本科毕业设计（论文）Application of Game Teaching Method in Childrens English Vocabulary Teaching

ContentsTOC\o"1-2"\h\z\uAbstract I摘要 IIIntroduction 11TheoreticalBasis 31.1Definitionof“Game”and“GameTeachingMethod” 31.2ResearchesonGameTeachingatHomeandAbroad 41.3ResearchesonEnglishLearningforYoungChildren 62ApplicationsofGameTeachinginEnglishVocabularyTeaching 102.1ApplicationofGameTeachinginEachStepofVocabularyTeaching 102.2EffectsofGameTeachingonChildren’sEnglishVocabularyTeaching 173ProblemsofGameTeachinginChildren’sEnglishVocabularyTeaching 213.1SummaryofTeachers’ProblemsinChildren’sEnglishVocabularyTeaching …213.2SummaryofChildren’sProblemsinChildren’sEnglishVocabularyTeaching 223.3ConflictBetweenTeachingContentandGames 234SuggestionsforSuccessfulGameTeachinginChildren’sEnglishVocabularyTeaching 244.1SuggestionsforTeachers’Problems 244.2SuggestionsforChildren’sProblems 254.3SuggestionsforConflictBetweenContentandGames 26Conclusion 28Bibliography 30Acknowledgments 32AbstractEnglishisbecomingincreasinglyimportantastheworld’suniversallanguage.InChina,theemphasisonEnglisheducationisalsograduallyincreasing,withtheEnglishcurriculumstartingatthethirdgradeofprimaryschool.Butnowadays,EnglisheducationisshowingatrendofyoungerageandpreschoolEnglisheducationhasreceivedmoreandmoreattention.Ithasgraduallybecomeahottopic.Vocabularyisanimportantfoundation.Foryoungerbeginners,learningvocabularyisveryimportant.However,intheteachingofvocabulary,theteachingeffectisstillnotobvious.Thegameteachingmethodisamethodthatincorporatesgamesasateachingformintotheclasses.Teachersusethismethodintheclassroomtoenablestudentstolearneasilyinthegame.Accordingtothecharacteristicsofchildren’sphysicalandmentaldevelopment,thegameteachingmethodcaneffectivelystimulatechildren’sinterestinEnglishlearningandstrengthenchildren’smemoryofvocabulary.ThemainresearchobjectofthispaperisEnglishlanguagelearnersinthepreschoolstage,anditfocusesonthespecificapplicationofthegameteachingmethodinchildren’sEnglishvocabularyteaching.Basedonthetheoriesrelatedtogamesandgameteachingmethod,thispaperdrawsonresearchesinthefieldofEnglishteachingforyoungchildrenandcombinesthecharacteristicsofchildren’sphysicalandmentaldevelopment,thecharacteristicsofchildrenlearningEnglishandthefeaturesofyoungchildren’svocabularydevelopment.Inaddition,thispaperfocusesontheanalysisofgamecasesineachstepofvocabularyteaching.TheauthorsummarizestheproblemsintheexertionofgameteachinginEnglishvocabularyteachingfromthreeaspectsandputsforwardsuggestionsfortheproblemsinthelastpartofthepaper.Keywords:gameteachingmethod;children’sEnglish;vocabularyteaching摘要英语作为世界性通用语言，它的重要性日渐突出。我国对英语教育的重视程度也逐渐增强，我国规定英语课程的起始年级为三年级。但是如今，英语教育呈现低龄化趋势，幼儿英语教育受到了越来越多人的关注和重视，逐渐成为热门话题。词汇是语言学习的重要基础，对于年龄较低的初学者来说，学习词汇非常重要，但是在词汇教学中，仍然存在教学效果不明显的现象。游戏教学法是一种将游戏作为一种教学形式融入课堂中的教学方法。教师在课堂中采用这种方法能够让学生在游戏中进行轻松地学习。