GamesinOralEnglishTeaching.docx

GamesinOralEnglishTeaching.docx

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GamesinOralEnglishTeaching

GamesinOralEnglishTeaching

Introduction

Sincetheyear2001,EnglishhasbecomearequiredlessonintheprimaryschoolfromGrade3.PrimaryEnglishTeachingSyllabuspointsout:

“interestisagoodteacherforpupilstolearnaforeignLanguage.Andit'sanimportanttaskforprimaryschoolEnglishteacherstoarousestudents'interestatpresent.”Howtoarousetheinterestisthekeyforlanguageteaching.PlayinggamesinEnglishteachingisoneofeffectivewayswhicharefitforthedevelopmentofchildren’sphysiologicalandpsychologicalcharacteristics.

Thegameischildren'snature.Forchildren,thegameistolive,andthelifeisagame,Playinggamescanfosterchildren'sabilities,suchastheirintelligence,perceptionandsoon.ManyscholarsagreethatgamesinthelanguageclassroomhavebeenconsideredabetterwaytoencouragechildrentoworkhardandcultivatetheirinterestinclearingEnglish.Childrenenjoyplayinggamesintheirnativeandthisisafamiliarexperienceforchildrentobeintroducedtostudyaforeignlanguage.

Withthedevelopmentofsocietyandimprovementofcivilization,Englishteachingmethodsinprimaryschoolsarechanging.Gameteachinghasbeenusedfromtheancienttime.Itmakesteachingmoreeffective.WhenteachersusegamesinEnglishteaching,theymustbeknownthatwhatkindofgamescanbeused.HowtoplayEnglishgames?

Howtodesigngames?

Thisthesisaimstoprovetheadvantagesofgameteachinginimprovingprimaryschoolstudents’interestinEnglishlearning.Inorder

Thisthesisisdividedinto3parts.Thefirstpartisthehistoryandpresentsituationsofgameteaching.Thesecondistheoreticalideasofthispaper,andtheadvantagesofgameteaching.Tobuildacheerfulandlight-heartedenvironment,letthestudentsinarelaxedandhappyenvironmenttolearnEnglish,theywillbemarkedlyimproved.Itbeginswiththedefinitionofinterest,theanalysisoftherelationshipbetweeninterestandmotivation.Theyarethekindsofgames,thefeaturesofgames,theadvantagesofthegamesandsomeadviceonhowtousegames.Thelastistheexperiment,whichwascarriedoutinGrade4,YouHuaiPrimarySchool.

1.Thehistoryandpresentsituationsofgameteaching

Gameteachingisoneofteachingactivities.Althoughthetheoryofgameteachingcameintobeinginmoderntimes,fromancienttimes,practiceandexpositionongameteachinghaveexisted.

1.1Froebel’sgameteaching

GermaneducatorFriedrichFroebelisthefatherofchildren’seducationinwesterncountries.Froebeldesignedspecialeducationalmaterialsandactivitiesthatformedthecoreofthekindergartencurriculum.Thesewerecalled“gifts”“occupations”and“motherplays.”

Thegiftswereasetofgeometricshapessuchasballs,cubesandcylindersandmaterialslikecutpaperandstring.Childrenusedthesegiftstoperformasequenceofhighlystructuredactivitiescalledoccupations,suchassewingdesignswithcoloredthreads,foldingpaper,weavingmats.Usingtheirgiftsinthevariousoccupations,childrenwerelearninggeometricrelationshipsandunderstandingfundamentalprinciplesofknowledge.Themotherplayswereaseriesoffingerplays,gamesandsongsdesignedtoteachchildrenabouttheirbodies,sensesandenabledchildrentopracticeselfcontrol,cooperation,andtakingturns.

Froebelisconsideredthefirstonewhoprobedintogameteachingsystematicallyandheisalsothefirstonewhoadvocatedthatgamesshouldbeintegratedintolearning.Froebel’stheorywasfirstlybasedonscientificknowledgeofthechildren’spsychologicalandphysiologicaldevelopmentandlaidastrongfoundationofmakinggameteachingripenprogressively.

Butfromthepointofpresentgameteachingofview,Froebel’sgameteachingwasonlycalledteachingpractice.

1.2Thetheoryandthepracticeofcontemporarygameteaching

ContemporarygameteachingnotonlybecamethemainactivityofChilders’seducationbutalsoembodieddifferentgradesinprimaryschools.Itbecameoneofeffectivemechanismsoflinkingupkindergartensandprimaryschools.

Educationisthecradleofatalentedperson.Manycountriespaidmuchattentiontoeducation,especiallyelementaryeducation.Howtoimproveteachingqualityintheprimaryschoolandhowtosolvetheproblemofchildren’sinteresthavebecomeveryurgentandimportant?

Introducinglearninggamesintheprimaryschoolhasarousedgeneralconcerninmanycountries.Inthe1940s,Japanstartedstudyingtherelationshipbetweenkindergartensandprimaryschools.Someteachersusedsomeusefulgamesinprimaryschools.Americaneducatorsalsodevotedmuchattentiontothisresearch.Theyusedsomanygamesinprimaryschools.Inthe1950s,intheSovietUniontheteachersinlowergradesadaptedgamestoreducethedegreeofstudyandcreategoodconditionsforlearning.

