英语教学法论文.doc

The Analyses of English Game Teaching In Primary SchoolsRecently, using games in English teaching has become a popular technique exercised by many teachers in the classrooms and recommended by methodologists. And it can be proved that playing game in English is one of the effective ways in English study and it is suitable for the development of pupils physiological characteristics. In the following paragraphs I will give analyses of the English game teaching in primary schools.1.Why teachers use games in English teachingThe game 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 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.While the importance of interest embodied sufficiently. Interest is a kind of power what can drive people to learn actively and happily. And interest makes learning more effective and efficient. There is a saying says interest is the best teacher. It also means that you will learn better if you are interested in it. So, how to arouse students interest to study is a very important and critical problem for a teacher to consider and solve. In learning English, it is very important to motivate and develop the students interest. Interest is not with the baby when it was born. It grows with each passing day. For those preparatory students who have just entered primary school, how to arouse the interest of the students is a new subject before teachers. Most of them are afraid of learning English, especially reciting texts, remembering lots of new words and expression. This will make resistance for them to study English. We cant make it a condition that students can recite how many new words and texts to measure the standard of learning English. We should develop the students interest of studying English. As interest is a source, interest is a motive power of study; it can make students sustain a long time to study English. So interest is one of the key elements. Teachers have to create a healthy balance between preparing students for the standardized exams and for life-long language skills. One solution is to develop a continuous program, which includes an integrated in-class, and out-of-class language activities that help to nurture student language skill. In our primary school students are usually lacking in atmosphere of learning English. But they are lively, and they have wide interests. They are eager to show themselves. To take the advantage of educational method of physiology and psychology, we should make use of the characteristic of the primary school students.2. The advantages of using games in language teaching As we know, language learning is not easy work. Games can help and encourage many learners to sustain their interest. They play an important role in language teaching. They provide insights into the benefits of games in the classroom. Many scholars point out the advantage of games in language teaching: a. Games are a welcome break from the usual routine of the language class. b. They are motivating and challenging. c. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of leaning. d. Games provide language practice in the various skills-speaking, writing, listening and reading. e. They encourage students to interact and communicate. f. They create a meaningful context for language use. As for ESL(English as a second language)teachers.they should consider the advantages of games: the ability to capture students attention; lower students stress; and give students the chance for real communication.3. How to choose games When choosing a game, the teacher should be careful to find an appropriate one for the class in terms of language and type of participation. There are a great number of language games. So teachers have a variety of choices. However, in deciding which game to use in a particular class and which games will be most appropriate and most successful with their students, teachers must take many factors into account. Teachers should first consider the level of the game to fit their students language level. They should choose the game that fits the purposes of that class or the content. Moreover, teachers should consider students characteristics: whether they are old or young, serious- minded or light-hearted, and highly motivated to learn or not. They should also consider when the game should be used because there is a big difference between using the game in the morning or in the afternoon, on Monday or Friday. In addition to the factors mentioned, teachers should also be able to play and overact sometimes to help students feel comfortable and want to join the activity. This means teachers should thoroughly understand the game and its nature and be able to lead the game.It is quite difficult to find a game that meets all of the teachers requirements. Some games must be adapted in order to fit students language level, natures and characteristics. The most important factor is that games should be used when they can give students both fun and educational meaning otherwise they will be a waste of time.4. When to use games Games are often used as short warm-up activities or when there is some time left at the end of a lesson. A game “should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do”. Games ought to be at the heart of teaching foreign languages. At different stages of the lesson, the teachers aims connected with a game may vary: Presentation. Provide a good model making its meaning clear. Controlled practice. Elicit good imitation of new language and appropriate responses. Communicative practice. Give students a chance to use the language. Games also lend themselves well to revision exercises helping learners recall material in a pleasant, entertaining way. All authors referred to in this article agree that even if games resulted only in noise and entertained students, they are still worth paying attention to and implementing in the classroom since they motivate learners, promote communicative competence, and generate fluency.5. Clear rules and time limitation Unless the learners know what they are wanted to do and how to do it, the aim cannot be achieved and the game cannot be played, so the teachers should give clear rules as many as possible. However, rules are always difficult to negotiate. That is why most teachers carefully plan the rules for the games they wish to play. But although rules are carefully planned it seems to be universal that students love breaking some of them while playing. This breaking of the rules can also turn out to be extremely dangerous and/or harmful to the environment in the class for it may cause quarrels. Students must be very aware of the importance of the rules of the games they are playing and there must be a kind of honor code or ground rules that participants must follow while playing. The understanding of rules makes 70% of a successful activity.Time limitation is important. What makes the game interesting or boring depends on time. If a student spends a lot of time answering a question then the other students become bored and lose their interests. And when they become bored, as the old saying goes, “The devil finds work for idle hands.” There are no stable and fast rules to set t