The Teaching Role of Games in Elementary School English

Games and Primary School English Classroom Teaching

I. The Role of Games

1. Promoting Intellectual Development

The basic factors of intellect-memory, observation, thinking, attention, imagination and so on-should be developed, and the Characteristics of the game - image, vividness, creativity, etc., are none of them favorable factors for intellectual development and development.

(1) Promote the development of children's memory

The teaching of games has the characteristic of visualizing knowledge, increasing the strength of memory and promoting the development of children's memory. For example: I teach PEP textbook Book 2, Unit 2 of several words: grandfather, grandmother, man, woman, I let the students say and perform stroking the beard of the grandfather, the back of the grandmother, the graceful woman, the man, and designed to let one of the students perform the grandfather, grandmother, father, father, woman, woman, man. When I asked the students to act out grandfather, grandmother, father, mother, etc., the whole class asked: Who's that man /woman? The other student made a guess, so that the students not only felt a strong sense of fun in the game of talking, acting, guessing, but also produced emotional memory, improved the memory strength, and facilitated the development of memory. development.

(2) Promote the development of thinking ability

In the game teaching activities, students through observation, perception, active thinking and judgment, is a kind of active re-creation process, so that the students' thinking to get exercise and improve. For example, in teaching Book 1, Unit 6, "How many ...?" When teaching Book 1, Unit 6, "How many ...?", I designed a game, "How many triangles?", "How many squares?" Let the students think, think, in the end, how many triangles, squares. Another example: I often let the fourth-grade students in small groups for sentence-making games, such as: to the word "picture" as an example, the students make sentences (each Arabic numeral represents a person times): 1. I have a picture. 2. Really? May I have a look? 3. What color is it? 4. It's red, pink and blue. 5. Is this your picture? 6. Yes, it is. 7. How many pictures do you have? 8. I have two pictures. etc. The students change their thinking from passive to active in the game without realizing it. The students are not aware of the game activities, from the previous passive thinking to active thinking, which improves the fluency of their thinking, and more aware of the collective wisdom of the valuable crystallization.

(3) Promote the development of children's performances and creativity

Primary school students have a wealth of potential for imitation and creativity. This all needs to be cultivated by teachers patiently on a regular basis. Role-playing game activities in the English classroom are an important part of transforming knowledge into ability. It is also a good way to train students to use English. For example, when teaching Uint 5 of PEP textbook Book 3: What would you like? When teaching the sentence pattern of PEP textbook Book 3 Uint 5: I'd like some..., we can design a game in this way: let the students treat the classroom as a marketplace, some students pretend to be the salesmen who sell different commodities (oranges, bananas, eggs, beef, Vegetables, etc.), and the other students pretend to be the customers shopping freely in different "stalls". Shopping. In this way, the abstract language is linked to interesting real-life applications, and the students are in a good listening and speaking atmosphere, where their inner passion can be generated, not only giving full play to their acting ability and creativity, but also y imprinting the sentence patterns of the lesson in their own brains.

(4) Promote the development of children's imagination

Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination encapsulates everything in the world, pushes forward, and is the source of the evolution of knowledge". Therefore, teachers can design some creative and challenging games in the classroom. For example, when teaching Is this ...? When teaching the sentence pattern Is this ...?, in a guessing game triggered by a simple "0", some students will guess: Is this an apple/ an eraser/ a nose ...? Some students will even ask: Is this a clock/an egg, etc. In the repeated guessing, the students' thinking is not limited or restricted in any way, and they not only give full play to their imagination, but also learn the sentence patterns without realizing it.

2. Development of non-intellectual factors

Sukhomlinsky pointed out that children know the world by their emotions. This determines the success of the teacher's teaching depends not only on the students' intellectual factors, but also on the students' emotional attitude, learning motivation and other emotional factors. The fun of game teaching can often stimulate children's inner motivation, the cooperative form of game activities can often enhance the emotions between students, and the competitive nature of game teaching and students to obtain psychological satisfaction and a sense of achievement, and consciously use the language learned to communicate, so that the pain into happiness, tension into ease. In this way, non-intellectual factors such as motivation, interest, emotion, self-confidence and so on are naturally developed in the game and play a great role in English teaching. At the same time, the teacher-student relationship will thus be fundamentally improved, and in turn give a strong impetus to teaching.

