游戏在英语课堂教学中的作用.doc

The Role of Game in English Classroom TeachingOutline 1 Introduction 2 Categories and Functions of Game in English Classroom Teaching2.1 Categories of Game in English Classroom Teaching2.2 Functions of Game in English Classroom Teaching3 Roles of Game in English Classroom Teaching3.1 Changing the Teacher-Centered Classroom Teaching into the Student-Centered Classroom Teaching3.2 Motivating Students Interests 3.3 Helping Students to Make and Sustain the Effort of Learning3.4 Providing a Relaxing Study Atmosphere.3.5 Providing Language Practice in the Various Skills-Listening, Speaking, Reading and Writing3.6 Encouraging Students to Interact and Communicate3.7 Creating a Meaningful Context for Language Use4 ConclusionThe Role of Game in English Classroom TeachingAbstract Classroom game is one of the most useful means of teaching. This paper discusses the categories and functions of game in English classroom teaching. It shows some practical examples of English classroom teaching game to expound the role of game in class. At last, it explores the value of English classroom teaching game.Keywords role; classroom game; English teaching游戏在英语课堂教学中的作用 摘要 课堂游戏是最有效的教学手段之一。本文讨论了在英语课堂教学中，游戏的类别和功能，并通过分析多个教学游戏实例，阐述其作用。最后，本文还探讨了游戏在英语课堂教学中的价值。 关键词 作用；课堂游戏；英语教学1. Introduction Classroom game is one of the most useful means of teaching. English classroom teaching game is a funny activity which both the teacher and students enjoy doing. Games can be used in any classes. The main objective of using games in class is to get students to relax and enjoy using the language. It is believed that students can learn a language as well as enjoy themselves at the same time. English classroom teaching game coincides with the major task of the basic education and make students be enthusiastic in learning English. In this paper, the categories and functions of game will be talked about. And some of the most popular games will be showed as examples to explain the role of game in English classroom teaching. Besides, this paper will explore the value of game in English classroom teaching.2. Categories and Functions of Game in English Classroom Teaching2.1 Categories of Game in English Classroom TeachingAccording to the language knowledge and skills, English classroom teaching game can be divided into several categories: vocabulary game, structural game, listening-and-doing game, speaking game, number game, role-playing game and intelligence game and so on. （张翠云，2006：61）They suit for the classroom practical teaching most and has the best practical value in teaching. Most of them will be introduced briefly as follow. 2.1.1 Vocabulary GameVocabulary game refers to the game which intends to study, practice and reinforce the vocabulary. Its main content is the vocabulary teaching. There are many kinds of vocabulary games, which emphasize different aims of vocabulary learning. Some are designed to practice the words spelling. Some are designed to reinforce the usage of words. For example, a game which is called “Sparkle”. （刘宇， 1999：54）It serves as good practice for spelling words. Arrange students in a line. The game leader calls out the first word. The first person in line calls out the first letter in that word. The second person calls out the second letter. The third person calls out the third letter and so on. The person who says the last letter in the word must turn to the next person who should speak out the word and say “sparkle”. If a word is misspelled, the person to say the first wrong letter must sit down and the spelling of that word continues. After a student says sparkled, the leader calls out a new word. The game continues until only one student remains standing. This game requires students to pay attention to every letter of the word given and spell it in the correct order.2.1.2 Structural GameStructural game refers to the game which emphasizes the grammar rules and knowledge. It connects the abstract grammar rules and knowledge with the funny game. It makes students study them happily and unconsciously. According to different structural points, there are many kinds of structural games.For example, An Auction Game. First, divide the class into several groups and give every group 100 dollars. Then teacher writes some sentences on the blackboard and pretend to sell the sentences. At the same time, students try to buy any sentence to which they know the correct answer maybe it was correct at all when the teacher wrote the sentences on the blackboard or maybe they can correct it. They do this in the typical auction when teacher are selling the sentences (get a volunteer to write down who buys what for how much). After students have corrected the sentences, it is their turn to sell the sentences while others buy it. There is a minimum on each sentence. At the end students take turns to give the correct sentences. If a group can not rewrite a wrong sentence correctly, they lose that money. If a group buys a wrong sentence, they lose that money, too. They add up their winnings at the end. This is quite exciting because they dont just learn the grammar but the strategy of competition, too (buying which sentence and betting how much on it).2.1.3 Listening-and-Doing GameListening-and-doing game refers to the game which means to practice the students listening and acting abilities. Because it joins students listening and action together, it eliminates their boredom and tiredness when they are doing listening for a little long time. But it suits for the primary and junior students more than the senior students, most of whom are not willing to do games.For example, the game of “Teacher Says”. First ensure the students understand that they can only do the action if teacher say teacher says first. If teacher does not say teacher says, they must not move. Any movement if the teacher doesnt say teacher says or an incorrect action