school students interest in English learning. In orderThis thesis is divided into 3 parts. The first part is the history and present situations of game teaching .The second is theoretical ideas of this paper, and the advantages of game teaching. To build a cheerful and l

7、ight-hearted environment, let the students in a relaxed and happy environment to learn English, they will be markedly improved. It begins with the definition of interest, the analysis of the relationship between interest and motivation. They are the kinds of games, the features of games, the advanta

8、ges of the games and some advice on how to use games. The last is the experiment, which was carried out in Grade 4, You Huai Primary School. 1. The history and present situations of game teachingGame teaching is one of teaching activities. Although the theory of game teaching came into being in mode

9、rn times, from ancient times, practice and exposition on game teaching have existed.1.1 Froebels game teachingGerman educator Friedrich Froebel is the father of childrens education in western countries. Froebel designed special educational materials and activities that formed the core of the kinderg

10、arten curriculum. These were called “gifts” “occupations” and “mother plays.” The gifts were a set of geometric shapes such as balls, cubes and cylinders and materials like cut paper and string. Children used these gifts to perform a sequence of highly structured activities called occupations, such

11、as sewing designs with colored threads, folding paper, weaving mats. Using their gifts in the various occupations, children were learning geometric relationships and understanding fundamental principles of knowledge. The mother plays were a series of finger plays, games and songs designed to teach c

12、hildren about their bodies, senses and enabled children to practice self control, cooperation, and taking turns. Froebel is considered the first one who probed into game teaching systematically and he is also the first one who advocated that games should be integrated into learning. Froebels theory

13、was firstly based on scientific knowledge of the childrens psychological and physiological development and laid a strong foundation of making game teaching ripen progressively. But from the point of present game teaching of view, Froebels game teaching was only called teaching practice.1.2 The theor

14、y and the practice of contemporary game teaching Contemporary game teaching not only became the main activity of Childerss education but also embodied different grades in primary schools. It became one of effective mechanisms of linking up kindergartens and primary schools. Education is the cradle o

15、f a talented person. Many countries paid much attention to education, especially elementary education. How to improve teaching quality in the primary school and how to solve the problem of childrens interest have become very urgent and important? Introducing learning games in the primary school has

16、aroused general concern in many countries. In the 1940s, Japan started studying the relationship between kindergartens and primary schools. Some teachers used some useful games in primary schools. American educators also devoted much attention to this research. They used so many games in primary sch

17、ools. In the 1950s, in the Soviet Union the teachers in lower grades adapted games to reduce the degree of study and create good conditions for learning. From ancient times, Chinese people thought highly of childrens education. In Song Dynasty, private schools paid much attention to the childrens in

18、terests. Zhu Xi also stressed the importance of happy teaching. Since 1949 Chinese education has changed greatly. Many childrens educators have achieved great success in game teaching . They have summed up a lot of games or activities such as teaching through childrens songs, teaching in situations,

19、 simulating teaching, P E. games and so on. Generally speaking, teachers should design and use rich and varied games according to teaching aims, teaching contents and teaching aids, which provided the abundant sensitive faculty materials for us to tally up the game teaching mode. In the contemporary

20、, Mr. Chen Heqin was one of the greatest educators who made the outstanding contribution to Chinese childrens education and set up the first research center of childrens education-Kindergarten in Gulou. Many games there were full of creating. He expounded that games were activities that were benefic

21、ial to childrens psychological and physiological development. Only games could make children lively and teachers should make good use of all kinds of game materials and give them enough chances to practice according to their age. From modern age to the contemporary, game teaching theory has been imp

22、roved step by step. Many educators, philosophers or thinkers encouraged children to play games. They presented games should be integrated with learning, Now more and more people abroad and at home come to realize the importance and the urgency of game teaching in the primary school. As we all know,

23、game teaching is a very useful way to improve primary school English teaching effectiveness.1.3 The problems of game teachingFrom above domestic and foreign game theory, we have discovered that, at present the domestic and foreign game theory had the very big development, in the teaching tested also

24、 accumulated many precious experiences, these theories inspected in the education today regarding us the game factor still has the extremely important inspiration significance. But only has such discussion is by far insufficient. These theories looked like in today, still had the deficiency, mainly

25、manifested in following several aspects: First although recent years, game teaching however has been widely applied in the teaching activity, but these games all is aims at the pre-school education and the elementary school lower grade various discipline. The game designs also all are aim lower grad

26、e elementary school students. Also lacks the enough research to each kind of age section discipline game teaching. Secondly, its one-sidedness is inevitable. These neglects easily affect the development of game teaching to cause one-sidedness.2. Theoretical basis Creating a joyful and active classro

27、om is a big and complex issue. Of all the topics of activating students interest, games and their influence on pupils interest is particularly concerned. 2.1The definition of gamesWhat are games in an EFL/ESL environment? The answer given by the Longman Dictionary of Language Teaching and Applied Li

28、nguistics (Richards, Plat, 1995) is: A game (in language teaching) is an organized activity that usually has the following properties: “a. a particular task or objectives; b. a set of rules; c. competition between players d. communication between players by spoken or written language.” Language game

29、s are not activities mainly aimed to break the ice between students or to kill time. Byrne (1995) gave the definition to games as a form of play governed by rules. They should be enjoyed and fun. They are not just a diversion, a break from routine activities, but a way of getting the learner to use

30、the language in the course of the game. Similarly, Jill Hadfield (1990) defined games as “an activity with rules, a goal and an element of fun.” Therefore, games involve many factors: rules, competition, relaxation, and learning, in particular. The main focus of using game in class is to help studen

31、ts learn and have fun. However, to use games in classrooms, it is equally important that before playing the rules of the games are clearly explained and well understood by the students. There should be only a few, well-explained rules. Demonstrations can be very helpful, too, because it can help stu

32、dents understand the game and help them follow the rules. Otherwise, they will misunderstand the purpose of the game and they may not get the benefits they should from the game. In playing games, competition is very important because it can stimulate and encourage students to participate in the acti

33、vity since naturally they want to beat the other teams. As it happens, in the dictation game students run as fast as possible, remember as much as they can and speak as loudly and clearly as they can. They run quickly back and forth, trying to memorize the content as much as possible. While playing, s