英语本科毕业论文游戏在小学英语课堂的应用

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1、On the Application of Game in Primary School English Class游戏在小学英语课堂的应用AbstractInterest is a good teacher for pupils to learn a foreign language. So to develop the students learning interest and cultivate their language senses are the most important tasks in primary English teaching. In this situatio

2、n, game is the most useful and effective method for teachers to make a cheerful environment and arouse pupils interests. This paper mainly focuses on the research of the application of games in primary English class. The writer points the recent situation and problems of primary English teaching, li

3、sts some basic functions of games and the fields of using class games, and proposes some suggestions and guidelines of classroom activities. In the mean time, it aims at drawing peoples attention to the significance of class game, as well as its limitation.Key words：class games; interest; function;

4、limitation内容提要兴趣是孩子学习语言的老师。因此激发孩子的学习兴趣和培养他们的语感是小学英语教学中最重要的任务。在这一情况下，游戏是营造愉快的学习环境和激发孩子兴趣的最有用、最有效的方式。本文旨在通过对游戏在小学英语课堂上应用的研究，阐明如今小学英语教学的现状和存在的问题，列举游戏教学的基本功能和其使用的领域，并对教学活动提出建议和意见。同时，呼吁教育者重视课堂游戏的重要性以及其局限性。关键词：课堂游戏；兴趣；功能；局限性Contents1. Introduction1.1 Definition and Characteristics of class games1.1.1 Defi

5、nition of class games1.1.2 Characteristics of class games1.2 The Importance of Using Games2. Current Situation and Problems in English Class2.1 Current situation in English class2.2 Problems in English class2.2.1 No connection with teaching materials2.2.2 Single pattern of English teaching2.2.3 Lack

6、 of creativity2.2.4 Lack of method of controlling class3. The Fields of Using Games in English Teaching3.1 Games in teaching the basic knowledge3.1.1 Vocabulary Games3.1.2 Grammar Games3.2 Games in teaching the basic skills3.2.1 Listening Games3.2.2 Writing Games4. The Effects of Class Games Applyin

7、g on English Teaching4.1 Cultivating students learning interests4.2 Improving students learning ability4.3 Reducing the burden of teaching and studying5. How to Practice Class Games5.1 The moderate difficulty5.2 The suitable time5.3 The accurate order6. ConclusionReferences1. IntroductionNowadays, s

8、cience, as well as technology, is playing an increasingly important role in social development. More modern materials and tools have been used to meet the need for the teaching and learning of a foreign language. As a result, teaching games become more and more popular and have been used more freque

9、ntly in primary English class. In addition, people have paid much more attention to the teaching games.1.1 Definition and Characteristics of class gamesClass game, as a new thing, comes to people. The opinions on it vary from people to people, different people hold different views. Some of them supp

10、ort this now method, while others have objections.1.1.1 Definition of class gamesIn his article The Theoretical Basis and Application Mode of Educational Games. Fangfang (2007) suggested that,” Game is a kind of activity controlled by children, can bring happy experience and with workable material”.

11、 Whats more, Ran Tu (2009) pointed out that, “Class games teaching refers to teachers organize the whole class to do English language practical activity, according to specific teaching goal, combining certain content, and adopting lively and funny form.” In my view, game is a practical teaching form

12、 that student likes in generally. It is the most useful and effective method for teachers to make a cheerful environment and arouse pupils interests.1.1.2 Characteristics of class gamesGame, as a teaching method, has its own characteristics. Firstly, it is motivating and challenging; games can wake

13、up students interest, when students are interested in something, they will be happy to learn, take the initiative to learn. Secondly, game is full of fun; when the students are having class games, they will feel happy, relaxed and comfortable, so that they can absorb new knowledge and skill effectiv

14、ely. Thirdly, game is governed by rules and has its clear purpose; if the game is just for fun or to pass time, it will not get its expected effect. In other words, the teaching games must have a simple and clear objective and be conducted under a rule. Only by knowing what to do and how to do, can

15、the students keep going and get the knowledge though the games. 1.2 The Importance of Using GamesAs we all know, learning a foreign language is a hard task and requires much more efforts, but if one is having fun and there are something interesting, like games. It is possible for the learner to abso

16、rb the knowledge as well as enjoy himself. Teaching game is a kind of effective way, which can help the teachers create a relaxed atmosphere to extend students attention and consolidate the language. It will enhance the teaching effect by quickly drawing the students attention, and arousing their en

17、thusiasm for study. At the same time, games can encourage students to interact and communicate through playing. Students become more willing to take part in the class activity and these shy students will get more opportunities to express their opinions and feelings.In addition, there is the differen

18、t information between the speakers; we call it the information gap, which plays an extremely important role in the communication. It is said that in order to promote real communication between students, there must be an information gap between them, or between them and their teacher. In that case th

19、e class games can create many forms, arouse students eyes, ears, mouths, noses and hands for communication, which causes the information gap. Therefore, creating the information gap by providing all kinds of class games is a good method in teaching activity. So that students will become more eager t

20、o learn and can absorb new knowledge while playing. 2. Current Situation and Problems in English ClassAs time goes by, English has become one of the basic skills of people in 21st century, and it has not been a compulsory course in primary schools from Grade 3 in China until 2001. And it has been ta

21、ught to primary school students to help them develop English skill and knowledge so that they can use English to communicate with others (Xia Yajuan 2011). Meanwhile, some problems and difficulties have come out in practice. 2.1 Current situation in English classSince the course was carried into exe

22、cution, there has been a great achievement in this area, and the general level of students English ability has improved and come to a high position. But the results have not been as optimistic as imagined, on the one hand, students feel hard to learn it, many of them only know how to follow the teac

23、her to read and write mechanically, but do not know how to absorb knowledge by themselves. On the other hand, teachers think it is difficult to teach, because nowadays, primary school English teaching methods are still under exploration and waiting for enhancing. 2.2 Problems in English class Howeve

24、r, problems arise because of the immature system. I think I can divide them into four parts as follows:2.2.1 No connection with teaching materialsIn the article A Course in Language Teaching: Practice and Theory, Penny Ur (1996) pointed that games are using both visual and aural channels as well as

25、some physical movements. And various kinds of language teaching games can be used to make a lively and enlightening classroom. But in reality, in most class, the teaching games have no direct relationship to the teaching contents or could not combine with the teaching materials closely. Students jus

26、t follow their teachers blindly and do the games without knowing why they have to do this. Maybe the games designed by teachers can bring happiness and interest to the kids, but the effect to practice students language ability is limited. So the type of game should be according to the teaching mater

27、ial, as Liu xiao (2011) said in her article: “every teaching game has its own meaning, and should be designed according to the teaching contents to achieve its expected effect.”2.2.2 Single pattern of English teachingIn most English class, teachers still keep a traditional teaching style. They all g

28、ive the course by presenting the new words, reading the new lesson, and explaining the whole meaning; finally, finish the class by asking several questions. As a result, students are tired of English studies. Zhang Saihua (2005) suggested that providing young learners with bodily-kinesthetic activit

29、ies such as making things, singing action songs, playing games, doing project works, doing hands-on activities is a great help for them to understand the target language. And in fact, some teachers apply teaching games in English class, but the effect is disappointed. And this is because the form of

30、 games is single, and used incorrectly. For example, many teachers use one game again and again; at last, students are tired of it. Then they all lost the interest of learning foreign language.2.2.3 Lack of creativityAlthough most teachers and schools have realized the importance of using games in E

31、nglish class, and various kinds of games have been used in reality, the types of those games are lack of creativity. Wang zhuangdan (2011) suggested that teachers should arrange some challenging activities in the class to meet students psychological needs. And we hope students can learn the knowledg