results in the student being out. Another variation to this game is not to introduce the teacher says to beginners in this game. Simply give the students teacher commands, and if they dont complete the correct action they are out of game. Once the students find this too easy, then teacher can add the teacher says as a portion of the game.2.1.4 Speaking GameSpeaking game refers to the game which practices students speaking ability. One of the biggest problems for students, who learn English as a second language, is that they are too shy to open their mouths. And through speaking games, students are encouraged to communicate with each other when they are enjoying the game.For example, the class is divided into several groups and every group chooses a representative. Teacher writes a word behind each representative, and the team has to explain or define that word so that the representative can guess it. The first representative who guesses the word written behind him/her correctly gets a point for the team and the round is over. Two new representatives come to the front. Teacher may have to fully express to forbid using any form of the word on the board and of course any translation. This kind of game asks students to think about the meaning of the word and remember it, then express it in English.2.1.5 Number GameNumber game refers to the game whose task lies in learning or reviewing the numbers. Number is one of the most important bases in English learning. It includes the listening, speaking, reading and writing of the number. With number games, they provide many forms of numbers learning so students will learn numbers faster than usual.For example, a hot game which is called “Four Corners”. It is popular with teachers and students. Number the corners of the classroom from 1 to 4 or other numbers which are being taught. Select one student to be It. That person closes his or her eyes while the rest of the students go to one of the four corners in the classroom. The teacher should give the rule that each corner has the maximum number of students. When all students are settled in a corner, “It” calls out a number. All the students who chose the corner with that number should move to other corners. But when other corners get the maximum number and the students who can not get into any one of them are out of the game and must sit down. “It” closes his or her eyes again, calls out another number, and more students move or sit down. When the game gets down to four people or fewer, each must choose a different corner. If “It” calls out a corner where nobody is standing, “It” must choose again. The game continues until only one student is left. That student becomes “It”. It is very funny so that students will put the numbers in their mind fast and move or sit down quickly. And they will not feel the number learning boring.2.1.6 Role-Playing GameRole-playing game can be used in some stories, especially drama teaching. Role-play encourages students to use their imagination, when they get involved in their role. This reduces the linguistic analysis. It makes students think of themselves as the characters and then act the characters out.2.1.7 Intelligence GameIntelligence game makes effort to develop students intelligence quotient. In our education, we should not only teach the students language knowledge, but also develop their intelligence. The intelligence game is always a little difficult but it will arouse students interest and challenge them.For example, a popular game which is called “Piecing the Puzzle”. It requires a little preparation - but its worth it! To prepare, divide a pictures into 5 parts or more. Map pictures are great for this activity or other pictures relating to a teaching theme. Hand a puzzle piece to each student. Let students wander around the classroom and talk in English to find their puzzle mates! Extra challenge! 2.2 Functions of Game in English Classroom Teaching2.2.1 Association FunctionIn English classroom teaching, teacher should inspire students to use association to learn knowledge and think about difficult questions. （游柱然，2001：24）And game has the association function.First, games are funny but with a purpose.（张景珍，2005） Games create a cognitive engagement between the learner and the topic in a flowing, smiling environment. Games celebrate your topic and reward individual and group achievement.Games bring fun and energy into a brisk learning zone, but with the focus on learning.Second, games are experiential. Todays learner needs to do and to try things on hisher own. Games provide an environmentthat transforms a passive student into an active part of the learning process where shecan connect with her own knowledge and experience her own ideas. Games also remind both students andteachers that energy in the classroom is a good thing.Third, games motivate learners. Games engage players and then motivate them to interact with the topic. This interactiondrives players to demonstrate their understanding of the topic in a friendly contest. Andsuccesses are memorable moments of shared victory and celebration, while mistakesmean only that the learner is being stretched to his or her own limits.In a word, it can arouse students interest in English and promote their understanding, recollection and application of English knowledge, providing training for students initiative and creative thinking.