A Brief Analysis of Application of Games in Primary School E(4)

communicative competence and sense of cooperation, but also build up their confidence to participate in collective activities and answer teacher s

questions. Many schools have adopted the approach, especially the English training schools, and have proved quite effectiveness of games in English teaching.

There is a popular teaching mode using game teaching approach, which often divides the whole class into five parts, widely adopted in

English training schools, like New Orient School. Pop Kinds Education is a famous project in New Orient School. They teach pupils English with the belief of “play our play”. Take a lesson in Chongqing New Orient

School—Pop Kids Education for example. In the first part, the teacher says “hello” to every pupil and claps hands with them one by one to warm them up. Every student put their eyes on the teacher right and does what the teacher tells them. The teacher get students attention easily. Then she reviews the last lesson in this way: (T-for teacher, S-for students.) T: Now, it s our time for class. Let s do a game together. OK? S: OK!

T: (take out a banana.) Is this an apple?

S: No, it isn t!

T: Is this a pitch?

S: No, it isn t.

T: Is this an apple?

S: Yes, it is!

T: Very good! You are so clever. It is an apple. Every one follows me: apple!

S: Apple!

In the second part, the teacher tells pupils the important points in this class by finding cards. The teacher writes important point on cards before class, put them on the ground. Tell students to find what the teacher says as quickly as they can. The game is pretty good and students get more practice with the importance.

And finally, the teacher uses a competitive-game to text how much the pupils grasp. The teacher divides the class into two groups and divides the white board into two parts. He writes Group A on the right part and Group B on the left part. On each part, the teacher writes down a line of a,b,c,d...z. Group A and Group B are given five minutes to write down words learn in the class which begin with relevant letters. With the same time, the group which writes down more words is the winner. Students have a happy and relaxing time.

The result of that class is that almost everyone remembers what teacher taught them for all of them take part in the class actively. It is obvious that every pupil like games and games do raise pupils interest.

5 Conclusion

Many further efforts need to make to find out best way to teach

English. Also, not any game adopted in primary school English teaching is suitable for teaching every language point. The game should be challenging, purposeful and involve real language and use sounds, dances, play shows, all kinds of materials and so on. Competitive game is often favored by teachers for they can inspire students join in the activity by comparing with other students. Pupils like it, too. When playing such a game, teachers should pay more attention to cultivate students sense of cooperation and responsibility. Or, pupils will only learn to compete. In addition, teachers need to give students necessary help and suitable guidance to ensure the activity successful. Only when the game successes can students be enjoyable and keep their interest in learning English.

Applying games in English classes is not simply to make fun, but to combine teachers morals, professional knowledge and teaching skills into games. When playing games in English classes, the teacher and students inter on each other and promote on each other. While designing a game, the teacher should take many factors into account, such as students language level, fitting for the teaching purpose. Games play a vital role in primary school English teaching. Only teachers do a good job can the game play its real role.

In conclusion, a class carried out with games is much more effective than traditional English class. The use of games can make the class more interesting, enjoyable and effective. Games can be an effective and useful tools applied in primary schools.

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