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How to Use Games in English Teaching游戏在英语教学中运用
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How to Use Games in English Teaching
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As English becomes more and more accepted as an international language, interest in the English teaching to younger learners has been steadily growing in recent years. Accompanied with the carrying out of the new English Curriculum Standard by the Ministry of Education of Chinese government, there are a lot of new problems arising from the field of English teaching in the primary schools. This thesis holds the hypothesis that game-teaching approach should be adopted in children’s English teaching, and also probes into the reliability and pros and cons of using games in the teaching process.
Games are a different kind of play activity. They are highly structured and include specific rules to be followed (Spodek Bernard and Saracho Olivia, 1994, p.132). Specially, teaching game is one of the kinds of the games. Byrne (1995) gave the definition to games as a form of play governed by rules. He suggested:“Games 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.” (Byrne, 1995, p. 32).
From the above, we can safely drawn a conclusion that “game” in language teaching (teaching game) 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; D. communication between players by spoken or written language.
There is a widely-held lay belief that younger second language learners generally do better than older learners. Children exercise a good deal of both cognitive and affective effort in order to internalize both native and second languages. Moreover, one of most essential thing that teachers teaching children’s English should make all means to motivate their spirit and sustain their interest in learning English. Therefore, most of those teachers chose the method by using games in the teaching process, becau
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