Teaching primary English Games

Game of primary English teaching English Teaching in primary schools, the game is a bold approach can help students speak English. English language teaching at the early stage, to varying degrees, students are often afraid to speak of the situation there, I still hesitate to speak for fear Yu mistake. Games help students to participate actively in the language practice activities so that they will not feel the game has any positive stress of study students will be mobilized. Successful, will have pride, and enjoy the pleasure of success; not be successful, it is because to do at games, will not have a sense of failure, but will also have a power - I hope the next success. Teachers should be able to aim in accordance with the teaching must design specific teaching methods, students receive a strong interest in new knowledge, to obtain the effect of good teaching. The first chapter of the meaning of pedagogy Games What Games are teaching? Game teaching is as far as possible in teaching the language of boring situation into a well accepted by students, a lively form of fun games for students to create a language-rich communication scenarios, so that students play at school, learn and play. What we are advocating the view that the interaction between language teaching in favor of group activities with students the purpose of language communication, and the game belong to one such group activities. Games Approach scenarios are a form of pedagogy is based on scientific theory, designed to enhance the teaching texts, become familiar with the new word, students of language practice exercise capacity, potential and intellectual development of students; to the actual teaching content-based , in accordance with certain procedural steps and rules of the English step-by-step activity. Chapter II the status of domestic pedagogy Games In recent years, foreign language teaching theories put special emphasis on stimulating community of students interested in studying in an important position, has stressed that the students in a relaxed atmosphere to learn a foreign language. "Primary school English curriculum standards" that the interest in language learning are the key to stimulate students interest in learning English is a primary school English teaching an important task. English teaching should pay attention to the child's psychological and physiological characteristics, and must also help arouse students interest in learning. Teaching English at the Games by adding the appropriate training is conducive to the interest of students in line with the "learn music" principle. Game teaching methods emphasize the subjectivity of students, teachers and students asked to participate in monologue rather than teachers, teacher-led and reflect the students to play the main role. Game of the primary teaching methods in line with the physiological and psychological characteristics. Lively and dynamic primary love good performances, rarely shy, willing to accept new and interesting things, teachers can be a direct impact on teaching students interested in studying. Games do not intend to pay attention to the use of the characteristics of students in favor of studying the formation of the right methods and good study habits, there is hardly conducive to easy and will help to alleviate the burden on students, in line with the requirements of quality education. Chapter III Game Category Teachers in English Teaching Games often use teaching methods, after a period of time of conclusion, I designed according to the difference between teaching the game to give a bit Category: Section I of the game drills Games such general use in the classroom before the students in order to allow faster memory word, to know the old review. For example: Teachers have learned to produce the word picture, card. The students one after another Express Chinese spelling out the meaning of the word and. The classroom is often said to "train." Such as: production of "apple" of the picture or word cards, students spell Express apple apple apple. Another example: The rapid flashing courseware studied a group of five words, students look at after the Express on to write the book. And once again shown by the control, correction and what the meaning of language. Drills of the game there is a need for quick and accurate response from the students. So that students of brain and hand, in a quick and repeated the process of drilling the consolidation of the word, the memory of the way to avoid boring. Fun and Games Section II-induced Such games are generally designed to lead to new knowledge, the purpose is to stimulate interest in students to continue learning, enlightenment thinking. For example: Guess watch. Guess, What's in my hand? The game will not only review the many words and sentences, in order to make the study pave the way new courses, and students because of the hands of eager teachers want to know what things in order to promote their minds, moving the mouth. Stimulate the students interest in learning. Another example: I guess to describe to you. English Teacher with a simple description of things, requested the students to guess. This would take advantage of the child's curiosity, stimulate brainstorming students continue to study. Section III cooperative Game Group games such as cooperation and exchange is carried out as the main body. Can be demonstrated in nature, may also be a competition in nature. For example: the role of performance. In order to master teachers can put the focus on the sentence written on the blackboard, and guide students to create sentences based on these learning situations, people try to figure out. And in the panel for further processing in accordance with specific circumstances, cooperation performances. Cooperation is the ability to put knowledge into areas that are the most exciting time students, but also training students to use English for communication opportunities. At this point all students can play to their communicative competence. Teachers should seize this opportunity, and strive to create an atmosphere of English performances. Teachers can also prepare a few simple props and head-dress, so that more interesting performances. Another example: to display the work. Collaborative group work, some in English, displayed for everyone to see. Such as teaching at grade four, students will be able to allow a team of its own ideals and believes that the Schedule reasonable English, but also can allow students to learn than in accordance with the various animals and their characteristics, according to a familiar tune Packet allocated for moving lyrics, to show the form of display to the U.S.. So that activity in the English Medium students to experience the joy of success, to stimulate students interest in self-study. The fourth quarter of Game Development This type of game tends to be used after the new grant. Can allow students to put together the old and the new cross-cutting knowledge and consolidating the review. For example: Last Letter. Students to say a word any one such as: girl, can take 2 students letter. 