教育类论文范文
乞力马扎罗的雪-装饰招聘
Abstract
English is an
important and special tool for communication now
in
China. There has been a trend of teaching
children at younger ages
throughout the whole
nation. Children’s English teaching has become the
backbone of elementary education. However,
primary school English
teaching methods are
still under exploration. A common phenomenon is
that children’s interest in English is
decreasing as time moves on. To
cultivate
children’s interest has become the most important
task in
English teaching. This paper is based
on theories of game from home and
aboard, and
game is taken as research object. This research
probes the
definition of game, the types,
characteristics and advantages of games,
together with the importance of games in class
teaching，and provides
some advice on how to
use games in the classroom. This paper guides the
teachers in choosing appropriate games to
arouse children’s enthusiasm,
and improving
the teaching effectiveness.
Keywords:
children; English; teacher; learning; game
1
摘要
英语教育的低龄化成为我国英语教育活动的一种趋势，小学英语
作为启蒙教育的基石，越来越成
为社会关注的焦点和热点。但是，不
容乐观的是目前少儿英语教学领域里存在着种种问题，最为令人担忧
的是学生对于英语学习兴趣不足,因此培养学生学习英语的兴趣是英
语教学的首要任务。本文主
要是在已有的国内外游戏教学理论的基础
上，以游戏教学在少儿英语课堂中的应用为研究对象，对少儿英
语游
戏的优点、类型、特点以及在课堂教学中的重要作用进行了初步的探
讨，并对如何在少儿英
语课堂教学实践中应用游戏教学提出了建议。
指导英语老师如何恰当的将游戏运用到英语课堂中，激发学
生学习英
语的兴趣，从而达到提高少儿英语教学质量的目的。
关键词：
儿童； 英语； 教师； 学习； 游戏
2
Games in English Teaching for Children
Chapter Ⅰ Introduction
With China’s policy
of reform and opening to the outside world,
English, as an
international language, has
become more and more important. So people begin to
pay
due attention to English learning. We all
know that children have the ability to learn
second languages more easily than adults. For
this reason, our government put special
emphasis on children’s English teaching. Many
new English curriculum standards
have adopted
by the Ministry of Education, and English has
become a compulsory
course in all primary
schools. Although, the number of English learners
has been
growing rapidly, the level of English
teaching had not been improved. How to teach
English well is still a puzzling question.
In China, the typical teaching model is the
teacher-centered class. In this kind of
English class, the teachers play the main role
and they explain every language points
while
the students just write down all the words they
say. After the class, numbers of
exercises is
provided to make students commit the new words and
expressions to
memory. They think much of
students’ ability of writing and listening but not
speaking and reading. So it is common to see
that after ten years English learning, a
great
deal of student still cannot communicate with
foreigners.
Nowadays, people have realized the
negative influence of the teacher-centered
class, and ask for educational reform.
Therefore, the Ministry of Education has taken
out a series of measures to solve this
problem, while the situation has not been
improved. According to a newspaper survey on
children’s attitude to English course,
70
percent of the children think English class is
boring and don’t like to have it.
That’s just
the main reason that blocked children’s progress
of English study. So what
should we do to
change it? After a great number of researches,
educators found that
one appropriate strategy
to encourage language acquisition is using
language games.
This study focus on the games
in children’s English teaching. Though quite a lot
of people know the significance of games in
children’s English teaching, they still
can’t
figure out best ways to organize them. In order to
raise the efficiency of games
in the English
class, this article introduces the definitions of
games, different types of
games, the
characteristics of games. Through the right use of
games, the author hopes
3
to achieve the goal of children’s interest
arousing.
Chapter ⅡGames in Language
Teaching
2.1 Definition of Game
Different
people have different definition for game. Spodek
Bernard and Saracho
Olivia demonstrated that:
games are different kinds of activities; they are
highly
structured and include specific rules
to be followed. Similarly, Jill Hadfield defined
games as “an activity with rules, a goal and
an element of fun.” Brown said “a game
could
be any activity that formulized a technique into
units that can be scored in some
way.”
From above, we can understand that games are
structured play activities
organized around
specific rules.
According to Longman
Dictionary of Language Teaching and Applied
Linguistics, “game” in language teaching can
be defined as an organized activity that
usually has the following properties: a. a
particular task or objective, b. a set of rules,
c. competition between players, and d.
communication between players by spoken or
written language.
