A Brief Analysis of Application of Games in Primary School E(2)

evolution to meet the needs of China s education. Views on primary English textbooks has changed a lot and teachers opinions on teach pupils English have improved greatly. Some of the newly ideas has been used to the

textbooks in primary school and the materials chosen are more close to

pupils life. Some textbooks are designed according to pupils characteristics and cognitive features, from easy to difficult, learning rhymes, songs, games and others rather than grammar and vocabulary alone. However, there is still a long way for the evolution to take effect .In the real environment of China, a lot of problems still trouble primary English teaching.

First and most important, teachers role in English class is not fully

played. It is known to all that teacher is the most important factor in English

class. They are the guide and pupils get knowledge and interest of English from them. The ability to teach, the sense of responsibility and the

professional knowledge a teacher has directly influence students learning.

A survey shows that among 438 primary English teachers, about 149

of them graduate as English majors and only nearly 49 of them have a

bachelor degree5. Some of them admit that they do not know much about the theories and strategies to teach pupils. They just follow the traditional way that their teachers once teach them when they are students in high school or even in college to teach pupils and tell the students what the textbook wants to tell them. They explain the grammar and new word one by one for pupils, which make class rather boring. Also, only a few of them have learn about children psychology and they know little about children mentality. So they can hardly know what pupils like, not alone catch their interests. What s more, they do not care much about pupils personality. Although realizing their weakness in primary English teaching, some of them are still not

willing to have some further learning, thinking that the knowledge they hold is much more enough to teach pupils.

Second in order, the traditional teaching methods ignore to cultivate pupils ability to speak, to help them form a good habit to learn English. Under the influence of exam-oriented system, most schools and parents think students learning English for exams. So teachers stress more on

test-points, which easily makes English learning a text-centered activity, and pupils spend more time on recite exam points and even text papers. Thus

pupils may take a high grade in exams but they fail to express their opinions in English. Some of them may begin to hate English and only go to English class forced by parents and teachers.

Last but not least, activities in English class are not enough. It is

obvious that exam-oriented education can not contain many interactions or activities. Activities are great promoter for pupils to learn a foreign language. Interactions can make pupils feel close to teachers and love to have the class. Many scholars abroad agree that interest should be put in the first place

while teaching a foreign language, and emphasize that pupils should learn a

foreign language in relaxing and happy surroundings. However, it is a failure in present English classes.

1.2 The Introduction to Games in Primary School English

Teaching

This part concludes two parts. The first part expounds the definition

of game and the second part analyzes the aptness between games and primary English.

1.2.1 Definition of Game

Game has come into people s life since ancient time. Many great

philosophers have thought about what game on earth is.

French sociologist Roger Castillo, who wrote the book Les jejune Les homes (Games and Men), defined a game as an activity that must have the following characteristics:

fun: the activity is chosen for its light-heated character

separate: it is circumscribed in time and place

uncertain: the outcome of the activity is unforeseeable

non-productive: participation does not accomplish anything useful

governed by rules: the activity has rules that are different from

everyday life

fictitious: it is accompanied by the awareness of a different reality6

Also, the greatest two Greek philosophers left us precious opinions on game. Aristotle says that game is an aimless behavioral activity for relaxing and amusement after working7. Plato says that game is a conscious imitated activity of children for needs of living and capability8.

1.1.2 Aptness Analysis Between Games and Primary English

A game is a form of play with goals and structures, often used for

recreations and sometimes also designed as an education tool. In fact, games seem to be always in connection with education content. Game-teaching is

defined as an instructional method by which teachers teach pupils

knowledge and help them develop abilities to learn, and at the same time, change difficult language points into interesting games, create attractive

communications. Many scholars have found that the features of game can easily improve learning. And there are many aptness between games and primary English.

Games can spur pupils motivation and turn the boring classes into interesting ones. English is such an unfamiliar language which has huge differences with our mother tongue. The English classes can easily be a

nightmare for pupils if the teacher uses a wrong teaching method. Shy pupils may never open their mouth to speak English. Games are fun and enjoyable for both teachers and pupils. With games in English classes, the learning surroundings will be relaxing and happy. They can provide pupils who are afraid to perform in class more opportunities to express their ideas.

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