3 students can access any of the words begin to r, but that should not repeat the words of others. In this game each of the students are carrying out the brain activity, or think of a word can take what others say or whether or not duplicate. Classroom atmosphere is very active! Another example: Word association. Give a word to enable students to speak with the words of the addresses. Such as: production of Hotel of the word. Student Union say Five-star hotel, travel, food, equipment in the hotel, tourist, waiter, waitress, room, restuarant lot of words and so on. This allows a host of other related words in front of students again showed a. Want this game as much as possible to stimulate the association of students and has memory, more memory to the students the words to the purpose of review. Games for children and has a natural contact. Appropriately in the classroom to have more awareness of various types of games, to extend the time to keep the attention of Children to help students relax in an atmosphere of harmony study. Practice has shown, however, is not a game at any time the use of teaching methods, will receive very good teaching results. Chapter IV of the practice of teaching the principles of the game Section I pay attention to a class with the type of game with the timing Children love nature, love action, and focus on non-durable. Put teaching in the game, students can study in a relaxed and enjoyable activities to acquire knowledge. But I think students should not rely solely on the game to study, mainly because in order to cultivate interest in learning English. Pupils to learn English, unlike the Anglo-American immigrants to learn English, you can at all times into the language environment, improve language skills. At present, only the primary more than 100 minutes per week of English classes, students should not rely solely on the game lasting interest. Game time and some students and teachers will waste time. Therefore, Games to learn English language as the primary knowledge, skills, cultivate interest in the means, we must pay attention to time and type of arrangement. Games should not only replace the teaching of the use. 1 to avoid fresh enthusiasm, the children will be tired. Section II of the difficulty of the game want layered, so that there is selective students Primary English Teaching Games should pay attention to the principle of the whole. Game too hard or too narrow covers, it will greatly reduce the enthusiasm of students to participate. Student teachers can adapt to the specific circumstances of studying the coordination of students at the game division of labor. Such as: the role in the design, the best there is there is hardly easy. This group performance, students also study less have an opportunity to show off, not too embarrassed; and excellent study room for students to play more. In this way, to the personality development of students, gave students choice, opportunities for self-evaluation. Section III of good teachers to grasp control of the game Games should be the design and implementation of expansion. Children enjoy the game to do, but kids like to do more for them to dominate the game. If the teacher-controlled activity of the game too loose or too tight, the effect will be greatly reduced. In contrast, I prefer the common design and Game program students, with full respect for their views and interests and better reflect the way of their acceptance and the ability of design to avoid separate teachers "utopian." Children are the most trust their own know from their participation in the design of the game they must be able to understand and are happy to participate. This confusion would not talk about the rules of the game exist or do not like students to participate in the question. "Three sub-word game" Me and the game is the outcome of cooperation between the students, the results would be received very good The fourth quarter of Game design should pay attention to the authenticity of Children are the world a piece of blank paper, draw it is hard to find on the go. Because of their exposure is limited, the ability to distinguish right from wrong is just as poor. So when we designed the game must pay attention to real life and should not differ materially from those things. Such as: listening to an English class this way: teachers to monkey, rabbit, fish, tiger, bird's the word cards in a box, then the corresponding action of the drink juice, jump, swim, eat meat, fly put the word cards in another box. Students were invited onto the box drawn in each component of a complete sentence, then the card, saying that the title to you. Children were very excited. Can be a problem: Tiger is drinking juice. Also; Fish is flying. Certainly wrong; Monkey is eating meat. Some are unclear about the Child on the. Designate child predators are吗? Taiqing Teacher said that she does not temporary. This child's mind at the lay of a question mark. Although it is not to affect the overall situation, but try to avoid this from happening. Once the false or vague information to stay in the child's mind, it is difficult to find a go. Therefore, the design of the game must be based on the authenticity of the principle of the right guidance to the Child. Game theory can not be on the Games. Fashion Games also required in section V of Often encountered in teaching us a lot of games are almost detract from the fact that classes are "play" the. But can not be said to "play", and it has not the value of the game, it seems, is a process, students have no interest in, and sometimes there are tired of. I can not help but think of the rapid development of information technology at the time, people's brains have reached an unprecedented speed quickly. Thinking quickly the necessary platform for a load. When students at television, the media attributed to those who indulge in the Puzzle game or computer game, but also for the classroom on a heritage from generation to generation and the excitement of the game form吗? Teaching of Games also need to fashion! Of course there is a very classic game drills are enduring. But reservations required at our foundation on reprocessing. Even if the product is no longer the classic time the catalyst is also required. To put a child's eye and brain from the television, computer entertainment game back, we will, get rid of the use of a variety of instructional media and means of students in class become really want to play games, music games, so that the classroom Games also keep up with the times. In short, games are like the primary form of activity. Student's age combined with the characteristics and psychological characteristics of activity, in the English game is on the use of appropriate teaching methods, can achieve the transfer or consolidation of information, drills, review the contents of the study purpose. Easy Games to stimulate interest in students to mobilize their different polarity, so that students actively participate in teaching activities. Games cleverly designed activities for students to develop the intellectual, emotional development, lead to curiosity, cultivate team spirit, foster a sense of cooperation. In teaching, we emphasize the essence of teaching methods Games are happy teaching, students must make in a relaxed atmosphere to learn English. Appendix Questionnaire 1. You think the classroom activity important? A. Important B. important C. Do not care 2. Teacher at you can enjoy him on the creation of a classroom activity? A. like B. dislike C. General 3. In English class you enjoy singing children's songs on it? A. like B. dislike C. General 4. With activities in the classroom, do you think of the English in the future you will find in the study? A. better B. and C. It is almost more difficult 5. Classroom activities will help you study English? A. have B. no C. do not know 6. Now you enjoy the way teachers teach it? A. like B. dislike C. General 7. Do you like to do in the classroom on games? A. like B. dislike C. Do not care 8. Do you think the classroom activities on the absorption of new knowledge you have help? A. have B. NOT 9. Do you think the teacher in the classroom set up on how to classroom activities? A. Good B. General C. good 10. How you enjoy the classroom activities? A. Games B. singing C. Team Events