Byrne gave the
definition to games as a form of play governed by
rules. They
should be enjoyed and fun. They
are not just a diversion, a break from routine
activities, but a way of getting the learner
to use the language in the course of the
game.
2.2 Types of Games
Game has
found an increasingly wide application in language
teaching. It can be
used to teach children
word, vocabulary, phrase and so on. It can also be
used to tap
the potential of the children’s
ability. According to these reasons, games can be
divided into different categories.
2.2.1 Classification by Teaching Content
Firstly, it can be divided into pronunciation
games. Pronunciation is the basis of
English
specking. The progress to practice pronunciation
is also boring; using games
can make the
learning of pronunciation full of fun and help
children learn them
correctly. For example,
teach students the pronunciation of [εə], teachers
can make
the students read a short tongue
twister. For instance, it’s a bear sitting on a
chair,
4
combing its hair
and holding a pear.
Secondly, it can be
divided into vocabulary games. Vocabulary is one
of the most
important parts in English
learning, but to memorize vocabulary is really
boring.
Games can create a happy situation and
make children in this happy atmosphere to
memorize vocabulary.
A good method is to
divide the students into four groups, and ask the
students to
list the vocabulary they have
learned. Then, game begins. Choose one students in
each
group and ask one of the four students,
for example, what's the antonym of “black”?
The key is “white”. If he or she gives the
right answer, his or her group can get one
mark. If the answer is wrong, give no mark.
Finally, the group which gets the highest
mark
win, the lost three groups should have a
performance, such as sing songs,
dancing and
so on.
Thirdly, it can be divided into number
games. In the class of number teaching,
children’s response is very important. Just
teach students how to read and how to
write
will make them tired of number. In the meanwhile,
it will also decrease their
interest in
English. Here is a game that can arouse children’s
interest. Have a student
say a number, for
example: two. Then the next students should use
body language to
show the other students this
number.
Fourthly, it can be divided into
sentence games. Sentence is difficult to learn.
Children’s English teaching is not just enable
the children grasp the grammar but let
them
speak English formally. Through games to develop
children’s ability of creation,
stimulate them
to use the vocabulary and phrase that they have
learned to express
their thought. Write down
some English sentence on several pieces of paper,
and ask
student A takes one of them, for
example, if the paper says: “eat a banana”, this
student should act like that. Then another
student B can guess: “Are you eating
something?” the student who is acting can just
say “Yes” or “No”. Trough these
questions he
asked, student B tell the other students what the
phrase is.
2.2.2 Classification by
Function
Games can be used to develop
children’s language skills. According to their
different functions, games can be divided into
four aspects.
Firstly, it is the memory games.
Memory is the foundation of learning. It’s
5
necessary to use games to
improve children’s memory. So when teachers teach
vocabulary and pronunciation, they can
organize a game called “What’s missing?”
Write down a vocabulary on the blackboard, but
one letter of it is missing, such
as “ap_le”.
Then the teacher ask like that “What’s missing?”
students will answer “p”
is missing. Through
this kind of game, children’s memory can be
improved a lot.
Secondly, it is the response
games. When the teacher asks something, children
usually have a very quick response. According
to this, the scholars designed such kind
of
games, named response games. For example, a
teacher make an instruction, under
the
teacher’s instruction, the students should do a
right action. For intense, the teacher
makes
an order like: “put up your hands.” Then the
students put up their hands.
Thirdly, it is
the observation games. In this kind of game,
teachers usually
provide two kinds of
materials to the students, one is pictures, and
another is texts.
For the pictures, students
should have an observation of it, and then use
their own
word to descript it. For the texts,
it means in one piece of text, students should
find
out one word or one sentence that the
teacher have said.
2.2.3 Classification
by Nature
In Elementary Communication Games,
Jill Hadfield collected just two kind of
games：competitive games and co-operative
games．
Cesar Klauer applied 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：
Firstly, it is the cooperative
games. In this type of game, the main purpose is
to
develop a sense of cooperation. Players
work together to finish a common task. All
the
members of the team are involved in this type of
game, including the shy students.
The typical
cooperative game is through the given
instructions, the team work
together to
complete a drawing.
