本科毕业设计（论文）The Implementation Strategy of Game Teaching Method in Primary School English Teaching

ContentsTOC\o"1-3"\h\uAbstract I摘要 IIIntroduction 11IntroductionofGameTeachingMethod 31.1DefinitionofGameTeachingMethod 31.2PrinciplesofGameTeachingMethod 31.3FunctionsofGameTeachingMethod 52TypesofGameActivities 82.1TheAlphabetGame 82.2TheVocabularyGame 93ImplementationStepsofEnglishGameTeachinginPrimarySchool 113.1PreparationbeforeClass 113.2ClearExplanationofRulesandMethods 123.3ReasonableAttentiontoEachStudent 133.4ActiveParticipationinGameActivities 143.5MeaningfulEvaluationafterGameActivities 153.6ReviewafterGameActivities 154ProblemsandStrategiesofEnglishGameTeachinginPrimarySchool 174.1ProblemsofEnglishGameTeachinginPrimarySchool 174.2StrategiesofEnglishGameTeachinginPrimarySchool 20Conclusion 25Bibliography 27Acknowledgments 29AbstractInprimaryschoolEnglishclasses,studentsaredifficulttoconcentrateinclassduetotheiryoungageandintensecuriosity.Theyarefullofyearningfornewknowledgeandnewthings.ThisshowsthatprimaryschoolEnglishclassteachingneedstothoroughlycombinethepsychologicalcharacteristicsofprimaryschoolstudents,anddeterminesthatinprimaryschoolEnglishclassteaching,teachersneedtoadoptavarietyofteachingmethodstotrainstudents.Inrecentyears,thegameteachingmethodhasbeenwidelyusedinEnglishteachinginprimaryschools.InprimaryschoolEnglishclassroom,thegameteachingmethodisadoptedtointegrategameactivitiesintoallaspectsofEnglishteachingandorganicallyturngamesintoteaching,whichnotonlyentirelytakesintoaccountstudents’learningpsychologicalcharacteristics,butalsodramaticallyincreasestheirinterestsinlearningEnglishanddevelopstheirvariousabilities.However,someteachersstillhaveproblemsinEnglishteachingpractice.SomeEnglishteachersfailtoeffectivelyapplythegameteachingmethodwhendesigningandusinggames,whichaffectstheeffectofgameteachingandhinderstheimplementationofEnglishteachinginprimaryschool.Basedontheaboveconsiderations,thispapermainlystartsfromtheimplementationofthegameteachingmethodinprimaryschoolEnglishclassteachingbyreadingalargenumberofrelevantliteratures.Itanalyzesthedefinition,principles,andfunctionsofthegameteachingmethod.Secondly,thispaperanalyzestherepresentativegamesinprimaryschoolEnglishgameteachingmethod,andfurtherdiscussestheproblemsthatshouldbepaidattentiontointheimplementationprocess.Finally,thispaperfocusesonthecorrectimplementationstepsofthegameteachingmethodinprimaryschoolEnglishclassandtheproblemsintheimplementationofgameteachinginprimaryschoolEnglishclass,andthengivescorrespondingcountermeasures.Keywords:gameteachingmethod;primaryschoolEnglish;implementation;problems摘要在小学英语课堂中，由于学生的年龄较小，自身好奇心强，所以在课堂上不易集中注意力，对新知识和新事物充满了向往。这说明了小学英语课堂教学需要充分结合小学生的心理特点，决定了在小学英语课堂教学中，教师需要采用多种多样的教学方式来培养学生。近年来，游戏教学法在小学英语教学中应用的较为广泛。在小学英语课堂中采用游戏教学法，将游戏活动融入到英语教学的各个环节中，将游戏有机变成了教学，这不仅充分考虑到了学生的学习心理特点，还大大提高了学生学习英语的兴趣，使学生的各项能力得到发展。然而，一些教师在英语教学实践中仍然存在问题。有部分英语教师在设计和运用游戏时，未能有效应用游戏教学法，影响了游戏教学的效果，阻碍了小学英语教学的实施。基于以上思考，本文通过阅读大量相关文献，主要从游戏教学法在小学英语课堂教学的实施着手，分析了游戏教学法的定义、原则及作用。其次，本文选出了在小学英语游戏教学中具有代表性的游戏进行分析，将实施过程中所要注意的问题做了进一步的探讨。最后，本论文重点探讨了游戏教学法在小学英语课堂中正确的实施步骤以及游戏教学在小学英语课堂实施过程中所存在的问题，并给予相应的对策。