英语专业本科论文格式.docx

英语专业本科论文格式.docx

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英语专业本科论文格式

论文分类号：

题目：

如何在英语课堂中有效使用游戏

系别、专业外语系英语专业

研究方向英语教学法

学生姓名******

学号2006010813

指导教师姓名********

年月日

UsingGamesEffectivelyinEnglishClass

Writtenby：

******

Supervisedby：

*****

DepartmentofForeignLanguages

SuzhouUniversity

April10,2010

Acknowledgements

Mydeepestgratitudegoesfirstandforemostto***,Mysupervisor,forherconstantencouragementandguidance.Shehaswalkedmethroughallthestagesofthewritingofthisthesis.Withoutherconsistentandilluminatinginstruction,thisthesiscouldnothavereacheditspresentform.Second,IwouldliketoexpressmyheartfeltgratitudetoMissZhang,wholedmeintotheworldoftranslation.IamalsogreatlyindebtedtotheprofessorsandteachattheDepartmentofForeignLanguages;MissLiu,whohasinstructedhelpedmealotinthepasttwoyears.Lastmythankswouldgotomybelovedfamilyfortheirlovingconsiderationandgreatconfidenceinmeallthroughtheseyears.Ialsoowemysinceregratitudetomyfriendsandmyfellowclassmateswhogavemetheirhelpandtimeinlisteningtomeandhelpingmeworkoutmyproblemsduringthedifficultcourseofthethesis.

Abstract

Withthequality-orientededucationputintoforceinourcountry,theteachingmethodinEnglishhasbeenchangedfromthetraditional“duck-filling”methodtotheelicitationmethod.Usingwell-chosengamesinteachingEnglishisagoodwaythatnotonlysimpleandconvenient,butalsoeffective.Itisoneofthebestwaysintheelicitationmethodsofteaching.Thispaperismadeupoffourparts:

thesignificanceandimportanceofgames,thecharacteristicsofgames,thefieldsofusinggamesandsomethingthattheteachershouldpayattentionto.Awell-chosengameisinvaluable,ithelpstheteachertocreatecontextsinwhichthelanguageisusefulandmeaningful,helpmanylearnerstosustaintheirinterestandwork.Agameisaclosedactivity,hasaludicrouselementthatotherinteractionpatternsdonothave.Itmustbeeasyfortheplayersandneedslesssupervisionfromtheteacher.thegameisusedinseveralfields.Whenlearningphonetics,letters,vocabulary,sentencesandgrammar,weoftenusethegamebecauseitisdull,itcanmaketheactivitymoreattractive.Inaddition,inordertocommunicatewiththeothers,wemustgrasptheskillsoflistening,speakingandwriting,thegameplaysanimportantpartintheseclasses.Butweshouldpayattentiontosomeaspects:

asateacheryoumusthavetherichknowledge,thebasicteachingskill,theintelligenceofcontrollingclasses,asenseofhumorandthequalityofanannouncer.Thegamerulersmustmakecleartotheplayer.Duringthegame,theteachermustnotedowneverycurrentmistakewithoutinterfering.Atlastasummarymustbegiven,theteachershouldbeverycarefultoencouragestudents,highlightthegoodpointthatoccurredduringthegame,andtaketheopportunitytomotivatethestudents.Onlythisway,allthestudentswillbenefitfromit.

KeyWords:

“duck-filling”method;elicitationmethod;significance;characteristics

摘要

随着素质教育的实施，我国的英语教学一改以往“填鸭式”方法，逐渐以“启发式”取代。

使用精心挑选的游戏进行英语教学不仅简便，而且。

本文由四部分组成：

游戏的重要性和意义和重要性,游戏的特点，使用游戏的领域，老师应该注意的事项。

一份精心选择的游戏是非常宝贵的，它有助于教师创造有益并且是富有意义的情境语言，帮助许多学习者，保持工作和学习的兴趣。

游戏是一个自我封闭的活动中，有一个十分有趣的内容，对参与者来说，它必须很容易和需要老师较少的监督。

比赛可以使用在不同的几个领域。

当学习拼音、字母、词汇、句子和语法时，我们通常使用游戏，因为它可以使枯燥无味的学习变得更具吸引力。

在使用游戏的这些班级中，我们应该注意以下几个方面：

作为一名教师，你必须有丰富的知识，基本的教学技巧，良好的智能控制，幽默感和演讲家的素质，游戏规则必须明确给参与者。

在游戏中，教师必须在不干涉学生的情况下记下每一个当前的错误。

此外，教师应该十分谨慎的鼓励学生，并借此机会，激励学生。

只有这样，所有的学生将从中受益。

关键词：

填鸭式；启发式；意义；特点

Contents

Abstract…………………………………..………………………………………..…….i

摘要…………………………………..……………………………………..….….ii

I.Introduction…………………………………………………………...…1

1.1TheImportanceofUsingGames……………………………………………1

1.2TheSignificanceofUsingGames……………………………………………..1

II.TheCharacteristicsofGames………………………………………….2

.TheFieldsofUsingGames……………………………………………2

3.1GamesinTeachingtheBasicKnowledge…………………..………………2

3.1.1PhoneticsGames…………………………..…………………….……...2

3.1.2LetterGames……………………………..……………….…………….3

3.1.3VocabularyGames……………………….……………………..…….…3

3.1.4SentencePatternGames………………………………………………4

3.1.5GrammarGames…………………………………………….….……..…4

3.2GamesinTeachingtheBasicSkills…………………………………….….…6

3.2.1ListeningComprehensionGames………………..……………….……6

3.2.2SpeakingGames……………………………………….…………...…..7

3.2.3WritingGames………………………………………….…………..….7

IV.Conclusion…………….………………….………………………….7

Bibliography……………………………………………………………………….9

UsingGamesEffectivelyinEnglishClass

I.Introduction

“”