（游柱然，2001：26）2.2.2 Communication FunctionLanguage teaching is not only the teaching of the grammatical rules or knowledge but also a development of “the rules of the use” or the learners ability to use the language to communicate. So this is quite different from the traditional grammar-based approaches. （Sheng Yuedong and Huang Jianbin, 2003） And English classroom teaching game has communication function, which provides teachers and students the chance to express their ideas in English in an appropriate and effective manner, as is the best way of communication. In this way, games bring real-world relevance firstly. Games allow you to present real-world information in the form of questions、role-plays and so forth. In this way, players learn not only the what but the why of thetopic from a real-world perspective. Players also observe their own behavior and that ofothers during game play. Secondly, games improve teamwork. Games are real-time activities that bring players into teams, demonstrate the rules androles of working together as a team, and underscore the value of team collaboration. Gamesgive students a chance to know their peers as they share the same real-timeexperiences, allowing for strong networking and bonding with the outside world.2.2.3 Application FunctionThe assessment of a student should be of diversification and beneficial to his/her individual development in the long run. A student is an individual who differs from any others. Monotonous assessments often lower their enthusiasm in study. Never spare compliments in the case that he/she makes just a little progress. Probably the compliments would be a turning point to him/her in English study. All the possible means should be tried to stimulate the students active thinking and let them taste the satisfaction with their own success. So the appearance of English teaching game and its application function is very important. First, games provide feedback to the students. Students want and need feedback on their performance. Games give them immediatefeedback on the quality of their input their successes and their errors. With theappropriate corrective feedback, this can become an invaluable learning opportunity.Second, games provide feedback to the teacher. Games provide a practice field where students interact with the topic, demonstrating their knowledge and ability to apply the information. By observing this real-time demonstration,the teacher can adjust the subsequent level of learning and teaching.Third, games provide a less threatening learning environment. Because the game format is playful, the inherent challenge of the material, even new ordifficult material, is less threatening. During game, playing difficult questions andscenarios are just part of the game. And, teachers can use the game as a bridge between the study and the students.Fourth, games accelerate learning. Games allow you to impress your topic and demonstrated learning into shorter periods oftime, accelerating the speed of learning. The listening, speaking, reading and writing forms of game provide all of the learning types, including both the rational and experiential mind that help players rememberwhat they have learned.3 Role of game in English Classroom Teaching3.1 Changing the Teacher-Centered Classroom Teaching into the Student-Centered Classroom TeachingIn traditional classroom teaching, teacher is the demonstrator or performer of new language. The initial step of the acquisition of a second language is to acquire linguistic competence. In a traditional English class, the teachers job is teaching while the students are just passive listeners. And what they are listening to is often something unfamiliar to them. It is hard for them to sustain interest in the target language learning. But with playing games in classroom, the teacher-centered classroom teaching will be changed into the student-centered classroom teaching. And students will become the real master in class while teacher is a coordinator in activities. (庞文慧，2005：98)The following is an example-“whispering game”. Divide the class into two teams (or more). Line up the players. If theres an odd number of players, heshe can be the teachers helper. The teacher or the helper whispers a message to the first person of both group A and group B. The game only starts when both players know the message. Then each player whispers the message to the next player in his group successively until the last player gets the message. The team that can repeat the message first and correctly receives a point.This is a listening and speaking game. It asks students listen carefully and speak clearly. The pronunciation is the key here. But in traditional classroom teaching, when teacher teaches the pronunciation, he/she often reads the words, phrases and sentences for the students. And students will read after the teacher, but most of them can not judge whether their pronunciation is correct or not. And this kind of teaching is so boring that many students are not willing to follow it.By playing whispering game, students involve themselves in the pronunciation practice. Every student gets the message from the former one and pass on to the next one. Students should pay more attention to their speaking and make sure their pronunciation is correct and others will not misunderstand him/her. They become the center of the class. They are the performers and have the real mastery of pronunciation in class. The game makes the students familiar with the pronunciation and active in the practice. At the same time, they should cooperate with others or they will lose the game. This is a team game. Here it shows the communication function of the game.After the game, the results provide the feedback to the students and teacher. Ask the first students and the last one to read the message in turn and let other students compare with them. They can discuss with each other and judge which one is correct or better. This is one part of the student-centered classroom teaching. The teacher can join in the discussion and adjust the following level of learning. This is one point of games application function.3.2 Motivating Students Interests Game is one of the most important ways for teacher to motivate students interest of learning language. And if the student feels the course that he is following is helping him to obtain knowledge and to develop skills, his internal