Fromancienttimes,Chinesepeoplethoughthighlyofchildren'seducation.InSongDynasty,privateschoolspaidmuchattentiontothechildren'sinterests.ZhuXialsostressedtheimportanceofhappyteaching.

Since1949Chineseeducationhaschangedgreatly.Manychildren’seducatorshaveachievedgreatsuccessingameteaching.Theyhavesummedupalotofgamesoractivitiessuchasteachingthroughchildren'ssongs,teachinginsituations,simulatingteaching,PE.gamesandsoon.

Generallyspeaking,teachersshoulddesignanduserichandvariedgamesaccordingtoteachingaims,teachingcontentsandteachingaids,whichprovidedtheabundantsensitivefacultymaterialsforustotallyupthegameteachingmode.

Inthecontemporary,Mr.ChenHeqinwasoneofthegreatesteducatorswhomadetheoutstandingcontributiontoChinesechildren’seducationandsetupthefirstresearchcenterofchildren’seducation-KindergarteninGulou.Manygamestherewerefullofcreating.Heexpoundedthatgameswereactivitiesthatwerebeneficialtochildren'spsychologicalandphysiologicaldevelopment.Onlygamescouldmakechildrenlivelyandteachersshouldmakegooduseofallkindsofgamematerialsandgivethemenoughchancestopracticeaccordingtotheirage.

Frommodernagetothecontemporary,gameteachingtheoryhasbeenimprovedstepbystep.Manyeducators,philosophersorthinkersencouragedchildrentoplaygames.Theypresentedgamesshouldbeintegratedwithlearning,Nowmoreandmorepeopleabroadandathomecometorealizetheimportanceandtheurgencyofgameteachingintheprimaryschool.Asweallknow,gameteachingisaveryusefulwaytoimproveprimaryschoolEnglishteachingeffectiveness.

1.3Theproblemsofgameteaching

Fromabovedomesticandforeigngametheory,wehavediscoveredthat,atpresentthedomesticandforeigngametheoryhadtheverybigdevelopment,intheteachingtestedalsoaccumulatedmanypreciousexperiences,thesetheoriesinspectedintheeducationtodayregardingusthegamefactorstillhastheextremelyimportantinspirationsignificance.Butonlyhassuchdiscussionisbyfarinsufficient.Thesetheorieslookedlikeintoday,stillhadthedeficiency,mainlymanifestedinfollowingseveralaspects:

Firstalthoughrecentyears,gameteachinghoweverhasbeenwidelyappliedintheteachingactivity,butthesegamesallisaimsatthepre-schooleducationandtheelementaryschoollowergradevariousdiscipline.Thegamedesignsalsoallareaimlowergradeelementaryschoolstudents.Alsolackstheenoughresearchtoeachkindofagesectiondisciplinegameteaching.Secondly,itsone-sidednessisinevitable.Theseneglectseasilyaffectthedevelopmentofgameteachingtocauseone-sidedness.

2.Theoreticalbasis

Creatingajoyfulandactiveclassroomisabigandcomplexissue.Ofallthetopicsofactivatingstudents’interest,gamesandtheirinfluenceonpupils’interestisparticularlyconcerned.

2.1Thedefinitionofgames

WhataregamesinanEFL/ESLenvironment?

TheanswergivenbytheLongmanDictionaryofLanguageTeachingandAppliedLinguistics（Richards,Plat,1995）is:

Agame（inlanguageteaching）isanorganizedactivitythatusuallyhasthefollowingproperties:

“a.aparticulartaskorobjectives;

b.asetofrules;

c.competitionbetweenplayers

d.communicationbetweenplayersbyspokenorwrittenlanguage.”

Languagegamesarenotactivitiesmainlyaimedtobreaktheicebetweenstudentsortokilltime.Byrne（1995）gavethedefinitiontogamesasaformofplaygovernedbyrules.Theyshouldbeenjoyedandfun.Theyarenotjustadiversion,abreakfromroutineactivities,butawayofgettingthelearnertousethelanguageinthecourseofthegame.Similarly,JillHadfield（1990）definedgamesas“anactivitywithrules,agoalandanelementoffun.”

Therefore,gamesinvolvemanyfactors:

rules,competition,relaxation,andlearning,inparticular.Themainfocusofusinggameinclassistohelpstudentslearnandhavefun.However,tousegamesinclassrooms,itisequallyimportantthatbeforeplayingtherulesofthegamesareclearlyexplainedandwellunderstoodbythestudents.Thereshouldbeonlyafew,well-explainedrules.Demonstrationscanbeveryhelpful,too,becauseitcanhelpstudentsunderstandthegameandhelpthemfollowtherules.Otherwise,theywillmisunderstandthepurposeofthegameandtheymaynotgetthebenefitstheyshouldfromthegame.

Inplayinggames,competitionisveryimportantbecauseitcanstimulateandencouragestudentstoparticipateintheactivitysincenaturallytheywanttobeattheotherteams.Asithappens,inthedictationgamestudentsrunasfastaspossible,rememberasmuchastheycanandspeakasloudlyandclearlyastheycan.Theyrunquicklybackandforth,tryingtomemorizethecontentasmuchaspossible.Whileplaying,s