How to Use Games in Primary English Teaching(2)

are amused, angered, challenged, intrigued or surprised, the content is clearly

meaningful to them., therefore the meaning of the language they listen to, read, speak

and write will be more vividly experienced and better remembered. Games in

language can meet the needsfor “meaningfulness”.

教育游戏在小学英语中的应用

Organization

Games in language teaching can be divided into different categories. There are

five types of language teaching games, consisting role-play, musical activity,

intelligence games, sports games and drama performing, which met the need to

develop students’ multi-intelligence.

In games for language learning, the authors (Wright Andrew, Betteridge David

and Buchby Michael, 1984) grouped the games according to their general and spirit

(different functions as: picture games, psychology games, word games, true or false

games, memory games, question and answer games, story games, guessing and

speculating games and miscellaneous, which is easy for the teachers to handle.)

Games can be found to give practice in all the skills (reading, writing, listening

and speaking), in all the stages of the teaching/learning sequences (presentation,

repetition, recombination and free use of language) and for many types of

communication (e.g. encouraging, criticizing, agreeing, explaining). Several

characteristic of teaching games must be considered: First, a game is a closed activity.

Games must have a beginning and an end. It must be easy for the players, or the

teacher, to know who is about to reach the aim. Second, a game needs less supervision

from the teacher. This must be understood as linguistic supervision. Sometimes the

game is conducted by the teacher who acts as judge, scorer and/or referee. Third, it is

easier for students to keep going. Compared with pair or group work, a game has a

lucid element that other interaction patterns do not have. This makes the activity more

attractive.

There are four types of games as cooperative games, competitive games,

communication games and code-control games, which has been greatly adopted and

will be stressed as following:

The first one is Cooperative Games. In this type of game, the main action is

centered in trying to reach the aim in cooperation. Players or teams work together

towards the common goal (Jill Hadfield, 1984). This type of game is excellent to

encourage the shy students, since it requires the participation of all the members of a

team, group or pair. Some typical activities may include the completion of a drawing,

putting things in order, grouping things, finding pairs or finding hidden things.

Students are involved in the exchange of information to complete the task and in

giving instructions. For example:

Title: Cards on the Table

Aim: To memorize the correct spelling of words in an enjoyable way.

Procedure: First, give the students one letter card each, and clear a space in the

classroom and put a table in the middle. Then have the students stand in a circle round

the table, 3 or 4 meters from it. Each student has one letter card each.Then the teacher

calls out words he wants to revise, one at a time, and any student who holds a letter

that is in that word must run forward and put the letter on the table.The last person

who puts his letter down must spell the word and give its meaning. If unsuccessful,

he/she is out of the game, and the teacher gives the correct answer. Students should

take back a different letter from the table each time, i.e. they should swap with

someone else.

教育游戏在小学英语中的应用

The second one is Competitive Games. In this kind of games, players or teams

race to be the first to reach the goal. As the name indicates, in this type of game there

is an overt competition between teams, or sometimes of an individual against the rest

of the class (as in 20questions). The competition may also be of individuals against

other individuals. The object of this type of game is finishing of reaching the end

before the other competitors, making more points, surviving elimination, or avoiding

penalties. The rules may require the players to produce correct language as part of the

game and force students to draw conclusions more quickly. For example:

Title: Slap it

Aim: To recognize words and listen for relevant information

Preparation: A set of 10-15 pictures of different kinds of food items for each team of 4

to 6 people.

Procedure: Put the items on a desk and the students sit around the desk. The teacher

describes the food item. When a student has an answer, she/he slaps the card and says

the word aloud. If the student is correct, he/she gets a team point. If the student is

wrong, he/she is out of the game. Alternatively, in each group each student plays

independently. If the student slaps the correct picture, he/she keeps the card as a point.

The person or team with the most cards/points wins.

The third one is Communication GamesThe main objective in this type of the

games is getting the message over to the other players and reacting appropriately to

their messages. For example when giving instructions, the player must be clear about

rules, and the player following them must do exactly what he is required to. The tasks

are usually practical, like following instructions, drawing, persuading other players,

etc. this means that players will concentrate on the task rather than on the language,

besides, students can see the results of their use of language at once, which will help

to build students’ confidence.

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