英语本科毕业论文-游戏在小学英语课堂的应用

.../OntheApplicationofGameinPrimarySchoolEnglishClass游戏在小学英语课堂的应用AbstractInterestisagoodteacherforpupilstolearnaforeignlanguage.Sotodevelopthestudents’learninginterestandcultivatetheirlanguagesensesarethemostimportanttasksinprimaryEnglishteaching.Inthissituation,gameisthemostusefulandeffectivemethodforteacherstomakeacheerfulenvironmentandarousepupils’interests.ThispapermainlyfocusesontheresearchoftheapplicationofgamesinprimaryEnglishclass.ThewriterpointstherecentsituationandproblemsofprimaryEnglishteaching,listssomebasicfunctionsofgamesandthefieldsofusingclassgames,andproposessomesuggestionsandguidelinesofclassroomactivities.Inthemeantime,itaimsatdrawingpeople’sattentiontothesignificanceofclassgame,aswellasitslimitation.Keywords：classgames;interest;function;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.Introduction1.1DefinitionandCharacteristicsofclassgamesDefinitionofclassgamesCharacteristicsofclassgames1.2TheImportanceofUsingGames2.CurrentSituationandProblemsinEnglishClass2.1CurrentsituationinEnglishclass2.2ProblemsinEnglishclassNoconnectionwithteachingmaterialsSinglepatternofEnglishteachingLackofcreativityLackofmethodofcontrollingclass3.TheFieldsofUsingGamesinEnglishTeaching3.1GamesinteachingthebasicknowledgeVocabularyGamesGrammarGames3.2GamesinteachingthebasicskillsListeningGamesWritingGames4.TheEffectsofClassGamesApplyingonEnglishTeaching4.1Cultivatingstudents'learninginterests4.2Improvingstudents'learningability4.3Reducingtheburdenofteachingandstudying5.HowtoPracticeClassGames5.1Themoderatedifficulty5.2Thesuitabletime5.3Theaccurateorder6.ConclusionReferences1.IntroductionNowadays,science,aswellastechnology,isplayinganincreasinglyimportantroleinsocialdevelopment.Moremodernmaterialsandtoolshavebeenusedtomeettheneedfortheteachingandlearningofaforeignlanguage.Asaresult,teachinggamesbecomemoreandmorepopularandhavebeenusedmorefrequentlyinprimaryEnglishclass.Inaddition,peoplehavepaidmuchmoreattentiontotheteachinggames.1.1DefinitionandCharacteristicsofclassgamesClassgame,asanewthing,comestopeople.Theopinionsonitvaryfrompeopletopeople,differentpeopleholddifferentviews.Someofthemsupportthisnowmethod,whileothershaveobjections.DefinitionofclassgamesInhisarticleTheTheoreticalBasisandApplicationModeofEducationalGames.Fangfang<2007>suggestedthat,"Gameisakindofactivitycontrolledbychildren,canbringhappyexperienceandwithworkablematerial".What’smore,RanTu<2009>pointedoutthat,"ClassgamesteachingreferstoteachersorganizethewholeclasstodoEnglishlanguagepracticalactivity,accordingtospecificteachinggoal,combiningcertaincontent,andadoptinglivelyandfunnyform."Inmyview,gameisapracticalteachingformthatstudentlikesingenerally.Itisthemostusefulandeffectivemethodforteacherstomakeacheerfulenvironmentandarousepupils’interests.CharacteristicsofclassgamesGame,asateachingmethod,hasitsowncharacteristics.Firstly,itismotivatingandchallenging;gamescanwakeupstudents’interest,whenstudentsareinterestedinsomething,theywillbehappytolearn,taketheinitiativetolearn.Secondly,gameisfulloffun;whenthestudentsarehavingclassgames,theywillfeelhappy,relaxedandcomfortable,sothattheycanabsorbnewknowledgeandskilleffectively.Thirdly,gameisgovernedbyrulesandhasitsclearpurpose;ifthegameisjustforfunortopasstime,itwillnotgetitsexpectedeffect.Inotherwords,theteachinggamesmusthaveasimpleandclearobjectiveandbeconductedunderarule.Onlybyknowingwhattodoandhowtodo,canthestudentskeepgoingandgettheknowledgethoughthegames.1.2TheImportanceofUsingGamesAsweallknow,learningaforeignlanguageisahardtaskandrequiresmuchmoreefforts,butifoneishavingfunandtherearesomethinginteresting,likegames.Itispossibleforthelearnertoabsorbtheknowledgeaswellasenjoyhimself.Teachinggameisakindofeffectiveway,whichcanhelptheteacherscreatearelaxedatmospheretoextendstudents’attentionandconsolidatethelanguage.Itwillenhancetheteachingeffectbyquicklydrawingthestudent'sattention,andarousingtheirenthusiasmforstudy.Atthesametime,gamescanencouragestudentstointeractandcommunicatethroughplaying.Studentsbecomemorewillingtotakepartintheclassactivityandtheseshystudentswillgetmoreopportunitiestoexpresstheiropinionsandfeelings.Inaddition,thereisthedifferentinformationbetweenthespeakers;wecallittheinformationgap,whichplaysanextremelyimportantroleinthecommunication.Itissaidthatinordertopromoterealcommunicationbetweenstudents,theremustbeaninformationgapbetweenthem,orbetweenthemandtheirteacher.Inthatcasetheclassgamescancreatemanyforms,arousestudents’eyes,ears,mouths,nosesandhandsforcommunication,whichcausestheinformationgap.Therefore,creatingtheinformationgapbyprovidingallkindsofclassgamesisagoodmethodinteachingactivity.Sothatstudentswillbecomemoreeagertolearnandcanabsorbnewknowledgewhileplaying.2.CurrentSituationandProblemsinEnglishClassAstimegoesby,Englishhasbecomeoneofthebasicskillsofpeoplein21stcentury,andithasnotbeenacompulsorycourseinprimaryschoolsfromGrade3inChinauntil2001.AndithasbeentaughttoprimaryschoolstudentstohelpthemdevelopEnglishskillandknowledgesothattheycanuseEnglishtocommunicatewithothers<XiaYajuan2011>.Meanwhile,someproblemsanddifficultieshavecomeoutinpractice2.1CurrentsituationinEnglishclassSincethecoursewascarriedintoexecution,therehasbeenagreatachievementinthisarea,andthegenerallevelofstudents’Englishabilityhasimprovedandcometoahighposition.Buttheresultshavenotbeenasoptimisticasimagined,ontheonehand,studentsfeelhardtolearnit,manyofthemonlyknowhowtofollowtheteachertoreadandwritemechanically,butdonotknowhowtoabsorbknowledgebythemselves.Ontheotherhand,teachersthinkitisdifficulttoteach,becausenowadays,primaryschoolEnglishteachingmethodsarestillunderexplorationandwaitingforenhancing.2.2ProblemsinEnglishclassHowever,problemsarisebecauseoftheimmaturesystem.IthinkIcandividethemintofourpartsasfollows:NoconnectionwithteachingmaterialsInthearticleACourseinLanguageTeaching:PracticeandTheory,PennyUr<1996>pointedthatgamesareusingbothvisualandauralchannelsaswellassomephysicalmovements.Andvariouskindsoflanguageteachinggamescanbeusedtomakealivelyandenlighteningclassroom.Butinreality,inmostclass,theteachinggameshavenodirectrelationshiptotheteachingcontentsorcouldnotcombinewiththeteachingmaterialsclosely.Studentsjustfollowtheirteachersblindlyanddothegameswithoutknowingwhytheyhavetodothis.Maybethegamesdesignedbyteacherscanbringhappinessandinteresttothekids,buttheeffecttopracticestudents’languageabilityislimited.Sothetypeofgameshouldbeaccordingtotheteachingmaterial,asLiuxiao<2011>saidinherarticle:"everyteachinggamehasitsownmeaning,andshouldbedesignedaccordingtotheteachingcontentstoachieveitsexpectedeffect."SinglepatternofEnglishteachingInmostEnglishclass,teachersstillkeepatraditionalteachingstyle.Theyallgivethecoursebypresentingthenewwords,readingthenewlesson,andexplainingthewholemeaning;finally,finishtheclassbyaskingseveralquestions.Asaresult,studentsaretiredofEnglishstudies.ZhangSaihua<2005>suggestedthatprovidingyounglearnerswithbodily-kinestheticactivitiessuchasmakingthings,singingactionsongs,playinggames,doingprojectworks,doinghands-onactivitiesisagreathelpforthemtounderstandthetargetlanguage.Andinfact,someteachersapplyteachinggamesinEnglishclass,buttheeffectisdisappointed.Andthisisbecausetheformofgamesissingle,andusedincorrectly.Forexample,manyteachersuseonegameagainandagain;atlast,studentsaretiredofit.Thentheyalllosttheinterestoflearningforeignlanguage.LackofcreativityAlthoughmostteachersandschoolshaverealizedtheimportanceofusinggamesinEnglishclass,andvariouskindsofgameshavebeenusedinreality,thetypesofthosegamesarelackofcreativity.Wangzhuangdan<2011>suggestedthatteachersshouldarrangesomechallengingactivitiesintheclasstomeetstudents’psychologicalneeds.Andwehopestudentscanlearntheknowledgewhileplaying.Infact,themostgamesusedinEnglishclassaredownloadedfromtheInternetordesignedbyothers,andfewgamesaredesignedbyteachersthemselvesaccordingtotheirteachinggoals.Asweallknow,theaimofprovidingteachinggamesistoattractstudentsandmotivatethemtolearntheforeignlanguage.Butifthegamelackscreativity,evenboring,howcanitcreateahappyatmosphereandarousechildren’sinterest?LackofmethodofcontrollingclassIfaclassgameissuccessful,itwillpromptstudents’learningaspirationandmakethemexcited.Inthatsituation,studentsbecomewillingtotakepartintheclass,andhappytoperformthemselves.Inherarticle,Yujin<2002>saidthatbeforeplayinggames,Englishteachersshouldmakesureeverystudentunderstandsthegamebyintroducingtherules,encouragementandpunishment,orcanpresentthewholegameprogress.Butnowadays,thegamesusedinEnglishteachingareoutoforder;theblindparticipationofstudentsmakesthemgetnotingafterplaying.Carryingonthegameistoconductthestudyandconsolidateknowledge,andactiveclassroomatmosphere.However,moststudentsonlythinkitisinterestingandfresh,butdonotknowthepurposeofthegameandhowtoabsorbtheknowledgebythemselves.Thisisbecausemostgameslackmethodtocontrolthewholeclass.3.TheFieldsofUsingGamesinEnglishTeachingTherearevariouskindsofgameswearefamiliar,suchasalphabetscramble,happyfaceandsadface,numbergamesandsoon.Hadfield<1999>dividedlanguagegamesintotwotypes:communicativegamesandlinguisticgames.Inhisopinion,wecanapplythosegamesinmanyfields,forexample,theycanbeusedasacommunicationtooltoteachchildrenhowtoreadandactout,andtheycanalsobeaspecialwaytoteachvocabularyandgrammar.Now,Iwouldliketofocusonsomecommonandpracticalwaysinwhichteacherscanusegameseffectivelytogiveclass.3.1GamesinteachingthebasicknowledgeGameisapracticeteachingformthatstudentlikesingenerally.Anditisthemostusefulandeffectivemethodforteacherstomakeacheerfulenvironmentandarousepupils’interests.TeachinggamesusedinEnglishclassnotonlycanattractstudents’attention,feedtheirneeds,butalsocanencourageandstimulatethemtolearn.Inaword,itplaysanimportantroleinteachingthebasicknowledge.VocabularyGamesVocabularygameisakindofgameswhichcantestandimproveone’svocabularyskill.Asweallknow,learningvocabularyisthemostdifficulttaskinlearningaforeignlanguage.Butthevocabularygamescanmakethetaskmucheasierbyprovidingafriendlystress-freelearningenvironment.Vocabularygamestakemanyforms;Iwillfocusonthemostcommonthreeforms.Thefirstgameiscalledpasstheword,theteachergivesthefirststudentaword1,thenthefirststudenttellsthewordtothesecondone,andthesecondonespeaksanotherword2,buttheword2mustbeginwiththelastletteroftheword1,thengoonitlikethiswiththefollowingstudents.Forexample,ifthestudent1givesawordlike"dog",thenthestudent2cansay"game"or"give"andotherwordsbeginwith"g",andthengoonlikethis.Itisagoodreactiongame,whichcanhelpstudentstohaveareviewofthewordstheyhavelearned,andexpandtheirvocabulary.Anothertypeofgamecalledrelayracealsocanattractstudents’attentionandmobilizetheirability.Theteachershoulddividethewholeclassintoseveralrows,andplaythegameonebyone.Thefirststudentpassestheballtothenextonebyspeakingoutakindofanimals;thefollowingstudentsdothesamething.Atlast,theteachershouldtellwhichteamisthefastestone.Inordertomakethegamemoreexcitingandcolorful,theteachercangivesomerewardsandpunishment.Ifsomeonecannotgiveananswerquicklyormakeamistake,sheorhemustgiveaperformance.Bytheway,thewinnercangetacandyoranythingelseasareward.Thethirdformofvocabularygameiscalledguessinggameorrole-playgame.Inherarticle,ZhuHuiting<2009>describesthatitisawidelyusedgame,whoseeffectscannotbeignored.Beforeplayingthegame,theteachershouldprepareavocabularylist,anddividethewholeclassintotwoteams;eachteammustsendamembertobetheguesser.Theguesshastocometothefront,facingthewholeclass.Thentheteacherwritesthewordontheblackboardandotherteammembershavechancetocomeoutandgivecluestotheguesserssothatheorsheknowtheword.Thefirstonewhogetsitcorrectlywouldscoreonepoint.Afterseveralroundsoftheguessinggame,theteamthatscoresthemostpointsisthewinner.ByplayingthiskindofgamecanhaveagoodreviewofthevocabularyandhelpstudentsrememberthewordseasilyGrammarGamesManyprimarystudentsoftencomplainlikethis:"Verbtenses,partsofspeech,countandnon-countnouns-studyinggrammargivesmeaheadache".Asweallknow,grammarprovidestherulesforputtingwordstogether,andfocusesontheformorinstructionofthesentenceswhichmakethestudentsfeelhardtolearn.Butifweminglethegrammarwithgames,itwillbecomeinterestingandmucheasiertolearn.Forexample,thereisagamecalledcorrectthesentence,whichisveryeasytoplaybuthasanessentialeffect.Beforethegames,theteachershouldpreparesomecards,whichhavethesentencesonthem,andputthemintoabox.Thesesentencesareallwrongsentenceswithsyntaxerror,suchas"What’syouname？","It’saapple","HelikeHangzhou"andsoon.Afterthat,theteacherwilldividethewholeclassintotwogroups;everymembersofeachgroupsittogether.Whenthegamestarts,theteachershowsthewrongsentencesonthescreenonebyone.Onceanystudentknowstheanswer,hecanputuphishandtogetthechancetocorrectthesentences,ifhegivestherightanswer,hecangetonepointforhisteam,ifnot,theopportunitywillbegiventotheothergroup.Atlast,theteacherwillcountthepoints,andthehighergroupwillbethewinner.Anothergamenamedgrammarcasino.Inthisgame,eachstudentstartswithonehundredpoints.Theteacherwillgiveseveralsentenceswithallthegrammarpointstheyhavelearnedonebyone.Thenallthestudentsreadthefirstsentence,anddecideifthesentenceisrightorwrong.Ifheorshethinksthesentenceisright,heorshecanputhispointunderthe"good".Oppositely,ifthekidsbelievethesentenceiswrong,theyshouldbetunder"notgood".Iftheyareconfidentenoughtheycanbetalot.Ifnot,theycanbetalittle.Afterallthestudentsfinishoneroundofbet,theteachercangivetheanswer,thechildrencanchecktoseeiftheywerecorrect.Ifcorrect,theycanaddtheirbettotheirtotalpoint.Ifwrong,theywilllosethepointtheyhavebetted,andtheteacherwillgivetherightsentenceandcallthewholeclasstoreadittogethertohelpthemremember.Thentheywillstartthesecondround.3.2GamesinteachingthebasicskillsAlmostallthekidlikegame,itcanstimulatetheirdesiretolearnandmakeforeignlanguagelearningmucheasier.Frederickson<1999>statedthataplayfulatmospherecreatedbytheteachinggames,canfreethestudentstotakechanceswithoutfearofbeingwrong.Mostimportantly,studentswillrememberallthelessonstheyenjoy.Inaword,gamescanbeaneffectivewaytoteachforeignlanguage,especiallythebasicskill.ListeningGamesAsitisknowntous,thecapabilityofEnglishisincludingspeaking,listening,readingandwriting.What’smore,listeningisthefoundationofcommunication,anditisthemostimportantanddifficultofthefourskills.Inordertohaveasmoothcommunication,wemustknowwhatareotherstalkingaboutandwhatareweaskedtodo,thenwecangiveareply.Sointheprimaryschool,teacherswillpaymuchmoreattentiontotrainstudents’learningabilitybyusinglisteninggames.Forexample,thegamenamed"Simonsays",whichcanalsobecalled"listenanddo".Inthisgame,theteacherwillchooseavolunteertobeSimon;therestofthewholeclassmustdoaccordingtowhatSimonsays,andspeakoutthesentence.Forinstance,ifSimonsays:"touchyournose",thenthereststudentshavetotouchtheirnose,andsay:"Simonsaystouchyournose".Ifsomeonejustsays"Simonsays"withoutshowtheactionorjustdoestheactionwithoutsayingthesentence,hewillbeout.Severalroundslater,thelastkidleftwillbethewinner.Itisagoodwaytotrainchildren’slisteningcomprehensionwhilecallinguptheirbodylanguage.Thereisanothergamecalled"toldandretold",whichisverypopularandinterestinginprimaryschool.Theteacherdividedtheclassintotworows,themorememberoftherow,themoredifficultthegamewillbe.Thentheteachergivesasamesentencetothefirststudentofeachteam,suchas"Bill'sbigbrotherisbuildingabeautifulbuilding".Thetonguetwisterwillmakethegamemorechallenging.Thenthefirstkidsendthemessagetothenextone,thesecondonepassonthesentencetothethirdone,goonlikethisuntilthelastkidgetsthesentence.Afterthat,thelaststudentofeachteamcomestothefrontandspeaksoutthesentence.Atlast,theteacherwillgivethecorrectanswer,theteamwhichgivestherightormoresimilaranswerwillwinthegame.Thisgameistotestchildren’slisteningcomprehensionandtellthemhowimportantthelisteningis.WritingGamesInmanyprimaryschools,writingisnotasimportantasspeakingandlistening.ButwithmorerequirementsforprimaryEnglishteaching,ithasbecomeincreasinglyimportant.Intraditionalclass,teachersalwaystrytoimprovechildren’swritingabilitybygivingalotofexerciseandrecitation,whichmaketheclassverydull.Soisthereanygoodwaytosolvethisproblem?Inthissituation,writinggameplaysaveryimportantrole.Forinstance,thereisagamenamedmemorychallenge.First,theteachergivesseveralwordsontheblackboard;allthestudentshave5-10minutestoreadandrememberthewords,butcannotwriteanything.Whentime’sover,theteacherwilleraseallthewordsandthestudentshavetowritethewordsdownasmuchaspossible.Atlast,theteachershowsthecorrectanswerandcheckswhichstudentswritethemost.Byplayingthisgame,studentscanhaveatrainoftheirmemoriesaswellaswritingabilities.Thereisanothergamecalledmakeasentence,whichcanbeusedinprimaryEnglishteaching.Dividethewholeclassinto4or5rows;givethefirststudentofeachteamacard.Thenwhentheteachersaysstart,thefirststudentwritesawordonthecard,itcanbeaname,atimeoranythingelse,thenpassesthecardtothesecondone,thestudentgetsthecardandwritesaworddown,butmakessurethewordmustberelatedwiththefirstoneinordertomakeasentence.Thengoonlikethisuntilthelaststudentfinishesthework,andcomestothefronttowritethewholesentenceontheblackboard.Atlast,theteacherchecksallthesentences,andgivesapointforeachteam;thegroupthatgetsthehighestscoreisthewinner.Nomatterwhatgamestheteachersgive,theyshouldrespectthenatureofstudentsandtheteachingmaterials.Onlyinthatway,canallthegamesgaintheirmaximaleffect.4.TheEffectsofClassGamesApplyingonEnglishTeachingThetrendinthelearningofforeignlanguagesisspreadingworldwide.Now,Iwilltalkabouttheeffectsofclassgames.DingHaidong<2001>describedthebasiceffectsofgameslikethat:"inspiringstudents’learninginteresteffectively;promotingthedevelopmentofstudents’intelligence;andtrainingstudents’innovationability."Inmyview,wecandividebasiceffectsofteachinggamesintothreepartsasfollows:4.1Cultivatingstudents'learninginterests"Primarystudentshaveastrongsenseofcuriosity,anddeepinterestinlearningnewthing.Theirdesireforknowledgeandthedependenceonteachersmaketeachingeasier"<Wangjing,2011>.Asweallknow,mostprimarystudentsareactiveandimpatient,itisveryhardtomakethempayfullattentiontothelessonduringthewholeclass.Broadlyspeaking,thechildrenwanttolearnwhatthey’reinterestedin,iftheclassisboringandnerdy,theymayhopethetimecanpassquicklysotheycoulddismissfromthetenseatmosphere.Thevividandfunnygamescanmakearelaxingandinterestingatmosphereofclass;indeed,gamebecomesanewmotivatingandchallengingmethodandskillforEnglishteaching.Itcanprovideanopportunitytoencouragestudentstointeract,communicateandabsorbknowledgethroughthewaytheylike.4.2Improvingstudents'learningabilityProperlyusinggamecanhelpstudentsgainmuchknowledge,increasetheirknowledge,broadentheirminds.Ifthestudentsfeelinterestingofthelesson,theywilltaketheimitativetolearnmoreoftheclass.Onceakidreallyhadaverystrongdesiretolearn,hewilltrytodiscoverandabsorbnewthingsbyhimself.Atthesametime,hewillbecomemoreactiveandcreativeinthinking,morepositiveandinitiativeindoing.What’smore,gamescanhelpstudents’communicationability;thevariousgameswillgivekidsopportunitiestopracticetheiroralEnglish,sothattheycanhaveagreatimprovementoflisteningandspeaking.Inaword,carryingoutofgamesinprimaryEnglishclasswillallowstudentstohaveagraduallyimprovementoflearningability.4.3ReducingtheburdenofteachingandstudyingNowadays,theEnglishclassesinprimaryschoolarealltaughtinEnglish,whichmakesstudentsfeelmoredifficulttolearnandteachersfeelhardtoteachtheforeignlanguage.Buttheclassgamescansolvethisproblembycreatingarelaxingenvironment.Firstly,thegameswilllowerthedifficultysothatthechildrenaremorewillingtotakepartintheclassactivity.Secondly,thegamescanbeagoodmethodforteacherstogivetheirlessons.Byusingthegames,teacherscanmaketheirclassesmorecolorfulandattractive.Inthisway,thebarrierbetweentheteachingandstudyingwillbeeasilyreduced.5.HowtoPracticeClassGamesSincegamehasavarietyoffunctions,weuseittoimprovethequalityofteaching.Butitdoesnotmeanthatthemoregamesthebetter.AsLiaoAixiu<2004>pointedthatinordertodecidewhichgametouseinaparticularclassandwhichgamewillbemostappropriateandsuccessfulwiththestudents,teachersshouldtakemanyfactorsintoaccount.Inaddition,astheformoftheclassgamesusedinprimaryEnglishteachingarevarious,weshouldpayattentiontoitslimitationandapplicability.5.1ThemoderatedifficultyGamesareeithertooeasyortoodifficult,whicharenothelpfulinimprovingthestudents’languageskill.Inaddition,gamesaretoocomplicatedtodoinclasswhichresultsinawasteofclasstime<ZhangHaiyan2007>.Thatis,theteachercannotgetexpectedeffectiftheformofthegameistoocomplex.Soweshouldcontrolthedifficultyofclassgames,andteachersshouldbeverycarefulaboutchoosinggamesiftheywanttomakethemprofitableforthelearningprocess.Thegamesshouldbeappropriateforthelevel,ageofthestudents,becausedifferentagegroupsrequirevarioustopics,materials,andmodesofgames.5.2ThesuitabletimeSecondly,teachersshouldcontrolthetimeofthe