32、e while playing. In fact, the most games used in English class are downloaded from the Internet or designed by others, and few games are designed by teachers themselves according to their teaching goals. As we all know, the aim of providing teaching games is to attract students and motivate them to

33、learn the foreign language. But if the game lacks creativity, even boring, how can it create a happy atmosphere and arouse childrens interest? 2.2.4 Lack of method of controlling classIf a class game is successful, it will prompt students learning aspiration and make them excited. In that situation,

34、 students become willing to take part in the class, and happy to perform themselves. In her article, Yu jin (2002) said that before playing games, English teachers should make sure every student understands the game by introducing the rules, encouragement and punishment, or can present the whole gam

35、e progress. But nowadays, the games used in English teaching are out of order; the blind participation of students makes them get noting after playing. Carrying on the game is to conduct the study and consolidate knowledge, and active classroom atmosphere. However, most students only think it is int

36、eresting and fresh, but do not know the purpose of the game and how to absorb the knowledge by themselves. This is because most games lack method to control the whole class. 3. The Fields of Using Games in English TeachingThere are various kinds of games we are familiar, such as alphabet scramble, h

37、appy face and sad face, number games and so on. Hadfield (1999) divided language games into two types: communicative games and linguistic games. In his opinion, we can apply those games in many fields, for example, they can be used as a communication tool to teach children how to read and act out, a

38、nd they can also be a special way to teach vocabulary and grammar. Now, I would like to focus on some common and practical ways in which teachers can use games effectively to give class.3.1 Games in teaching the basic knowledgeGame is a practice teaching form that student likes in generally. And it

39、is the most useful and effective method for teachers to make a cheerful environment and arouse pupils interests. Teaching games used in English class not only can attract students attention, feed their needs, but also can encourage and stimulate them to learn. In a word, it plays an important role i

40、n teaching the basic knowledge.3.1.1 Vocabulary GamesVocabulary game is a kind of games which can test and improve ones vocabulary skill. As we all know, learning vocabulary is the most difficult task in learning a foreign language. But the vocabulary games can make the task much easier by providing

41、 a friendly stress-free learning environment. Vocabulary games take many forms; I will focus on the most common three forms.The first game is called pass the word, the teacher gives the first student a word 1, then the first student tells the word to the second one, and the second one speaks another

42、 word 2, but the word 2 must begin with the last letter of the word 1, then go on it like this with the following students. For example, if the student1 gives a word like “dog”, then the student2 can say “game” or “give” and other words begin with “g”, and then go on like this. It is a good reaction

43、 game, which can help students to have a review of the words they have learned, and expand their vocabulary. Another type of game called relay race also can attract students attention and mobilize their ability. The teacher should divide the whole class into several rows, and play the game one by on

44、e. The first student passes the ball to the next one by speaking out a kind of animals; the following students do the same thing. At last, the teacher should tell which team is the fastest one. In order to make the game more exciting and colorful, the teacher can give some rewards and punishment. If

45、 someone cannot give an answer quickly or make a mistake, she or he must give a performance. By the way, the winner can get a candy or anything else as a reward. The third form of vocabulary game is called guessing game or role-play game. In her article, Zhu Huiting (2009) describes that it is a wid

46、ely used game, whose effects can not be ignored. Before playing the game, the teacher should prepare a vocabulary list, and divide the whole class into two teams; each team must send a member to be the guesser. The guess has to come to the front, facing the whole class. Then the teacher writes the w

47、ord on the blackboard and other team members have chance to come out and give clues to the guessers so that he or she know the word. The first one who gets it correctly would score one point. After several rounds of the guessing game, the team that scores the most points is the winner. By playing th

48、is kind of game can have a good review of the vocabulary and help students remember the words easily3.1.2 Grammar Games Many primary students often complain like this: “Verb tenses, parts of speech, count and non-count nouns-studying grammar gives me a headache”. As we all know, grammar provides the

