在小学英语教学中游戏的应用.docx

1、在小学英语教学中游戏的应用Using Games in Primary English TeachingAbstractAccompanied with the carrying out of the new English Curriculum Standard there are a lot of new problems arising from the field of English teaching in the primary schools. This thesis holds the hypothesis is that game-teaching approach shou

2、ld be adopted in primary English teaching, and also probes into the reliability and advantages and disadvantages of using games in the process. Teachers applied in all the stages of the language teaching. Students are very interested in these games actually. However, there are still some problems in

3、 the model for teaching games. While organizing the teaching games, teaching should develop students cooperative skills. Meanwhile, it is necessary for teachers to create new games with appropriate method.Key words: teaching games, children, primary English teaching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

4、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Using Games in Primary English TeachingThesis statementAs English becomes more and more accepted as an international language,more yo

5、ng learners are studing English. Accompanied with the carrying out of the new English Curriculum Standard by the Ministry of Education of Chinese government, there are a lot of new problems arising from the field of English teaching in the primary schools. This thesis holds the hypothesis that game-

6、teaching approach should be adopted in childrens English teaching, and also search for the reliability and advantages and disadvantages of using games in the teaching process.OutlineI. Concept of the teaching gamesA. Definition of the teaching games B. Necessity of the teaching gamesII. Organization

7、A. Types of games B. Characteristics of games C. Activities organization in teachingIII. ConclusionUsing Games in Primary English Teaching.Overview of the Teaching GameGames are a different kind of play activity. They are highly structured and include specific rules to be followed (Spodek Bernard an

8、d Saracho Olivia, 1994, p.132). Specially, teaching game is one of the kinds of the games. Byrne (1995) gave the definition to games as a form of play governed by rules. He suggested:“Games should be enjoyed and fun. They are not just a diversion, a break from routine activities, but a way of gettin

9、g the learner to use the language in the course of the game.”(Byrne, 1995, p. 32).As Sarah Phillips (1993:16) in Young Learners claims that if the activity is interesting, it is easier to be remembered, and so is the language. Meanwhile, the children gain the satisfaction which can arouse their moti

10、vation of learning. Therefore, to create a relaxed and enjoyable atmosphere for language teaching is helpful. There is a survey ( Tang Lei, 2004: 21) of 77 pupils about their attitude to the English teaching. 96.01% pupils respond that they like to play games in English class; 88.31% pupils think th

11、ey can focus a great attention to the games; 93.51% pupils like the cooperative games. Moreover, the survey shows that competitive activities share more commends than the others.A. Definition of the teaching gamesFrom the above, we can safely drawn a conclusion that “game” in language teaching (teac

12、hing game) can be defined as an organized activity that usually has the following properties: A. a particular task or objective; B. a set of rules; C. competition between players; D. communication between players by spoken or written language.There is a widely-held lay belief that younger second lan

13、guage learners generally do better than older learners. Children exercise a good deal of both cognitive and affective effort in order to internalize both native and second languages. Moreover, one of most essential thing that teachers teaching childrens English should make all means to motivate thei

14、r spirit and sustain their interest in learning English. Therefore, most of those teachers chose the method by using games in the teaching process, because games using is closely related to characteristics of children for their age and their features of psychology. However, just as we know, language

15、 learning is not easy work. In a word, games can help and encourage many learners to sustain their interest and they play an important role in language teaching:An advantage of using games in English classroom is that they add variation to a lesson and increase motivation by providing a plausible in

16、centive to use the target language. For many children between four and twelve years old, especially the youngest, language learning will not be the key motivational factor. Games can provide this stimulus. The game context makes the foreign language immediately useful to the children. It brings the

17、target language to life. Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot. Even shy students can participate positively. (Lewis, 1999) Playing games in learning may develop th

18、e sense of communication in English of the students. And the combination of the games may help them with a strong communicative ability.Game is not only the most effective means to arouse the students interest of learning; it also can make them all fully concentrate on what they are doing. Therefore

19、, students will get deep impression of what they have learned and gain permanent memory of the content. Because of this, teachers can get the best effect of outcome. Teaching games are various. Teachers can use some new games every time. Then the students will be of an expected and new sense in clas

20、s. And they will often be enthusiastic and never feel tires. While playing games, students can make a good use of their comprehension, their ability of analyses, judgment, imagination and logical deduction. At the same time, it requires that they have a quick mind, flexibility and creativity. Theref

21、ore, games can not only help students master the language points, but also be good for developing their intelligence and all kinds of skills.B. Necessity of the teaching gamesIt has been found that one appropriate strategy to encourage language acquisition is using language games. Children have a gr

22、eater need to be motivated by the teacher or the material, and they are easier to be motivated.Many scholars agree that games in the language classroom have been considered a better way to arouse the interest of children, John Dewey claimed games were integral to schooling since they provided active

23、 and position learning experience. Games are also listed in the language skills for the learning stage of primary school in the New English Curriculum Standard. When using games in the classroom, it is beneficial for teachers to have a complete understanding of the definitions of games: a form of pl

24、ay concerning rules, competition, and an element of fun. Teachers should also consider the advantages of games: the ability to capture students attention; lower students stress; and give students the chance for real communication. (Campell Linda, Campell Bruce and Dickson dee, 1999).For adults and c

25、hildren, difference between the age group in learning styles, abilities and motivation entail corresponding differences in selection of materials and methodology and in lesson plan. Children have a greater immediate need to be motivated by the teacher or the material in order to learn effectively. T

26、eacher can raise childrens motivation and enthusiasm by selecting interesting activities. They are always curious about the interesting things. Games are one excellent means to maintain the curiosity in the English course. When the teachers ask the children to play games, they are prepared to enjoy.

27、 All this mean that it is easy to maintain a high degree of motivation and to make the English class into an enjoyable and stimulating experience for the children.To successfully teach children English requires specific skills and intuitions that differ from those that a teacher would use for adult

28、teaching. Brown (1994) suggested five categories help the teacher to give some practical approaches to teaching children as follows:The first one is intellectual development. Since children (up to the age of about eleven) are still in an intellectual stage of what Piaget called “concrete operations,

29、” we should remember their limitations. Rules, explanations, and other even slightly abstract talk about language must be approached with extreme caution. Play (game) is a way of manipulating the outside world so that it serves a vital function in the childs developing intellect and remains.The seco

30、nd one is attention span. One of the most salient differences between adults and children is attention span. Children have short attention spans. The short attention spans come up only when the teachers present stuff that to them is boring, useless, or too difficult. Since language lessons can at ti

31、mes be difficult for children, the teachers should try to make them interesting, lively, and fun.The third one is sensory input. Children need to have all five sense stimulated. The activities should strive to go well beyond the visual and auditory modes that we usually feel are sufficient for a cla

32、ssroom. As it is mentioned above, games use both visual and aural channels to activate the language production.The fourth one is affective factors. Children are often innovative in language forms but still have a great many inhibitions. They are extremely sensitive, especially to peers: What do othe

33、rs think of me? What will so-and-so think when I speak in English? Children are in many ways much more fragile than adults. Their egos are still being shaped, and therefore the slightest nuances of communication can be negatively interpreted. Teachers need to help them to overcome such potential bar