关键词：游戏教学法；小学英语；实施；问题IntroductionGameteachingreferstoatypeofteachingactivitythatisbasedontheteachingobjectivesandintheformofgames.ItcanletstudentsstudyEnglisheffectivelyinacomfortableanddelightedatmosphere.ItallowsstudentstofindinterestsinlearningEnglishingames.Thegameteachingmethodisconducivetoincreasestudents'enthusiasmandinitiativeinlearning.Thisnotonlyhelpsstudentstostudyinarelaxedenvironment,butalsoimprovestheirteachingefficiency.Itisveryconsistentwiththepsychologicalandphysicalfeaturesofprimaryschoolstudents.ThePrimaryschoolEnglishgameteachingmethodisinlinewiththepsychologicalcharacteristicsandthemainfeaturesofthestudents.Therearemanyteachingideasinthenewcurriculuminthegameteachingmethod.Thishasworkedwellineducationalpractice.Itseffectiveimplementationcanenablepupilstoplaywhilelearning.ItcanenhancetheeffectofEnglishteaching,andatthesametime,playanessentialroleincultivatingandimprovingtheoverallqualityofEnglishinprimaryschool.ThegoalofEnglishteachinginelementaryschoolistohelpchildrenlearnsomeperceptualknowledgeofEnglishandtostimulatetheirinterestsinlearning,sothatmakeschildrenspeakEnglishbravely.However,intherealityofeducation,manyteachersarenotclearaboutthepurposeofprimaryschoolEnglishteachinganddonotfullyunderstandthepsychologicalcharacteristicsofchildren’slearning.Atpresent,therearestillmanyteacherswhocannotfindthemostsuitableteachingmethodforchildren’slearningpsychologyintheEnglishschoolclassroom.Manyteachersarestillfollowingthesimple“explanation-reading-practice”approach,inwhichtheteacherexplainsthemeaningofthecontent(suchaswords,sentences,andshortessays),addsacertainamountoftimetoleadreading(orinsteadofplayingarecording),andthenarrangestheappropriateamountofhomeworktasks.Insuchaclass,studentslackenoughinterestsinlearningEnglish,andallkindsofabilitiescannotbedevelopedastheyshould.Teacherstakeimpartingknowledgeastheprimaryteachingform.Nevertheless,studentswillbeshortofthechancetouseknowledgesandtopracticelanguages.Theycannotenjoythedelightoflanguagelearning.Thentheclassroomteachingeffectwillbereduced.Asaresult,inthecourseofEnglishteachinginelementaryschool,amassofgameactivitiesneedtobeblended,andgamesshouldbeblendedintoallsidesofEnglishteaching.Teachersshouldletstudentseasilyacquirelanguageknowledgeinapleasantatmospheretoachieveeffectiveteaching.Theserequirementsareincrediblyurgent.Meanwhile,therealityofeducationmakesthispurposemoredifficult.Intheprimaryeducationstage,Englishasalanguagesubjectposesasignificantchallengetoteachers’teaching.Ifteacherscannotgraspvalidteachingmethods,itishardtoimprovethequalityofEnglishteaching.InordertogivefullplaytotheapplicationresultofthegameteachingmethodinelementaryschoolEnglishclassteaching,teachersmustputforwardreasonablesuggestionsfortheeffectiveimplementationofgameteachingmethodsandstudythecorrectimplementationstrategy.Atthesametime,itisanimportanttasktoputforwardtheexistingproblemsandcorrespondingstrategiestoimprovetheeffectsofgamesinteaching.Thispaperdividesintofourparts.Thefirstchapterintroducesthebasicconceptofthegameteachingmethod,thatis,thedefinition,principles,andfunctionsofthegameteachingmethod.ThesecondchaptermainlyintroducesseveraltypicaltypesofgamesinprimaryschoolEnglishandanalyzestheproblemsthatshouldbepaidattentiontoduringtheimplementationofgames.Thethirdchapterismainlytostudythestepsandmethodsthatteachersshouldnoticeintheimplementationprocessofgameteachingtocorrectlyleadstudentstoparticipateinclassroomgamessmoothly.Thefourthchapteristoputforwardtheexistingproblemsofteachersfortheimplementationstepsofgameteachingandthecorrespondingstrategiestoimprovetheimplementationofthegameteachingmethodbetter.1IntroductionofGameTeachingMethodThegameteachingmethodplaysanessentialroleinprimaryschoolEnglishteaching.Meanwhile,thegameteachingmethod,asanessentialteachingmethod,alsoisanindispensablesectorinprimaryEnglishteaching.Therefore,thefollowingarebasicconceptsofthegameteachingmethod.1.1DefinitionofGameTeachingMethodAsfortheexplanationofthegameteachingmethod,differentpeoplehavedefinedit.GuMingyuanpointsoutinthedictionaryofeducationthatinstructionalgamesarealsocalled“gameteachingmethod.”Accordingtothesyllabus,itisateachingmethodthatcombinesteachingcontentwithlivelyandinterestinggames.JinQinchangbelievesthatthegamemethodisapracticemethodinwhichteacherorganizesstudentstousegamestomakefulluseofstudents’initiativeandcreativitywithinthescopepermittedbytherulestoachieveprescribedgoals.Thegamemethodusuallyhasacertainplotandcompetitioncomponent.Thecontentandformarevarious.JiLiubelievesthatthegameteachingmethodisateachingmethodinwhichteachersmakestudentslearnandcultivatetheirabilitiesthroughvariousformsofgameteaching.Inhisopinion,thismethodemphasizesthemainpositionofstudentsinteachingandemphasizestheroleofemotionandactivityfactorsinteaching.Tosumup,thegameteachingmethodreferstotheteachingmethodthatusesgamesasmuchaspossibleinteaching,transformingthedulllanguagephenomenonintoalivelyandinterestinggameteachingmethodthatstudentsarewillingtoaccept.Thegameteachingmethodcreatesharmonious,interesting,andproductivelanguagecommunicativesituationsforstudentssothatstudentscanplaybylearningandlearnbyplaying.Itfocusesoncultivatingstudents’innovativespiritandpracticalability.Itnotonlycanimprovestudents’compositelanguageuseabilitybutalsobuildarelaxingatmosphere.Atthesametime,thegameteachingmethodmakestheteachingprocessbuildbasedonstudents’independentactivitiesandactiveexploration.Throughstudents’fullparticipationinvariousgamesandactivities,amateylanguagelearningatmospherecanbeshaped.Also,students’languageabilitycanbefullydeveloped.1.2PrinciplesofGameTeachingMethodThesuccessofagamedependsonmanyfactors,andmanyfactorsshouldbetakingintoaccountinthedesigntoreachtheintendedeffect.Inteachingpractice,thedesignandtheimplementationofgameactivitiesgenerallyfollowthefollowingprinciples:1.2.1InterestingnessofGameDesignJohnDeweyoncesaidthatInterestrepresentsthemovingforceofobjects-whetherperceivedorpresentedinimagination-inanyexperiencehavingapurpose[1].Itiseverychild’snaturetolovegames,andEnglishgameteachingissuitableforthementalityandagefeaturesofelementaryschoolstudents.Englishgamesaredesignedtomeetchildren’sinterestsaswellastheneedsofteaching.LetthechildrenmasterEnglishknowledgewhiletheyareplayinghappily.Therefore,asateacher,thedesignofgameteachingmustbefulloffun,inthedesignofthegameshouldtrytomakethegameformsvaried.Forexample,teacherscangiveeachstudentanEnglishnameaccordingtotheneedsofthegamesothatstudentscanfullybeengagedintheroletheyplay.Itcanimprovestudents’interestinlearningandmaketheeffectofEnglishgameteachingmoreobviously.Besides,itiscrucialthatteachersshouldalsoparticipateinthegame,experiencingthefunofEnglishteachingwithstudentsandmobilizingstudents’initiativeandenthusiasminlearningEnglish.1.2.2PertinenceofGameDesignThegameenterstheclassroomisfortheteachingservice.Thegamemusthaveacloserelationwiththeteachingcontent.Therefore,teachersmustfullyconsidertheimportantandchallengingpointsofteachingwhendesigningteachinggames.Moreover,thedesignofgamesmustmeettherequirementsofteaching.Forexample,teacherscanmakeupsimpleEnglishsongsaccordingtotheneedsofteaching,andletstudentsmasterwhattheyhavelearnedmorefirmlybysinging.Therefore,effectivemethodscanonlybefullycompetentattherighttimesothatstudentscanbettermasterEnglishknowledgeandskills.1.2.3ConsiderationofIndividualDifferencesEachstudentisanindependentindividual.Foreachindividual,thesuccessofthegameteachingmainlydependsonthedegreeofsatisfactionoftheindividualheart.Iftheheartissatisfied,interestnaturallyhas.Oncetheinterestiscultivatedsuccessfully,learningknowledgeandmasteringskillswillbeeasilysolved.Forexample,gamedesignshouldconsiderthecharacterofsomestudents.Everyclasshasmoreorlessintrovertedstudentswhodonotspeakloudly.Inthedesignofthegame,theteachershouldtrytotakeintoaccountthispartofthestudents.Forthispartofthestudent’sroleplay,theteachermusttrytofittheircharacter,letthemacceptfromtheheart.Thedesignofthegameshouldconsidereverylearnerasmuchaspossible.Onlyinthisway,thegamecanplayaproperroleandletallstudentsgetprogressandbenefitsinthegame.1.3FunctionsofGameTeachingMethodAsfortheproblemof“howtoeffectivelyimplementtheprimaryschoolEnglishgameteaching”inpracticalclassroomteaching,wemustmakeclearthefunctionsofprimaryschoolEnglishgameteachingmethodinordertobetterleadstudentstolearnEnglishandachievethebestresults.1.3.1StimulationofStudents’LearningInterestThestudent’slearningeffortsandinterestswillbedrivenbygameapplications[2].InthecompilationofEnglishteachingmaterialsinprimaryschools,itisnecessarytomasterEnglishwithavitalcharacteristic:useandstudywhileplaying.Accordingtothepsychologicalandphysiologicalcharacteristicsofpupils,studentsarehappytoparticipateinsomecompetitiveactivities.Accordingtotheirownneedstoactivelyparticipateinactivities,teacherscanmakethepastdullclassroomatmosphereactive.Toachievetheabovegoalsandrequirements,andtomakestudents’learningenjoyable,manyexperiencedteacherscansumupmanydifferentteachingskillsinthefun.Forexample,teacherscanmakefulluseofmultimediacourseware,situationalteaching,roleplayanddrawingteaching.ScientificusesofthegametolearnEnglishwillachievetwicetheresultwithhalftheeffort.Interestisthebestteacher.Playingisachild’snature.Thefeaturesofelementaryschoolstudentsarelively,active,andcurious.Participatorygamescanfullymobilizechildren’sinterestsinEnglishandgivethemadesiretolearnEnglish.Whenstudentshaveadesiretolearnanewknowledgepoint,learningwillbethebest.Whetherthelearningisvalidornot,learningmethodsplayavitalrole.Furthermore,learningingameisoneofthemostfavoriteandmostacceptablelearningmethodsforchildren.ThegameteachingmethodcanenablestudentstoplayinEnglishclassactivities.Itcanexperiencethepleasureoflearningwhileacquiringknowledge,skills,andabilities.Studentswillbuildconfidenceinapleasantatmosphereandbuildasolidfoundationforlifelonglearningandall-rounddevelopment.1.3.2ConsolidationofKnowledgeThecognitivecharacteristicofchildreninprimaryschoolisthattheyacceptthenewknowledgequickly,butatthesametime,thespeedofforgettingisalsofast.Soitneedstoconsolidateintime.Themainreasonforforgettingisthatsometeachershavenotchangedtheirteachingmethodsandreplacedthestudents’learningprocesswiththeircognitiveresults.Studentsonlytemporarilymemorizetheknowledgethattheteacherimparts,butdonotformtheirunderstanding.Sothememoryofwhattheyhavelearnedisnotreliable.Nevertheless,thesimplemechanicalrepetitionisdifficulttoachievetheidealpurpose,andthemonotonousrepetitionwillalsomaketheprimaryschoolstudentslosetheirinterestsinlearningEnglishandevenproducethepsychologyofresistance,fear,anddisgust.Psychologically,peoplehavethemostsubstantialthrillstotheoutsideworldandthequickestreceptionofinformation.Moreover,gameteachinghasthecharacteristicsofvisualizingknowledge,enhancingtheintensityofmemory,andpromotingthedevelopmentofchildren’smemory.Theproperuseofattractive,purposeful,andparticipatoryplayformsinEnglishclassroomteachingcanenablestudentstousethecontentsoftheirmemorydirectly.Itcansignificantlyincreasetheefficiencyofclassinstructionandconsolidatethelearningeffect.1.3.3DiscoveryofStudents’PotentialThelearningofEnglishisnotonlytoexplorestudents’abilitytobearinmind,tocomprehendandtowrite,butalsotospeak.ForbeginnersofEnglish,theyareoftennervous,notconfident,andafraidtospeak.Therefore,teachersmustgivestudentsarelaxedenvironmentwithoutthestressandeliminatetheirinnertensionandfear.Meanwhile,thegamepromotesstudentstoexpresstheirthoughtsandfeelingsaccurately,andorganizes,arranges,andexpressestheirlanguagevocabularyreasonably.Moreover,thisprocessnotonlyenrichestheirvocabularyandperceptualexperiencebutalsopromotestheflexibleandlogicaldevelopmentofthinking.Atthesametime,thegamecanalsoexpandthethinkingofprimaryschoolstudents.Primaryschoolstudentshavecertainlimitationsinthelearningprocess.Therefore,teachersshouldtaketheexpansionofstudents’thinkingspaceastheteachinggoaltoeffectivelyimprovethecreativityofprimaryschoolstudents.JeanPiagetoncesaidthat“Inthecontemporaryera,weshouldcultivatepeoplewithinnovativespirit,payspecialattentiontocultivatingchildren'sinitiative[3].”Forexample,studentsweregiventheroleofananimalandaskedtogivefullplaytotheirimagination.Throughthewayofsimulatingthezoo,theprimaryschoolstudentswillarrangeintoasmallstory.Differentgroupswillperformthestoryarrangedonthestage.Finally,thestudentsandtheteacherwillevaluatethestorytogether.Thiskindofgameteachingmethodcaneffectivelyexpandstudents’thinking,stimulatetheircreativeabilityofEnglish,andactivelydevotethemtoEnglishlearningtoimprovetheirinnovativespirit.Gameteachingalsopromotescollaborativelearning.Inthecourseofthegame,studentsshouldcooperatewiththeirpartnersandexperiencethedelightofsuccess.Itisconducivetothedevelopmentofcooperativeteaching.Atthesametime,cooperationcangivestudentstheconfidencetosucceed.ItcouldmaintaintheirinterestsinEnglish.Inthemeantime,inthecourseofthegameencounteredproblems,studentscandiscussandresearchtofindtheanswer.Inthecourseofsearchinganswers,problemscanbefoundconsistently.Thusitcanpromotethedevelopmentofitsinnovativespirit.Throughthegameteachingmethod,itcanexercisethestudents’independentcooperationabilityandexercisethechildren’sinnovativespirit,discoverandopenupthechildren’smultiplepotentials.2TypesofGameActivitiesAtpresent,thegamesusedinourclassroomcansplitintoalphabetgames,vocabularygamesandothercategories.Manyofthesearestillfullofvitalityafterdecadesofapplication,whichislovedbythemajorityofprimaryschoolstudents.Accordingtotheteachingtrialexperience,thissectionhasfoundsometeachinggameswhichareeasytooperate.Thesegamescanachieveapositiveandactiveroleingameteaching.2.1TheAlphabetGameAccordingtotheteachingcontentofthegamecanbedividedintoalphabetgamesandvocabularygames.Belowthispaperwilllisttworepresentativealphabeticgames.Thispaperwilldescribespecificrules,andpointoutwhatteachersneedtopreparebeforeplayinggames.Andthispartwillproposeproblemsthatteachersmayhaveinthecourseofimplementation.2.1.1TheBodyofLettersThepurposeofthisgameistofamiliarizestudentswith26Englishletters.Beforepreparingbeforeclass,theteacherhastosetoutthetrainingaid——timer,whichisvitalinthegame.Teachershavetoclarifythegamemethodsandregulationsforstudents.Method:Duringthecompetition,thestudentsweredividedintogroupsandaskedtoactoutthe26Englishlettersbybodycompositionwithinaspecifiedtime.Theteacheractedasareferee.Writethelettersfromeachgroupontheblackboardtoseewhichgroupperformsthemostletterswithinthespecifiedtime,orthefirst26lettersareperformed.Intheprocessofimplementingthisgame,therearemanydetailsforteacherstopayattentiontoandmakefullpreparationsinadvance.Inthisgame,theteacherneedstopayattentiontothosestudentswhoareintrovertedanddonotliketotaketheinitiative.Duringtheperformance,students’safetyshouldbeensuredtoavoidsprainsortramplingonothers.Studentswhodonotputthelettercorrectlyshouldbegivenimmediatehelpandguidancetoencouragestudents.Attheendofeachgroup,theteachershouldappraisestudent’smanifestationorconductself-assessmentamongstudents.2.1.2LoudHailerThepurposeofthisgameistopracticelisteningandwritingletters.Teachersneedtopreparetwosetsoflettercardsinadvance(eachsetisamixtureofuppercaseandlowercaseletters).Method:Dividethestudentsintotwogroupsandstandintwocolumnsfacingtheblackboard.Onthelasttableinthequeueweretwosetsoflettercards.Thelaststudentineachgroupdrawsthreelettersfromthegroup(becarefuldonotletthestudentsseeinthegroup)andquietlytellsthefirststudentinfrontofthem(usecapitalandsmallletterwhenpassing),andthenpassesthemonebyonetothefirststudentinthegroup.Thestudenthadtoquicklywritethethreelettersontheblackboardandthenruntotheendofthelinetobethenextonetodrawtheletters.Thesecondstudentthendictatedtheletters.Repeatthestepsaboveandtheteamthatfinishesfirstwins.Ofcourse,theteachershouldcheckthespellingofeachgroupattheend.Firstofall,thegameneedstobepreparedwiththeideathattheclasssizeshouldbeexactlydividedintogroups.Itistopreventanimbalancebetweentoomanyortoofewstudentsinthegroup.Secondly,forthestudents,therulesofthegameneedtobeexplainedcarefullybytheteacher.Thestudentsneedtounderstandtherulesofthegamewiththemostconcisewordssothatthegamecanbecarriedoutsmoothly.Besides,thesafetyissueiscrucial.Theteachermustmanagethestudents’disciplinewhentheyarequeuingingroupsandpreventthemfromgettinghurtbypushingandshoving.Afterthecompletionofthegame,theteachermustleadthestudentstoreviewthevocabularyusedinthegame.Itcanletthestudentsdeepentheirimpressioninordertogetbetterlearningresults.2.2TheVocabularyGameInthefollowingpart,thispaperwilllisttworepresentativevocabularygames.Thispaperwilldescribespecificrules,andpointoutwhatteachersneedtopreparebeforeplayinggames.Moreover,thispaperwillproposeissuesthatteachersmayhaveinthecourseofimplementation.2.2.1FlashCardGameThegameiseasytoplay.Theteacheronlyneedstopreparesomewordcardsordrawpicturesofthewords.Theteacherasksthestudentstosaythecorrectwordorphrasebyusingaquickflashcard.Theteachercanpresentinsequenceataslowerspeedandthenflashrandomly.Afterstudentsareacquaintedwiththeregulationsofthegame,theycanbeallowedtooperatethegame.Itiscapableforstudentstotakeadrivetoparticipateinthegame.Itisalsocapableforthemtocooperatewiththedevelopmentofthegamemoreactively.ItalsocanexercisetheirEnglishlearningreactionandskillscomprehensively.Inthecourseofthegame,theteacherhastoallowstudentsjoininthegame.Teachersneedtokeepawatchfuleyeonstudentsintheclass.Itcanmakestudentsabsorbedknowledgemorequickly.Theteachercanmobilizestudents’interestsandtheactiveteachingatmosphereinaclassbyadjustingthegamerhythm.Thisgamecanbeusedinalecturetopermitthestudenttostudynewwordsfleetly,ortoreviewthewordslearnedbeforethebeginningofthenewlesson.Firstofall,inthisgame,theteachershouldkeepawatchfuleyeonthepreparationworkbeforeclass.Thewordcardmakingmustensurethatthestudentscanseethewordsclearly.Thefontcannotbetoosmall.Secondly,teacherscanappropriatelyusetherewardmechanismtoencouragestudentstorespondtoquestionsactivelyandactivatetheclassroomatmosphere.Finally,thegamewillbeusefultoremovethepositivityofstudents,buttheteachermustbeabletocontroltheclassdisciplineisnottoochaotic.Attheendofthegame,theteachermustleadthestudentstoreviewandconsolidatethenewwordslearnedinthislesson,sothatthewholelessoncanlearntogetdistantmemory.2.2.2WordChainThisgamecantakemanyforms.TheteachergaveanEnglishwordandaskedthestudentstospelloutanewwordwiththelastletteroftheword.Thentheteacherhadtheotherstudentstartwiththeendofthenewwordandspellsanewword.Thatformsthewordchain,suchasegg-goat-tea,etc.Theteachercanalsodividetheclassintogroups.Ineachgroup,astudentwritesawordthatbeginswithaletterontheblackboard.Thenthefinalletterofthepreviouswordwillbethefirstletterofthenextword.Thegroupwiththemostwordsinthegiventimeisthewinner.Forexample:pen-nice-eight-tea-an-no-right,etc.Thegameissimplebuteffective.Itcanquicklymobilizetheclassroomatmosphereandmakestudents’think