3. Improvement of Speaking Skills

With games in the classroom, most students will be able to get rid of the awkwardness of the English language in a relaxing environment, so that they can speak English boldly and gradually improve their ability to organize their language. For example, in Book 3, Unit 3, My friends this unit of review and consolidation of the class, I use the courseware to design a "Detective Conan" game, first of all, I asked a few students to be a police officer, and some other students to be a passer-by, and then the courseware to play: a young man on a bicycle knocked down a grandmother, the grandmother was seriously injured and the perpetrator fled the scene, then a youth riding his bicycle to the scene. The grandmother was seriously injured and the perpetrator fled the scene, the students were asked to cooperate with the police to investigate, describe the appearance of the young man, to find the young man. At that moment, the students were in a high mood, and a sentence of descriptive sentences came out of their mouths: He is a man, he is strong, he has long black hair and big eyes, he has a big nose and a big mouth, etc. The class atmosphere was enthusiastic, and the students were active. The atmosphere of the class is warm, the students are active, not only review and consolidate the language knowledge of the unit, but also to make the students' spoken language to be exercised and improved.

4. Reducing the difficulty of learning and breaking through

It is inevitable that children will make some mistakes when learning, and these mistakes may affect the students' mastery of knowledge if they are not corrected in time. However, if we emphasize too much on the correctness of the errors and do not pay attention to the methodology, we will damage the students' motivation to learn, and make the students lose their interest in learning English. Games are students generally love to participate in the form of lively, interesting games can be avoided to avoid the dullness of the anti-repeated drills, to eliminate students in the learning process of tension, such as after a period of time to learn, the students mastered some of the singular concept of the sentence, like the formation of a psychological stereotype: every sentence, will naturally add in front of the noun and forget to add the end of the noun, with the help of the song game to make the students Timely comprehension of the difference between the period, a better grasp of the student difficulties.

Second, the use of games in English teaching methods

1. games to organize teaching

Classroom teaching is inseparable from the organization of teaching, organization of teaching should be throughout the whole process of teaching. This kind of organizational activity can be with the help of games. Such as the beginning of the class, we can use the stop--go game (by 6-8 students to form a group, forming a group, the teacher issued a go command, the students began to walk without rules, a few seconds after the teacher issued a stop command! After a few seconds, the teacher gives the stop command! Everyone stops walking and the students closest to each other start to talk about various topics). Instead of the traditional question-and-answer format, the teacher will ask the students to answer the questions in the same way. Or: before the class can often carry out some games related to the new lesson, such as: in the teaching of 1-10 numbers can be done through the class jump 5/6/11... times game, that is, the atmosphere is active, but also the students can play the game.

In the practice stage, purely mechanical drills will often make students feel bored, so the game can be used to provide a real situation or information gap to stimulate the students' desire to communicate, so that the students in the game for communicative language training, and ultimately to achieve the purpose of the use of language.

Between classes, students can also organize themselves to play card games to help organize the teaching, regulate the classroom atmosphere, and relax the students' nervous brain in order to lay the foundation for a better learning.

2. Use games to introduce new knowledge

Use games to introduce new knowledge. Letters and words are the basis for learning English well. In the teaching of 26 letters, we can use follow me, who's my brother? and other games to introduce the 26 letters. In the lower grades, teachers can make full use of the "Magic box" to bring out the words of stationery, animals, fruits and so on.

Use games to practice new knowledge. Language is a communication tool, after learning a new language, you can use games to let students master the use as soon as possible. For example, after learning: Are you ...? After learning: Are you ...? sentence pattern, you can let the students guess the person, guess the age, guess the gender and other games, the students are often excited, and play a very good effect of drilling.

Consolidate new knowledge with games. In teaching words, you can combine similar words with songs and games to review. For example, you can use the song What is this? to review the words of stationery, animals, transportation and so on. Students sing, act and quiz, multiple organ linkage, that improves the efficiency of review, but also active thinking.

Three, the use of games in English teaching should pay attention to the problem

1. Games should be carried out with a clear purpose, should be closely linked with the content of the teaching, for the service of the teaching content, can not be for the game game for the game.

2. The design of the game should be in line with the age of the students, interesting, and help mobilize the enthusiasm of students of all levels and take care of the characteristics of most students.

3. The form of the game can not be single, should be diversified and updated.

4. The game time should not be too long, should be a combination of static and dynamic, and accompanied by the teacher's timely encouragement of the evaluation, put forward the direction of efforts to play the game-oriented role.

5. The activities of the game should have ideological education, cultivate students' good ideas, sentiments and habits.

6. The teacher's instructions should be clear, demonstrative, and the preparation of teaching aids before class should be adequate.

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Currently, basic education is shifting from the test-taking mode to the track of improving the quality of the nation, while English education in elementary school takes quality education as its fundamental purpose, focuses on cultivating students' innovative spirit and practical ability, and develops students' innovative spirit and practical ability. and practical ability as the focus, to develop children's foreign language potential, stimulate students' interest as a breakthrough. This determines that classroom activities play a pivotal role in elementary school English teaching. And this activity emphasizes the student body active emotional warm input, active participation in thinking, observation and action in unity, can meet the needs of students in all aspects of the development of the whole, a variety of activities.