根据幼儿的身心发展特点，游戏教学法能够有效激发幼儿英语学习兴趣，加强幼儿对词汇的记忆。本文主要研究对象为学前阶段的英语学习者，主要研究了游戏教学法在幼儿英语词汇教学中的具体应用。本文通过借鉴幼儿英语教学领域的相关研究，以游戏以及游戏教学法相关理论为基础，结合幼儿身心发展特点、幼儿学习英语特点以及幼儿词汇量发展特点，重点分析游戏案例在词汇教学每个环节中的应用。笔者对于游戏教学在英语词汇教学过程中出现的问题从三方面进行总结并针对问题在文章的最后部分提出建议。关键词：游戏教学法；幼儿英语；词汇教学IntroductionEnglishisthemostcommonlanguageintheworld.Manycountrieshavemadelanguageeducationatoppriority.InChina,Englisheducationisoneofthehottesttopics.TheageatwhichstudentsbegintocomeintocontactwithEnglishisgettingyoungerandyounger.Theperiodofrapiddevelopmentandaccumulationofchildren’slanguagevocabularyis3-6yearsold.Inthiscriticalperiod,children’sChinesevocabularyisconstantlyenriched,whichisalsoofgreathelptothegrowthofEnglishlexis.Theacquiringofvocabularywillestablishasoundlanguagefoundationforlaterin-depthEnglishlearning.Nowadays,manyteachersknowtheimportanceofgameteachingandarewillingtoapplyittotheteachingofEnglishforyoungchildren.However,therearestillproblemsthateitherthegameiscompletelyusedasthemainpartoftheclassorthegameismerelyadoptedinonestepinvocabularyteaching.Thefunofthegameisinkeepingwiththechildren’scongenitallyactivetraits.PreschoolEnglishteachersusegamesinvocabularyteaching,whichcanenhancechildren’svocabularymemoryandstimulatetheirinterestinEnglishlearning.Therefore,thisstudyfocusestheapplicationofgameteachinginchildren’sEnglishvocabularyteachingtomorecarefullyunderstandtheapplicationofgameinvocabularyteachingandtheimpactofgameteaching.FindingoutsomeexistingproblemsandputtingforwardrelevantsuggestionscanbettercarryoutgameactivitiesintheEnglishvocabularyclassroomforyoungchildren.Thepurposeoftheresearchistobetterunderstandthefollowingquestions:(1)Canteachersusegamesinanypartofvocabularyteaching?(2)Inwhichlinkisthegamemosteffective?(3)WhateffectdoesthegameteachingmethodhaveonEnglishvocabularyteaching?(4)WhatproblemsexistinthedevelopmentofgameteachingmethodintheEnglishvocabularyteaching?(5)Howtobetterimplementthegameteachingmethod?Thisthesisisdividedintofourchapters,namely,theoreticalbasis,applicationofgameteachinginvocabularyteaching,problemsofgameteachinginchildren’sEnglishvocabularyteaching,andsuggestionsforsuccessfulgameteachinginchildren’sEnglishvocabularyteaching.Thefirstchapteristhetheoreticalbasis.Itcoversthedefinitionof“game”and“gameteachingmethod”,researchesongameteachingathomeandabroad,researchesonEnglishlearningforyoungchildren.Thesecondchapteristheapplicationofgameteachinginchildren’sEnglishvocabularyteaching.Itcontainstheapplicationofgamesineveryaspectofvocabularyteachingthroughcaseanalysis.Theeffectsofgameteachingonchildren’svocabularyteachingarealsoanalyzed.ThethirdchapterisabouttheproblemsofgameteachinginEnglishvocabularyteachingforyoungchildren.Theproblemsaresummarizedfromthreeaspects:teachers,students,andteachingcontent.Thefourthchapterissuggestionsforsuccessfulgameteachinginchildren’sEnglishvocabularyteaching.