Secondly, it is the
competitive games. As the name shows, there is a
competition
in this kind of games. In this
type of games, players or teams compete to be No.1
to
complete the task. It can be the
competition between teams or the individual
against
other individuals. Through
competitions, players have the opportunity to
improve
themselves. It forces them to reach
the goal in the shortest time but with the best
result. While in this type of games, due
attention must be paid to the winners and
6
losers. Guide them to have a
right attitude on the results.
Thirdly, it is
the communication games. In this type of games,
players exchange
information through dialogues
or pass messages to other players. For instance,
two
players talk to each other and get the
information of his partners, like name, age,
hometown, hobby, etc. Another form is one of
the players give an instruction, another
must
follow it and do exactly what he is asked, such as
drawing a cat, open the door,
put up your
right hand, etc.
Fourthly, it is the code-
control games. This type of games demands the
students
have a good skill of the language.
They must produce correct structures, spelling,
pronunciation, etc. All of these can help the
players or the whole team gets high
marks.
2.3 Characteristics of Games
In order
to pursuit good grades, English teaching has
become an activity of
memorizing vocabulary,
which made the students lose interest in it. In
order to solve
this problem, games are applied
in English teaching. According to Fredercken, game
creates “a bridge between learning and doing”.
No matter in per-school education or
high
school education, games are known as a way to
delight students who are tired of
the class.
While the application of game is not an easy
work, it requires the teachers have a
careful
planning. If they want to use games in an
efficient way, they must know well
of the
characteristics of games.
The first
characteristic of games is novelty. Different from
the traditional and
serious class, game is a
novel way to direct the students to grasp the
knowledge points.
It can also teach the
students social skills in a natural way.
The
second characteristic of games is flexibility.
According to the different
students, the
teachers can organize different games. To the
withdrawn children, it’s
good to develop a
cooperative game. Through this kind of game
encourage them to
participate in, and force
them to communicate with others. To the poor
students, it’s
good to play something easy,
which can help them build confidence. So the
application of games is very flexible.
The third characteristic of games is
motivation. Studies show that competitive
environments are easy to stimulate students’
motivation. In order to win, they will put
their attention on study. The reward or the
praise from the teachers and their parents
7
can also arouse their
motivations.
The fourth characteristic of
games is fun. That’s the basic characteristic of
the
games. Games create a free and relaxed
environment for the students, which can
remove
the threat of new and difficult material. In this
playful atmosphere, students
can also work
effectively.
Games contain many factors, such
as rules, competition, and entertainment and
learning, in particular, Cesar Klauer
summarizes the characteristics of games as the
following:
Firstly, a game must have
rules. Through rules, students know how to play
and
the teacher judge the players win or lose.
Secondly, a game must have goals. This goal
stimulates students to play. It can
be
something like making points or completing the
task first.
Thirdly, a game is a closed
activity. Games must have beginning and an end. It
must be clear to the students or the teachers,
who is first one to reach the goal.
Fourthly,
a game is a child-centered activity. Different
from the traditional
teaching model, in the
game-based teaching, teachers no longer in the
center of the
class, they just become the
judge or scorer of the games.
2.4 The Importance of Games in English
Teaching
Before 300 years ago, the great
educator John Amos Comenius had emphasized
the
importance of games in his first work School of
Infancy. And Friedrich Frobel, the
great
German educator, also spoke highly of the value of
games. Game is a typical
form that life took
in childhood. Games can arouse the interest of
children and lower
their stress. In English
class, games create an English situation, in this
happy situation,
children can learn English
easier.
2.4.1 Stimulating Children’s
Interest of English Learning
As we all know
interest is the best teacher. It plays the main
role in language
learning. All the children
have the natural disposition to play, if games can
be used in
English teaching, it will help to
arouse children’s interest. Through the
fascinating
games, children will not only
enjoy themselves, but also acquire knowledge in
this
free and happy atmosphere. And in the
meanwhile, it will make children have sense
that English learning is an interesting
activity. It is good for children’s English
learning and can help to raise the efficiency
of English teaching.
8
2.4.2 Lowering Children's Burden on
English Learning
In
the games,
children grasp the language point quickly. It can
help children ease
their anxious on English
study, thus make them got the confidence to learn.