First, the significance of classroom teaching activities

For a long time, China's traditional concept of teaching is "English is rote memorization", "full of irrigation", resulting in "mute English ""Deaf English" bad results. Primary basic education must get rid of the test education, change "teacher-centered" to "student-centered". To give full play to the main role of students in teaching. So that students take the initiative to participate in the subject of teaching, so that they with the need for personal development, with a strong desire to learn, a strong interest, high motivation, full of enthusiasm to participate in learning, the teacher has to design some novel, interesting teaching activities, which is conducive to stimulate students' interest in learning, mobilize students' enthusiasm, inspire students to think, so that they take the initiative to acquire knowledge, improve the effectiveness of classroom teaching. At the same time, the subject of teaching activities conducive to the cultivation and development of students' personality. Modern educators believe that excellent students are not only qualified and comprehensive, but more importantly, they have personality. Classroom activities is the active participation of students in classroom teaching, students in this special thinking activities, active thinking, strict requirements for their own, and experience a variety of such as confusion, anxiety, joy, excitement and other emotional changes, access to knowledge and experience, improve thinking skills, the development of hobbies and interests, so as to develop a good habit of thinking, scientific attitude, and mastered a good learning method. At the same time, through the activities, different levels of students can use the known experience and knowledge to recognize and solve the new knowledge, thus enhancing their self-confidence in learning.

Second, the principles of classroom teaching activities

The principle of permeability. In the teaching activities should pay attention to eliminate the dregs of Western culture and draw its essence. Along with the teaching content and combined with the requirements of quality education, cultivate students' innovative spirit and practical ability as the focus, design a real language environment, develop students' ability to obtain, process and exchange information in English. Cultivate good psychological quality of English learning, develop students' sound personality, cultivate the spirit of cooperation and awareness of social morality, cultivate students' curiosity and sense of exploration and innovation, and initially develop civilized behavioral habits.

The principle of subjectivity. In teaching activities, give full play to the role of the teacher's guidance and learning on the role of the main body, to create a relaxed and harmonious learning atmosphere, so that students dare to open their mouths, diligently open their mouths, to affirm the students' achievements, so that they get a sense of accomplishment, the students' verbal errors do not cover everything, do not have the wrong must be corrected, respect for the individual differences of students to learn to be a practical activity based on the activities to ensure that the student's activities up to the time of a class period The first time I saw the movie, I saw the movie, I saw the movie, I saw the movie, I saw the movie.

The principle of diversity. Teachers should design a variety of learning activities, each student is a fresh cognitive subject, there are individual differences between students and students. To make the activities suitable for each individual student and attract their interest, it is necessary to diversify the activities.

The principle of flexibility. The smooth progress of the student activity process is subject to a variety of factors, such as the cognitive level of students, learning ability, learning materials, the design of the activity program, the choice of activity methods and so on. When students encounter difficulties in the learning process, hindered by the activities will have a direct impact on the effect of the teacher to immediately respond, decisively give up the existing design, the flexibility to take a more reasonable, convenient, scientific activities and methods to ensure that the process of the activities of the smooth progress of the program. Teachers should flexibly choose different activity methods based on the activity objectives (including cognitive, emotional and motor skills), the content design of the teaching materials, the content characteristics of the teaching materials, the actual characteristics of the students, the activity environment and other factors.

The principle of novelty. The novelty of the design of the activity process is reflected in the design of the activity process or in the process of the activity can break through the routine and experience hair confinement, and constantly produce new ideas and practices, so that the activity to obtain unexpected effects of the activity to meet the curiosity of the students, freshness.

The principle of practicality. Classroom teaching activities are not only to enable students to master, consolidate the knowledge learned, but also the language from the quasi-focused communication to the actual communication of the important means of transition. The design of classroom teaching activities should create a real language environment for students, so that students can use the language they have learned for practical communication. This is the ultimate goal of language learning.

Third, the control of classroom teaching activities

Classroom teaching activities are important, but teachers can not control it well, it is difficult to achieve good results. The process of English teaching activities is affected by many factors such as students' learning methods, learning habits, existing knowledge, activity skills, learning mentality, learning mood, activity time and so on. In the activity-based classroom teaching activities, teachers should take the initiative to control the process of activities, embodied in the following four aspects:

Flexible choice of activities: Reasonable and effective learning methods is to grasp the steering wheel of the process of activities, but also to the process of the activities of the drive. Teachers should be in the learning practice activities, create a lot of suitable for their own characteristics and methods to optimize the activity methods, so as to promote the activity process unhindered forward.

Active grasp of the activity time: learning activities is a process that requires a certain amount of time, but in the process of activities due to the different contents of the activities, different purposes of the activities, different activities subject (i.e., students), the time required is also different. In order to achieve the purpose of the activity, the allocation of time must be flexible and moderate, to reasonably control and arrange the time of the activity, and effectively control the process of the activity, in order to optimize the classroom structure and achieve the purpose of the activity.