1TheoreticalBasisThischapterincludesdefinitionsofgamesandgameteaching,researchesongameteachingathomeandabroadandrelatedstudiesofchildren’slearningEnglish:thecharacteristicsofchildren’slearningEnglish,thedevelopmentofchildren’svocabulary,andthecurrentsituationofchildren’sEnglishteachingandtheproblemofvocabularyteaching.EnglishlinguistWilkinsoncesaidthat“withoutgrammar,peoplecanexpressveryfewthings,withoutwords,peoplecannotexpressthings”[1].Inthispart,theauthormainlyelaboratesonthefollowingaspects:definitionof“game”and“gameteachingmethod”,researchesongameteachingathomeandabroad,andresearchesonEnglishlearningforyoungchildren1.1Definitionof“Game”and“GameTeachingMethod”IntheOxfordEnglishDictionary,theword“game”hasmanymeanings,thefirstofwhichmeans“activity/sport”,andoneofmanymeaningsis“children’sactivity”.IntheChinesedictionary,“game”asnounmeansentertainmentand“game”asverbmeansplay.Usuallytherearerulesofthegamewhentherearegames.Inthedictionary,therulesofthegamearetherulesgenerallyfollowedinactivities.AccordingtoCiHai,themainpurposeofgameistodirectlygetpleasure,andthesubjectmustparticipateininteractiveactivities.Researchershavedifferentdefinitionsofgame.Plato’sdefinitionofthegameis:“Thegameisaconscioussimulationofallyoungcreatures(includinganimalandhuman)lifeandabilityimprovementneeds”[2].Aristotle’sdefinitionofthegameis:“Agameisrestandpastimeafterwork,anditdoesnothaveanypurposeinitself”[3].GunsentsoodolAandNorjvanchigMsaythatpeoplelearnwhileplaying.Inotherwords,gamesplayimportantrolesineducation.Playinggamesgivespeoplenotonlyexcitementandenjoymentbutalsomakesthembeinterested,motivatedandencouraged[4].Froebelemphasizesthevalueofthegame.Hedefinesgamesasthepurestspiritualactivityofmankind[5].ChinesepsychologistsTaoXingzhiandChenHeqinbelievethatgamesareaformofactivity.Theybelievethatgamesareauniquewayofactivitythatsuitsthecharacteristicsofyoungchildrenandthebestwaytopromotetheirpsychologicaldevelopment.Theauthorbelievesthatgamesareakindofteachingactivitysuitableforchildren,andgamescanbeusedasactivitiestoentertheclassroomofEnglishteaching.Thegame,anactivitythatisofusetochildren’sEnglishteaching,meetsthecharacteristicsofchildren’sbodilyandintellectualpromotion.Someteachersintraditionalteachingmethodswilldirectlyexplainvocabularyorknowledgethroughdetailedexercisesandthenthroughmechanicaldrills.Conversely,tocompletetheteaching,thegameteachingthatteachersmightputtouse,especiallyintheteachingoftheloweragegroup.Thecoreofitis“learningthroughfun”.Thismethodnotonlyenableschildrentolearnknowledgeduringthegamebutalsocultivateschildren’sinterestinEnglishlearning.1.2ResearchesonGameTeachingatHomeandAbroadThiswayofteachingthroughgamesisdeeplyconcernedbyeducatorsandtherearesomeresearches,bothlocalandforeign,onthemethod.1.2.1ForeignResearchesonGameTeachingAsfarbackasthe6thcenturyBC,theuseofgamesinteachingwasfirstproposedbythem,ancientGreece.Heraclitusfirstproposedthat“gamesarethewayforhumanstoturnonwisdom”.Platoproposedtocombinegameswithteaching.Itcanbesaidthathewasthefirsttoapplythegametopractice.Sincemoderntimes,GermanearlychildhoodeducatorFrobelisthefirsttoaddearlychildhoodeducationtothegameteachingmethod[6].Heproposedthatgamesarehumannature.Throughtheteachingmethodofgames,childrennotonlygetsuperficialentertainment,butmoreimportantly,improvetheirthinking,languageexpressionandotherabilitiestoachievethepurposeofteachingandentertainment.However,duetothelagofthetimes,histheorystillhasshortcomings.Inthe20thcentury,theMontessorieducationmethodofItalianeducatorMariaMontessorimadeagreatcontributiontothegameteachingmethodinthehistoryofmoderneducation[7].Inthecontemporaryera,manyeducationalscholarsrecognizethatgamesplayahugeroleinpromotingchildren’slanguagelearning.Children’seducatorS.MSliverbelievesthatgameisanimportantmeansofeducation.Hesaidthatreallearningoccursinarelaxedandpleasantenvironment.Somescholarsbelievethatgamesarethebestwaytolearnlanguages.Carrierdeemsthatteachersshouldchoosegamesthatstudentscanacceptbasedontheirchildren’slanguagelevelandpersonalitycharacteristics.Theconceptofgameteachinginpracticalteachingisputforwardbysomanyforeigneducators,partly,whichshowstheimportantroleofgameinEnglishlearning.1.2.2DomesticResearchesonGameTeachingInChina,gamesalsohaveahistoryofteaching.ScholarsZhuXiandChengYinoticedtherelationshipbetweenteachingandgames.ZhuXiproposedtheimportanceof“happyteaching”[8].WangShourenalsopointedoutthatteachingchildrenshouldbecentredonhappiness,andchildrenmustbeobedienttothenatureofchildren’seducation.Playinggamesisachild’snature.Inthe20thcentury,educatorChenHeqinvigorouslypromotedtheroleofgamesinChineseeducation.Hebelievesthatgamesareoneoftheeffectivewaysforteacherstocarryouteducationalactivities,whichcanattractchildren’sattention,cultivatetheirinterestinlearningandpositivepersonality.Healsosummarizedthetypesofgames,exploredvariouslevelsofdifficultyandstudiedtherelationshipbetweengamesandchildren’sage.Heputsforwardthetheoryof“liveeducation”.Heconsidersthatchildrenarenottheepitomeofadults,buthaveuniquephysicalandmentalcharacteristics[9].Youngchildrenareatanimportantperiodofphysicalandintellectualdevelopment,andwemustgraspthecharacteristicsofyoungchildrenandthescientificlawsoftheirgrowth”.Afterthe1990s,China’seconomygraduallydevelopedinanall-roundway,andwesterneducationconceptswereintroduced.EducationscholarHuangRensongcompiledalargenumberofchildren’sintellectualgamesinhisresearchongameeducation.Inmoderntimes,WangChunlihasshowninherresearchthatfungamescanreducethedifficultyoflearningvocabularyandhelpstrengthenstudents’memoryofwords.ZhangYanranalsopointsoutthatitcanincreasestudents’interestinvocabularylearningthatteacherschoosegameteachingmethodswhenteachingwords.Inthewakeoftheemphasisonpreschooleducationinourcountryandthecontinuousimprovementofchildren’scurriculums,pre-educationinstitutions,gradually,arewillingtoincorporategamesintoEnglishteaching.Toddlerscanhavefunandgainknowledgeingames,whichhasacertainpositiveeffect.1.3ResearchesonEnglishLearningforYoungChildrenAsEnglishlearnersaregettingyoungerandyounger,EnglisheducationproviderseverywherehaveemergedandadvertisementsforEnglishtrainingforyoungchildrenareeverywhere.AgrowingnumberoflittleonesaresenttostudyEnglish.1.3.1FeaturesofChildrenLearningEnglishPreschoolchildrenarecuriousandinterestedinallkindsofnewthings.However,children’sphysicalandmentaldevelopmentisalsorelativelyspecial.Theirconcentrationtimeisshorterandtheirunderstandingabilityislessmaturethanadults.Butchildrenarelessdisturbedbytheirmothertonguewhenlearningforeignlanguages.Aspeoplegrowolder,theirmothertonguegraduallybecomesproficientinanenvironment.Itcanbesaidthatyoungchildrenarethebesttimetolearnforeignlanguages.WhenadultslearnEnglish,theyusuallyconsciouslyresistthisnewlanguage,whichmeansthatadultslearningEnglisharemoredisturbedbytheirmothertongue[10].Incomparisontochildren,thewontoffirstlanguageofgrown-uphasformed;whereas,kids’theyarelessaffectedbytheirmothertongue.Children’scognitivedevelopmenthasabeneficialeffectontheirEnglishlearning.Youngchildren’sfeelingsandperceptionsaredevelopingrapidly.Ingeneral,children’sattentiondevelopmentisunstableandeasilydispersed.Thoseintuitiveprops,thenoveltythings,andvividpicturescanattractchildren’sattention.Inaddition,youngchildrenareeasytobeinterestedinthingsrelatedtolifeexperience,aslongastheyareinterestedinthings,theyaremorelikelytoattractchildren’sattention.Itisoneofthegoodteachingmethodstoattractchildren’sattention.Fromapsychologicalperspective,learner’smood,self-awareness,etc.alsohaveanimpactonEnglishlearning.Adults’self-awarenessandself-esteemareenhanced.InthecourseofstudyinginEnglish,especiallywhenfacingotherpeople,theremaybeasenseoftensionandfear.However,sincethechildrenarenotmatureenoughandtheyarecuriousaboutnewthings.SotheyareverynaturalandactiveinlearningEnglish.1.3.2CurrentSituationofEnglishTeachingforYoungChildrenWiththewidespreaduseofEnglisharoundtheworld,Englishlearnersaregettingyoungerandyounger.Earlychildhoodeducation,servingasthebeginningofenlightenmenteducation,hasavitalroleinpromotingchildren’scomprehensiveprogress.Children’sEnglishteachingisthedevelopmenttrendofbilingualpreschooleducation.Vocabularyteachingisoneoftheimportantteachingcontents.ThefirstpointisthateachkindergartenhasdifferentcoursesofEnglishteaching.ThereisnouniformstandardforwhentostartanEnglishcourse.SomekindergartenshaveEnglish-relatedcoursesfromthebeginningofthestudent’senrolment.Thisisgoodforyoungchildrenbuttherearesomeproblems.ThegoodthingisthatchildrencanlearnEnglishasearlyaspossible,andtherewillbeanearlyinterestinEnglishlearning.TheproblemisthatsomechildrenmayresisttoEnglish.Thepsychologicalcharacteristicsandlearningbehavioursofyoungchildrenaffecttheiracceptanceofnewthings.Therefore,howthingsstandisthatthelackofstandardsinEnglishteachingforyoungchildreninkindergartensisprevalent.Inadditiontokindergartens,someinstitutionsthatfocusonchildren’sEnglishteachingdonothaveuniformtextbooks.Differentinstitutionsmayusedifferenttextbooks.Fromtheperspectiveofteachingmethods,somechildren’sEnglishteachersarestillonlyusingsomecardstoteachandletchildrenrepeatmonotonously.Teachingmethodslikethisstillexist,butsuchteachingmethodswillleadtochildren’sinsufficientmemoryandunderstandingofwords.Children’smemorytimeofwordsmayonlyexistwhen“repeating”words.Childrenaremarkedbyspiritofenquiry.Theyarehappytobegivensomethingfresh,andareproactiveinlanguagelearning.Therefore,children’sEnglishteacherscanchoosetojoinsomegamesintheEnglishteachingprocesstospurtheirinitiativeandsubjectivitywhenlearningEnglishwords.Gamesarecontentthatchildrenareveryinterestedin.Theteachersusethegamesthatchildrenareinterestedintodeveloprelevantteachingcontent,whichcanmakechildrenbetterrememberwordsduringthegameandmaketheclassroomatmospheremoreactive.Thequalityofsomepreschooleducatorsisnothighandtheirprofessionallevelislimited.Somepreschoolteacherswhoareunqualifiedforteachingstillexist.Theseteachersarenotofhighqualityandhavelimitedprofessionalstandards,sotheycan’tcarryoutteachingworkwell.Mostinstitutionswillrecruitforeignteachers,butitisnotknownwhetherforeignteachersmeettherequirementsforemployment.1.3.3DevelopmentofChildren’sEnglishVocabularyEarlychildhoodEnglisheducationisoneofthehottopicsofdiscussion.InEnglishteaching,vocabularyteachingisalsoveryimportant.Therearemanyforeignstudiesonvocabularydevelopmentofyoungchildren.Intermsofresearchonthedevelopmentofvocabularyofyoungchildren,theauthorlearnedthatbyreadingmaterialsLennebergoftheUnitedStatespointedoutin1976thatone-and-a-half-year-oldchildrenhadmorethan3andlessthan50.Itincreasedtomorethan50attheageoftwo,andabout1,000attheageofthree.Domesticresearchonthevocabularygrowthofthree-to-six-year-oldchildrenshowsthatthevocabularyofthree-year-oldchildrenis1,000,thatofthreetofourisabout1,730,thatoffour-to-five-year-oldchildrenisabout2583,andthatoffive-to-six-year-oldis3562[11].Researchonthedevelopmentofchildren’svocabularyhasalwaysbeendifferent.Althoughitcanonlybeusedasareference,itcanbeseenthatthevocabularyofchildrenaged3-6hasdevelopedcontinuously.Intheclassificationofmanywords,regardlessofthenumberofvocabulariesorthedegreeofmastery,notionalwordsalwaysoccupyanadvantageousposition.Inthosenotionalwords,nounshavethehighestproportion,followedbyverbs,andthenadjectives.Mostchildrenlearnnounsandvocabularythatarecloselyrelatedtolife,suchascolour,family,bodypartsandsoon.Verbssuchas“give”,“jump”,“throw”,etc.Suchvocabulariesareusuallyrelatedtochildren’slives.Therefore,intheteachingprocess,teachersteachthesevocabulariesthroughinterestingandchangeableforms,whichcanattractchildrentolearnandmemorizevocabulary.1.3.4ProblemsinEnglishVocabularyTeachingforYoungChildrenTheimportanceofEnglishtolearnersisself-evident.InEnglishlearning,vocabularyisthemostbasicpart.VocabularyteachingisanimportantpartofEnglishteachingandlearning,anditisalsothemostimportantpart.Languageisconstructedwithvocabulary,solanguagelearningisinseparablefromvocabularylearning.InEnglishlearning,thefiveabilitiesof“listening,speaking,andreading,writingandtranslating”areinseparablefromvocabulary,andthecommunicativeabilityofthespeakerisalsocloselyrelatedtothevocabulary[12].Foryoungchildren,vocabularylearningismoreimportantthangrammar,butintheprocessofvocabularylearning,teacherguidanceisveryimportant.However,certainproblemswillinevitablyexistinvocabularyteaching.Intheprocessofvocabularyteaching,youngchildrensometimesexperiencelowexcitement,inattentionandshortattention.Childrencannotconcentrateonthevocabularytheyhavelearned.Teachermusttrytochoosevocabularythatcanbefoundinlife,andtheselectedvocabularyisrepresentative.Suchvocabularycancreateacontextthatisclosetolifeforyoungchildren,keeptheminterestedinwhattheylearnandkeeptheirattention.Contextisveryimportantforlanguagelearning,butinvocabularyteaching,teacherssometimesteachwordsinisolationfromthecontext.Childrendonotunderstandhowtousetheminlifeafterlearningthesewordsthatareoutofcontext,thenthelearningofwordsisjustwords,andyoungchildrenwillnotusethemtocommunicate.TheproblemofvocabularyteachingisthesameasinotherEnglishteaching,thatis,thesingleobsoleteteachingmethod.Someteacherswritethevocabularydirectlyontheblackboardandthenaskthechildrentofollowupandtheteacherexplainsthemeaningofthewords.Thismethodisnotconducivetocultivatingchildren’sinterestinEnglishlearning,butalsomakesEnglishteachingboring.Invocabularyteaching,thevocabularylearnedbychildrenismainlynouns,verbsandadjectives.Thesewordsaremorefunctional.Foryoungchildren,thiskindofwordscansatisfycommunicationinlife,andtheyarealsoeasiertounderstandandaccept.However,theremustbesomewordsinachild’sEnglishtextbookthatcannotbefoundinlifeandalsoaredifficulttoexplain.Whenteachingsuchwords,itisdifficultforteacherstoteachthemthroughgames.Insummary,theuseofgamesinvocabularyteachingcanstimulatelearninginterest.However,intheactualteachingprocess,teachershavesomeproblemsinchoosinggamesandcarryingoutgameactivities.Theseproblemswillreduceteachingefficiency.Basedonthissituationandthedevelopmentalcharacteristicsofchildren’sEnglishvocabulary,itisveryimportantforteacherstodevelopgameteachingmethodscorrectly.