1.1TheImportanceofUsingGames

Languagelearningisahardtaskwhichcansometimesbefrustrating.Constanteffortisrequiredtounderstand,manipulatethetargetlanguage;well-chosengamesareinvaluableastheygivestudentsabreakandatthesometimeallowstudentstopracticelanguageskills.Generally,theyisacommonperceptionthatalllearningshouldbeseriousandsolemninnature,andthatifoneishavingfunandthereishilarityandlaughter,itispossibletolearnalanguageaswellasenjoyoneselfatthesometimeoneofthebestwaysofdoingthisisthroughgames.Gameshelptheteachertocreatecontextsinwhichthelanguageisusefulandmeaningful,alsocanprovideintenseandmeaningfulpracticeoflanguage.therearemanyadvantagesofusinggamesinEFLclassforchildren.

1.2TheSignificanceofUsingGames

Gamesareawelcomebreakfromtheusualrouteofthelanguageclass.Gamesarefunandchildrenliketoplaythem,itcanbeloweranxiety,thusmakingtheacquisitionofinputmorelikely.theycanlearnalotwithoutstressthroughplayinggames.

Gamesaremotivatingandchallenging,theyaddvariationtoalessonandincreasemotivationbyprovidingaplausibleincreativetousethetargetlanguage.Formanychildrenbetweenfourandtwelveyearsold,especiallytheyoungest,languagelearningwillnotbethekeymotivationalfactor.gamescanprovidethisstimulus.

Learningalanguagerequiredagreatdealofeffort.Gameshelpstudentstowakeandsustaintheeffortoflearning.Theymustbemorethanjustfun,shouldinvolve“friendly”competition,shouldkeepallofthestudentsinvolvedandinterested,shouldencouragestudentstofocusontheuseoflanguageratherthanonthelanguage.

Gamesprovidelanguagepracticeinthevariousskill-speaking,writing,listeningandreading.Theyshouldgivestudentsachancetolearn,practiceorreviewspecificlanguagematerial.

Gamesencouragestudentstointeractandcommunicatethroughthemchildrenexperiment,discoverandinteractwiththeirenvironment.Theycangiveshystudentsmoreopportunitytoexpresstheiropinionsandfeelings,andmakethereasonsforspeakingplausibleeventoreluctantchildren.

Gamescreateameaningfulcontextforlanguageuse,theircontextmakestheforeignlanguageimmediatelyusefultothechildren,anditbringsthetargetlanguagetolife.

II.TheCharacteristicsofGames

Agameisgovernedbyrulers.Playingjusttopassthetimewillnothavethesameeffect.Tomakeasimpleactivityintoagamejustacoupleofrulersandthatisall.Agamehasobjectives.Thisobjectivecanbesomethinglikemakingpointsforcorrectnessorfinishingandanend.Itmustbeeasyfortheplayers,ortheteacher,toknowwhoisaaboutreachtheaim.Agameneedslesssupervisionfromtheteacher.Thismustbeunderstoodaslinguisticsupervision.Sometimesthegameisconductedbytheteacherwhoactsasjudge,scorerand/orreferee.Itiseasierforstudentstokeepgoing.Comparedwithpairorgroupwork,agamehasalucidelementthatotherinteractionpatternsdonothave.Thismakestheactivitymoreattractive.

III.TheFieldsofUsingGames

Inaword,whenweteachEnglishasEFL.Gamescanbeusedforacommunicativeactivityinalargeorsmallclasswhichcanbeamethodfortestingorevenawaytoteachaclassaspecificpointwhichstudentshavehadtroubleincomprehending.NowIwouldliketofocusonsomeverypractical,tangiblewaysinwhichlanguageteacherscaneffectivelyusegamesasapartoftheirclassroom.Inthegamesdescribledbelowtheemphasisonskillsandknowledge.

3.1GamesinTeachingtheBasicKnowledge

Gameteachingisakindofactivitywhichcenteronteachingaimsandputthegamesintopractice.TeachingEnglishgamesnotonlycanincreasethefeelingreaction,meettheirfeelingneeds,butalsoencouragethestudents.Itplaysanimportantroleinlearningbasicknowledge.

3.1.1PhoneticsGames

Englishisasoundlanguage,ifyouwanttospeakanidiomatic,StandardEnglishandmaketheothersunderstandyouclearly,phoneticsisnecessity,basicoflearningEnglish.

Forexample,gettwostudentswearingacapwiththeconsonantphoneticsymbolstobuilda“Londonbridge“usingtheirhands,letagroupofstudentswearingacapwiththevowelphoneticsymbolsgetthroughthe“Londonbridge“,therestofthestudentssingasongcalled“Londonbridgeis“fallingdown”together.Theyaresingingapartofthesongwhenthemusicstops,andthebridgefallsdown..Anyonewhoiscaughtunderthebridgemustreadtwoconsonantsandhis/herownvowelortheclassreadthemaltogether.

Manystudentscantakepartinthegame,itcanreviewthephonetics,atthesametimethebeautifulmusicmakesyoufeelhappy,itismoreeffectivelythanreadingthephoneticssimply.

Anotherexample,inclassatfirsttheteacherputsthebag,box,cap,clock,pen,pencilandsomeotherrealobjectsindifferentplaces,thenasksseveralstudentstodressupthehen,thefoxandthecat,letthemlookforthesamephoneticssymbolsashers/hisfromtheobjectsintheclassroom,theonewhofindsthemostinbest.Atthistimethestudentsontheirseatsp