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 are  four  question  types  in  the  pre-test  which includes translating phrases, spelling words, writing the words according to the requirements, and translating the sentences. Through the vocabulary test, the author wanted to see whether the experiment class and control class were in the similar level in English vocabulary before the author conducted the teaching experiment. The full mark of the pre-test is 100 points. All the students who take the exam should finish the test in 30 minutes. The scores of the students in the two classes are listed in Appendix E. 

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Conclusion

In  this  last  chapter,  the  author  is  going  to  introduce  major  findings,  implications  and limitations of the study. In addition, some suggestions for future researchers will be proposed.This  study  is  based  on  literature  research  foundation  in  the  practice  of  English  game teaching  in  the  primary  school.  The  author  carried  out  this  study  on  the  application  of  game teaching  approach  in  vocabulary  teaching  in  primary  school  from  September,  2015  to December,  2015.  During  the  whole  experiment,  the  experimental  class  was  applied  game teaching approach and the control class was applied traditional teaching in English vocabulary teaching. The purpose of this study is to evaluate the effectiveness of game teaching approach in English vocabulary teaching in primary school. After 3 months, through empirical analysis and verification of the practice effect, this research draws the following conclusions. Firstly,  the  game  teaching  approach  was  committed  to  creating  a  relaxed  and  pleasant classroom  atmosphere  to  make  students  feel  that  it  is  a  very  interesting  for  them  to  learning English vocabulary. From the questionnaire and the interviews with students, it could be seen that  game  teaching  approach  played  an  important  role  in  enhancing  students’  interest  in learning  of  English  vocabulary.  Reasonable  application  of  game  teaching  can  effectively arouse  the  enthusiasm  and  interest  of  students  learning  English,  and  improve  the  effect  of learning. In the primary stage of English teaching, teachers should first consider how to keep students’  enthusiasm  and  interest  in  learning  English,  instead  of  only  focusing  on  the completion of the teaching content or the expansion of knowledge. At the preliminary stage of primary school and even the senior stage, it is still an important goal for teacher to cultivate students’ learning interest and good learning habits. 
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References (omitted) 
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