49、 rules for putting words together, and focuses on the form or instruction of the sentences which make the students feel hard to learn. But if we mingle the grammar with games, it will become interesting and much easier to learn. For example, there is a game called correct the sentence, which is very

50、 easy to play but has an essential effect. Before the games, the teacher should prepare some cards, which have the sentences on them, and put them into a box. These sentences are all wrong sentences with syntax error, such as “ Whats you name？”, “Its a apple”, “He like Hangzhou” and so on. After tha

51、t, the teacher will divide the whole class into two groups; every members of each group sit together. When the game starts, the teacher shows the wrong sentences on the screen one by one. Once any student knows the answer, he can put up his hand to get the chance to correct the sentences, if he give

52、s the right answer, he can get one point for his team, if not, the opportunity will be given to the other group. At last, the teacher will count the points, and the higher group will be the winner.Another game named grammar casino. In this game, each student starts with one hundred points. The teach

53、er will give several sentences with all the grammar points they have learned one by one. Then all the students read the first sentence, and decide if the sentence is right or wrong. If he or she thinks the sentence is right, he or she can put his point under the “good”. Oppositely, if the kids belie

54、ve the sentence is wrong, they should bet under not good. If they are confident enough they can bet a lot. If not, they can bet a little. After all the students finish one round of bet, the teacher can give the answer, the children can check to see if they were correct. If correct, they can add thei

55、r bet to their total point. If wrong, they will lose the point they have betted, and the teacher will give the right sentence and call the whole class to read it together to help them remember. Then they will start the second round.3.2 Games in teaching the basic skillsAlmost all the kid like game,

56、it can stimulate their desire to learn and make foreign language learning much easier. Frederickson (1999) stated that a playful atmosphere created by the teaching games, can free the students to take chances without fear of being wrong. Most importantly, students will remember all the lessons they

57、enjoy. In a word, games can be an effective way to teach foreign language, especially the basic skill.3.2.1 Listening Games As it is known to us, the capability of English is including speaking, listening, reading and writing. Whats more, listening is the foundation of communication, and it is the m

58、ost important and difficult of the four skills. In order to have a smooth communication, we must know what are others talking about and what are we asked to do, then we can give a reply. So in the primary school, teachers will pay much more attention to train students learning ability by using liste

59、ning games.For example, the game named “Simon says”, which can also be called “listen and do”. In this game, the teacher will choose a volunteer to be Simon; the rest of the whole class must do according to what Simon says, and speak out the sentence. For instance, if Simon says: “touch your nose”,

60、then the rest students have to touch their nose, and say: “Simon says touch your nose”. If someone just says “Simon says” without show the action or just does the action without saying the sentence, he will be out. Several rounds later, the last kid left will be the winner. It is a good way to train

61、 childrens listening comprehension while calling up their body language. There is another game called “told and retold”, which is very popular and interesting in primary school. The teacher divided the class into two rows, the more member of the row, the more difficult the game will be. Then the tea

62、cher gives a same sentence to the first student of each team, such as “Bills big brother is building a beautiful building”. The tongue twister will make the game more challenging. Then the first kid send the message to the next one, the second one pass on the sentence to the third one, go on like th

63、is until the last kid gets the sentence. After that, the last student of each team comes to the front and speaks out the sentence. At last, the teacher will give the correct answer, the team which gives the right or more similar answer will win the game. This game is to test childrens listening comp

64、rehension and tell them how important the listening is. 3.2.2 Writing GamesIn many primary schools, writing is not as important as speaking and listening. But with more requirements for primary English teaching, it has become increasingly important. In traditional class, teachers always try to impro

65、ve childrens writing ability by giving a lot of exercise and recitation, which make the class very dull. So is there any good way to solve this problem?In this situation, writing game plays a very important role. For instance, there is a game named memory challenge. First, the teacher gives several words on the blackboard; all the students have 5-10 minutes to read and remember the words, but cannot write anything. When times over, the teacher will erase all the words and the students have to write the words d