The control of students' learning emotions: the psychological factors affecting the efficiency of foreign language learning are most prominent in the emotions of the students, especially anxiety, sadness, frustration, sense of failure, loss of confidence and other negative emotions, foreign language teaching to achieve the success of the student's emotions to be scientifically controlled, that is, the emotional information and emotional feedback, the suppression of negative emotions and the decline and positive emotions and the generation and reinforcement of the system of carefully planned and designed control systems. The system of control is carefully planned and designed.

Correction of students' study habits: correct and good study habits can cultivate students' interest in learning, a good learning mindset, effectively promote the learning process, and truly play the role of the main body of the students.

Guidance for students' activity skills: Learning activity skills such as stickers, coloring, painting, sports, conversation, performance, music and other abilities. Effective instruction in these skills can facilitate the smooth progress of the activity process.

Fourth, the method of classroom teaching activities

Give orders to do action: the teacher sends the instructions, the students to do action to show understanding, the teacher and then a variety of new and often humorous way to re-combine the instructions, once the students can speak, in turn, by them to the teacher to send instructions or each other to send instructions, games, humorous sketches, the meaning of the language with the action to clarify.

Passing the word: This can be done by using the students' seats in the classroom in horizontal or straight rows, or there can be no groups of two horizontal or two straight rows. Teachers whisper to the first student in each group to say a word or sentence, asked to pass down in order to whisper, by the last student in each group to stand up and repeat out loud, pass the word and fast by the accurate for the winners. In a period of time, the content of the message can be gradually increased, the difficulty can be gradually increased, in order to exercise the students' listening skills.

Action riddle: a group of students to do ideological action, imitation of a certain animal or action, the other group of students must use English to say what kind of animal or action, ideological action can also indicate that we are familiar with the contents of the request for the other side to say in English. For example, when teaching the word "cat". Imitate the sound of the cat, or imitate the action of petting the cat, and then ask to guess, and say "cat" out loud.

Self-recognition: each participant on the back of a small piece of paper, paper written on the name of a hundred million people or an object, the name of the best classroom can see things, but each person does not know their own back of a small piece of paper to write what the game began, we are walking around asking each other questions, asking each other to answer with a Yes or No, when guessing their back of a small piece of paper when the content, you can take down. The game starts with a question and ask each other to answer with Yes or No.

Performances: mobilize students to make props themselves, participate in performances, perform textbook plays, singing, dancing, conversations, etc., the mood of the scene, very harmonious, by a good effect.

Looking for friends: cards, objects to students, two by two, a question and answer.

Competitions: including personal quiz competition (teachers out of the requirements, students free quiz), group competition (students according to the actual situation is divided into several groups, groups and groups to carry out learning competitions between the students can cultivate students' ability to think and students unity and mutual collective attention to the spirit of the spirit), teacher-student competitions (in the activities, to really do the teacher-student "heart to heart"), it is necessary to melt the teacher-student competition. "In the activities, in order to truly achieve the" heart to heart compatibility between teachers and students, must be melted teacher-student relations, teachers and students to carry out competition is one of the main methods of melting teacher-student relations, which fully embodies the main role of the Institute, is conducive to learning to learn to learn to take the initiative to learn better). Competition form easy to mobilize students' passion, attract students' attention, develop students' agility of thought and stable psychological quality, the classroom atmosphere to a climax.

The table interaction type: the table is the smallest unit of learning in the interaction. To each student to find the same table (partner), easier to control, this more efficient and higher, praying for mutual questions and answers, mutual supervision, mutual correction and help, and ultimately play a role in student-student teaching.

Bingo game: in the Bingo card on the nine spaces on the randomly written nine words or phrases, the teacher reads out three of them at random each time, the students fill in the Bingo card against the hearing of the words or phrases, if the words or phrases crossed into the horizontal, vertical or diagonal (in either direction) on shouting "BINGO ", the fastest wins and gets a prize.

Word solitaire: the teacher gives a word, the student picks up another word, requiring the letter at the beginning of the word to be the same as the letter at the end of the word given, and so on. This game can mobilize the atmosphere of the classroom, so that students' thinking is active.

Riddles: There are a lot of interesting riddles in English. Teachers can choose or make up simple riddles that are suitable for the level of elementary school students and appear in a random form, which can attract students' attention and enliven the classroom atmosphere.

It has been proved that the appropriate use of games in elementary school English teaching can greatly reduce the burden of students' learning, really protect the students' interest in learning English, make their English learning lively, vivid and active, cultivate good learning habits, and lay a solid foundation for future learning. Let every student walk freely and happily towards a magical and beautiful English kingdom with the accompaniment of the game