When
children combine games and study
together, they will have a sense of “I would like
to
learn” instead of “I should learn”. For
this reason, they begin to pay a lot of attention
on the English study and enjoy themselves. All
of these clearly show us that games
can lower
children’s burden on English study.
2.4.3
Making Children Have a Better Understanding of the
Knowledge
In the English class, if the
teachers just explain every language point to the
students, but do not encourage them to think
and have their own opinion, the students
can
never hold the essence of the knowledge point.
While in the game-based class,
teachers create
a real-life situation, and in this situation
children can change the
abstract ideas into
concrete ideas. Therefore, they will have a better
understanding of
the teaching context and
flexi ably use whatever they have learned.
2.4.4 Improving the Relationships between
Teachers and Students
In the tradition
teaching model, teachers play the role in the
class, they hold the
administration. All the
students should follow their orders. If there is
someone who
infringed the discipline of the
class, he or she would be punished by the teacher.
So in
the eyes of the students, teachers are
very grave and fearful. While in the game-based
teaching, teachers are no longer the center of
the class, they become positive. They
play
games with students, just like their elder
brothers or sisters. All of these make
students change their attitude towards the
teachers. The harmony relationships will
instead the tension one.
Cheaper Ⅲ
Design and Methodology
3.1 Design
3.1.1
Characteristics of games’ design
Children’s
English teaching must in accordance with
children’s characteristics of
psychology. Many
studies show that the satisfaction of the
children’s psychology
9
decides the game is succeeding or not. The
more satisfaction the game creates, the
easier
the game succeeds. As a conclusion, the
characteristics of children’s
psychology are
the basis of the game design. Therefore, special
attention should be
paid as following on games
design.
Firstly, it is purposiveness. Before
designing a game the teacher must set an
object, according to the different teaching
context organize different games. Make full
use of games to help the students learn
English effectively. For example, in order to
improve students’ memory, teacher can organize
a spelling game.
For example, have a student
say a word, such as, “apple”. Then have the next
student say a word that begins with the last
letter of this word. (such as：apple,
elephant,
tea…)．
Secondly, it is appropriateness. Games
can be divided into difficult ones and easy
ones. During the organization of the games,
the teacher should take children’s ability
into consideration, taking the suitable
measures to local conditions. If the game is too
difficult to the students, it will make them
to be unsure of themselves. On the contrary,
if the game is too easy, it can not arouse
students’ interest. So the teacher must go
hand and hand with practice, select the most
suitable game for different students and
class. For example, in one class, if the
number of boys is one time of the girls, it will
not suitable to organize a competitive game
between boys and girls. It is not follow
the
principle of fair.
Thirdly, it is
speculation. Children are always full of
curiosity. The speculation of
the game can
stimulate heir interest of learning, set the magic
guess for example. The
teacher writes down a
word on the paper but do not tell the students,
and then let them
guess. The one who give the
right answer can be crown as he has magic eyes.
This
type of game is beneficial to encourage
the shy students or the students who can no
acquire knowledge very quickly to take part
in. And it is also good for the students to
build confidence.
Fourthly, it is
Competition. All the children would like to be
No.1. For this
reason, the competitive game is
designed. When children compete to be first to
complete the task, they can focus their
attention on the learning. That is a good way to
increase the efficiency of the study. For
example, high and low voice is game that
students compete to the teacher. In this type
of game, students read after the teacher,
but
in an opposite way. That’s means, if the teacher
reads in a high voice, the students
will read
in a low voice; if the teacher reads in his seat,
the students will read with
10
standing. Someone who failed will
be punished. Through the competition between the
teacher and the students, the language points
have been reviewed for many times, and
students' memories have also been
consolidated.
The last one is interest. The
main purpose of children’s English teaching is to
stimulate their interest. Game is very funny.
It can make an interesting and relaxed
atmosphere. Also, it can encourage the
students to participate in the activity and work
effectively. So when teachers organize the
games, they must make sure that the game
is
interesting, novelty and can give full play to
children’s initiative.
3.1.2 Points for
Attention in Games’ Design
The first point
is the preparation for the games. That’s the
necessary condition of
a successful game. The
preparations for the games are in two aspects. The
first one is
the preparation of the teaching
aids. Before the teacher organizes the game, he
must
make sure that all the teaching aids are
ready, which include record, tape, cards, and
so on. The second one is the preparation of
the knowledge. All the games require the
students have basic knowledge. So before a
game is played, it’s necessary for the
teacher
to make the students have a review of the
knowledge points.
