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m say that they have to take this course because it is a compulsory one, and still others say that they are bored with the monotony of teaching or inappropriate choice of learning methods and etc.
Thirdly, the course design in primary schools is not optimistic. The beginning grade from above Grade 4 sums up 59%. To ensure the quality and efficiency of pupil’s English learning, the basic requirements demand at least 4 periods each week, which is compulsory. But some surveys showed that about 44% primary schools only have 1-2 periods each week. The amount of the school which has above 4 periods each week is 8%. To my surprise, there are 62% schools which haven’t periods for self study. One problem can not be ignored is that most English classroom is full of too many students, about 42% more than 50, only 7% less than 30. This will inevitably influence the effect of the English teaching.
In addition, the interaction between pupils is not enough. In the classroom most of the interaction is from the teacher to the pupils. There is little pupils-pupils interaction. One teacher is in charge of many pupils in one class. Teacher-centeredness, little chance to practice English and dull, boring class environment are still very common in English class. The teacher pays little attention to each pupil. Pupils still feel badly nervous and worried while speaking English. Few feedbacks from the teacher will make the pupils not sure whether they perform well or not and there are too much criticism and interruption. These language teaching approaches affect the learners to learn English well.
Teaching and Textbook Writing Syllabuses for Primary School English postulates that the main aims of primary English include: to develop pupils’ interest, self confidence and positive attitude towards learning English; to cultivate the pupils’ language sense and enable good pronunciation and intonation; to develop the pupils’ preliminary ability to use English in daily exchanges and lay a good basis for further study. So the activation of pupils’ interest is quite important.

Ⅲ. Games in Primary School English Teaching
This part consists of three sections. The fist section presents the role of games in primary school English teaching, the second section discusses the advantages of games, and the third section is the effectiveness of games in primary schools.
1. The Role of Games in Primary School English Teaching
1.1 Characteristics of Games
Games ought to be at the heart of teaching foreign languages. According to Fredericksen (1999), games create “a bridge between learning and doing”. At all levels of education, games have amazing power to engage, challenge, intrigue, and delight students who may resist more conventional materials.
Applications of games also require careful planning. In order to make the classroom games enhance language learning, games must be “purposeful, relevant, and educational” (Fredericken, 1999). For games to be a successful element in the teachers’ tool kit, it is important that they contain the following characteristics.A game is governed by rules. Playing just to pass the time will not have the effect. To make a simple activity into a game just gives a couple of rules and that is all.
A game has objectives. One of the rules and probably the main one is the achievement of an objective. This objective can be something like making points for correct本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。