Dissertation
Dissertation > Culture, science,education, sports > Education > Primary education > Subjects teaching methods, teaching aids > Foreign language > English

On English Game Teaching in Primary Schools

Author LiaoAiXiu
Tutor HuangHuiMin
School Hunan Normal University
Course Subject Teaching
Keywords English game teaching primary school English interest fun
CLC G623.31
Type Master's thesis
Year 2004
Downloads 2943
Quotes 7
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Primary English teaching syllabus points out: "Interest is a good teacher for pupils to learn a foreign language. And it’s an important task for primary school English teachers to arouse students’ interest at present."Playing games in English teaching is one of effective ways which are suitable for the development of children’s physiological and psychological characteristics and can foster their interest and generate thirst for knowledge.The game is children’s nature. For children, the game is to live, and the life is a game. In recent ten years, some educators have discovered that the game is also learning and it’s the best learning, in fact, for children to have early education. Playing games can foster children’s abilities, such as their intelligence, perception, social intercourse and so on. In the course of playing games, they like feeling, smelling, tasting, listening, watching, singing, drawing and dancing. They take an active part in the games interestedly, enjoy the pleasure and happiness of learning and have a sense of achievement.This thesis is divided into four parts:The first part argues the history and present conditions of the game teaching. From ancient times to the present on, many educators like Rousseau, Froebel, Montessori, Dewey, Chen Heqin and so on made penetrating exposition on the game teaching and devoted much attention to the relationship between games and teaching, which constitutes the research background of this topic. They opposed that teachers lectured children and the children recited the lectures back to the teachers and teaching was primarily accomplished through the use of lectures and books. They emphasized the needs and potentials of children and recognized the significance of children’s play.The second part proposes that playing games is children’s nature. Teachers should make full use of their characteristics, such as being verycurious, active, imaginative, creative and their attention span is very short. Teachers should also understand the major differences between children and adults in learning a foreign language, treat children as human beings and create good English atmosphere for studying, arouse their attention and motivate children to learn English.The third part consists of five sections. It introduces the definition of games, the kinds of games, the features of games, the advantages of the games and some advice on how to use games.Games are proved to be irreplaceable in language teaching. The fun and the enjoyment inherent to all games diminish the stresses and build fun and light-hearted learning atmosphere.But remember that a game for a game’s sake is not good. Teachers should choose a game that will let them practice their target language. It won’t produce effective results if it is too easy or too difficult.The fourth part proposes some games from four angles, such as grammar, vocabulary, sentence patterns and four skills. These games cover a variety of English lessons and have varying levels of difficulty. The students will have fun while improving their English.In one word, playing games is one of useful activities which are liked by children very much. If an English teacher can play games in the course of English teaching, children’s enthusiasm will be aroused, classroom’s atmosphere will be stimulated and teaching effectiveness will be improved.

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