The second point is
Fairness. Competition is good for children to
improve
themselves. In the competitive games,
all the children care about the final result. If
the
result is not fair, it will dampen their
enthusiasm or make them have an exclusive
attitude to the teacher. So a good game must
encourage all the students to participate
in.
Teachers should organize more corporation games,
which can promote the mutual
learning between
students and cultivate their spirit of
cooperation. And then teachers
should also
have an equal treatment to all students. They can
never show
discrimination against the poor
students. To the poor students, some of the games
are
difficult for them playing. So when the
teacher organizes the game, they can let the
poor students answer the easy question, help
them build confidence. Teachers should
also
avoid choosing the games which are too difficult
or too easy. All of these are not
good for the
students.
The third point is the disciplines
of the games. All the games need rules. Before a
game is organized, rules should make clear to
the students. According to the rules, the
teacher makes judge on the final result.
Reward and punishment can keep the
discipline
of the class.
The fourth point is the time of
the games. In the game-based teaching, teachers
11
should have a good
control of the time. If the playing time is too
long, it will decrease
children’s interest in
study. On the contrary, if the playing time is too
short, the
teaching result will not be
obtained. So the time of the games must in
accordance with
the characteristics of the
children’s psychology and cognize.
The last
point is the variety of the games. Different from
the common games,
games in the class is to
arouse student’s interest and make them acquire
the
knowledge easier. So the teachers cannot
just organize only one kind of game in the
class. Otherwise, students will tired of it
and lose interest in it.
3.2 Methods of
Choosing Appropriate Games
There are many
factors to consider while discussing games，one of
which is
appropriateness. Teachers should be
very careful about choosing games if they want
to make them profitable for the learning
process. If games are to bring desired
results，
they must correspond to either the
student's level, or age, or to the material that
is to
be introduced. Not all games are
appropriate for all students irrespective of their
age.
Different age groups require various
topics, materials, and modes of games. For
example, children benefit most from games
which require moving around, imitating a
model, competing between groups and the like.
Furthermore, structural games that practice or
reinforce a certain grammatical
aspect of
language have to relate to students’ abilities and
prior knowledge. Games
become difficult when
the task of the topic is unsuitable or outside the
student’s
experience. Another factor
influencing the choice of a game is its length and
the time
necessary for its completion. Many
games have a time limit, but according to
Sick-Piskozub, the teacher can either allocate
more or less time depending on the
students’
level, the number of people in a group, or the
knowledge of the rules of a
game etc.
3.3 The Time to Choose Games
Games are
often used as short warm-up activities or when
there is some time left
at the end of a
lesson. Yet, as Lee observes, a game “should not
be regarded as a
marginal activity filling in
odd moments when the teacher and class have
nothing
better to do”. Games ought to be at
the heart of teaching foreign languages. Rixon
suggests that games should be used at all
stages of the lesson. And at different stages
of the lesson, the teacher’ aims connected
with a game may vary.
12
3.4 A Sample Lesson
Here is a sample
lesson, some games and activities are use in this
class.
Teaching content: What color is it?
Teaching aids: Tape, a box and different
colors of balls and cards;
Time: 45 minutes
Objective:
1. Learn and master the
following words and phrases: color, red, black,
green,
pink, yellow, blue, orange, etc.
2.
Learn and master the sentences: “What color is it?
It is ...”, “What color are
you in? I’m in
...”
3. Can use these expressions in daily
life.
Teaching procedure:
Step 1. Warming
up
T: Good morning, boys and girls.
S:
Good morning, Miss Li.
T: How are you?
S:
Fine, thank you, and you?
T: I'm fine, too.
T: OK! Everybody, let’s sing an English song,
OK？
S: OK! Let’s do it.
The students sing
“Hello song” following the tape.
Step 2. Lead-
in
T: Now, everybody, let’s play a game. I
say, you do. Be quiet, listen to me
carefully.
T: Stand up, please!
Put up your right
hand.
Point at your left eye.
Point
at your black left eye.
Point at your
mouth.
Point at your red mouth.
The
students do actions following the teacher’s
instruction.
T: Well done! Site down, please!
The teacher writes down the new words on the
blackboard and asks the students
13
read after her.
Step 3.
Presentation
The teacher takes out a blue
card.
T: Look! What color is it?
It’s
blue.
T: Read after me.
What color is
it?
S: What color is it?
T: It’s blue.
S: It’s blue.
Repeat it for three times.
Then take out a red card.
T: Look! What color
is it?
S: It’s red.
T: What color is it?
(Ask different students)
S1: It’s red.
S2:
It’s red.
The teacher takes out a green card.
T: What color is it?
S1: It’s green.
S2: It’s green.
S3: It’s green.
T:
Very good. Now, let's listen to the tape and read
after it.
Students read after it.
T: Well
done, everybody. Now, let’s play a game, OK?
S: OK!
T: I have a box here, in the box,
there are many colored balls, and I will take one
out, and you guess the color. Someone who
gives the right answer will get this ball.
Are
you clear?
S: Yes, we are.
Teacher takes
out one ball from the box, and holds it in her
hand.
T: What color is it?
S1: It’s red.
T: No, it isn’t.
T: What color is it?
14
S2: It’s pink.
T:
No, it isn’t.
T: What color is it?
S3:
It’s blue.
T: Yes, it is. Look, it’s blue. You
can get the blue ball.
...
Repeat this
game for several times.
T: Today, we learned
the expression of different colors. Are you happy?
S: Yes, I’m happy.
T: That’s all for
today. Class is over. Thank you, everyone,
goodbye, see you next
time.
S: Thank you,
Miss Li, see you.
In this lesson, the teacher
makes full use of all kinds of games. The children
are
given the opportunity to sense, experience
and use the language, so their interest in
learning English is aroused. The children
receive comprehensible input through the
teacher’ simplified input such as short length
of utterances, exaggerated intonation,
and
modified interaction like a lot of repetitions,
visual aids(cards, pictures, body
languages
and gestures). At the same time, the teacher
organizes the games well.
Firstly, the games
fit the teaching aim of the content of the class
and games in
every stage integrate into
learning. The purpose of this class is to learn
the color. The
teacher designs the learning of
the color in a series of tasks with games to be
finished,
such as singing a song to warm up,
play the game of say and do to give the students
an impression of the new words.
Secondly,
considering the psychological and physiological
characteristics of the
children, as well as in
terms of task-based learning combined with the
teachers’
experience, the teachers use
different games at all stages of the class. And
the
children’s interest in learning is
aroused. Children collaborated quite actively in
games that require group work, even shy
children. They say that they like the relaxed
atmosphere, the competitiveness and the
motivation that games bring to the classroom.
This is because students have a chance to use
their imagination and creativity during
activities like games in the classroom;
therefore they are motivated to learn.
Chapter Ⅳ Conclusion
The New English
Curriculum Standard says that the aim of primary
English
15
teaching is to
foster students’ interest in leaning English. But
the survey shows that
children’s interest in
English is decreasing as their English level goes
up. Based on
fruitful findings on games, this
paper has proved that using games in the English
class
can cultivate the children’s interest.
Adopting some methods including classroom
observation, the author investigates the
effectiveness of game teaching in children’s
English classes. The results of the research
indicate that games are playing an
important
part in children’s English teaching particularly
in the activation of
children’s interest.
It is important for teachers to make games
interesting and at the same time to
integrate
game-teaching with other approaches in order to
make children become
more interested in
English learning. Any game to be used in teaching
would not
always be suitable unless it is
challenging, purposeful and involves real
language,
visuals, materials, sounds, mime,
actions and so on．Competitive games are popular
with students and teachers．When using
competitive games in English class, teachers
should pay attention to children’s group
spirit development in these games. Besides,
in
the process of teaching, teachers should help
develop children’s overall intelligence.
Offering pupils necessary help and praise can
strengthen children’s self-confidence,
improve
their interest in participating in the game, and
help them keep their interest in
learning
English. Children are participant rather than
passive followers of the
teacher’s
instructions and orders. Games cannot be
successful if the teacher does not
organize
them well. What teachers should do is to organize
games well and make
game-teaching objective,
meaningful, enjoyable and full of practice.
16
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