2ApplicationsofGameTeachinginEnglishVocabularyTeachingGenerallyspeaking,children’sEnglishvocabularyteachingactivitiescanbedividedintowarm-up,lead-in,presentation,practiceandsummary.Thedurationandmainpurposeofeachsessionaredifferent.Thenthespecificapplicationofthegameineachlinkisalsodifferent.However,theauthorfindsthatthereareveryfewstudiesonthespecificuseofgamesinvocabularyteaching,andtherearefewcasesthatprovidespecificapplicationsinvocabularyteaching.Ricksonbelievesthatifthegamesusedarecarefullyselectedandverysuitable.Theycanbeusedinanypartoftheteaching[13].Thispartwillanalysetheapplicationofthegamecasesinthevocabularyteachingtoidentifywhetheritissuitabletocarryoutgameactivitiesatthisstepandwhatareaneededtobeawareof.2.1ApplicationofGameTeachinginEachStepofEnglishVocabularyTeachingThegamecasesandeffectsofgameteachingwillbeanalysedtoresponsetotwoquestions:canthegameteachingmethodbeusedineachstepofvocabularyteaching?Andwhichstepisthemosteffectiveindevelopingit?2.1.1Warming-upActivityThewarm-upperiodofvocabularyteachingisgenerally2-3minutes;themainpurposeistoactivatetheclassroomatmosphere.Thefollowingisacaseofagameusedinthewarm-upsession.(1)GamecaseTeachingcontent:numbers:“five”,“six”,“seven”,“eight”,“night”,“ten”Classgames:“Isayyoudo”.Theteachersaysanumber,andthenthestudentdoestheprescribedaction.Gamesession:Teacher:Inthelastlesson,welearnedone,two,three,andfour.Letusreviewthemtogethertoday.Isay“one”,youclapyourhands.Isay“two”,youstompyourfeet.Isay“three”,andthenyouturnaround.AndIsay“four”,youhavetobefrozen,notmove.Teacher:OneStudents:(claphands)Teacher:TwoStudents:(stomp)Teacher:ThreeStudents:(turnaround)Teacher:FourStudents:(Notmoving)(2)CaseanalysisIntermsofcontent,thegamereviewspreviouslylearnednumberssothatchildrenentertheatmosphereoflearningnumbersatthebeginningoftheclass.Foryoungchildren,theyarenaturallyactive.Thegamemobilizeschildren’sbodyforagoodwarm-upandconcentrateschildren’sattentionduringthereviewprocess.Fortheclassroomatmosphere,clappinghands,stampingfeetandturningaroundmaketheclassroomatmospheremoreactiveandstimulatetheenthusiasmofthechildrenatthebeginningoftheclassroom.Becausethisisawarm-upactivityandisveryshort,allchildrenareusuallyrequiredtoparticipate.Thisismoreabletoarousetheeagernessofstudentstoparticipate.Therewillbenosituationwhereitisimpossibleforeveryonetoparticipateduetothelargenumberofpeople.Thegameitselfisinstructiveanddynamic,andisverysuitableforchildren’sagecharacteristics.However,thisgameshowstheproblemsinthisstep.Firstofall,theteacherneedstousehisorherowndemonstrationinsteadofsimpleexplanationwhenintroducing