摘要:To sum up, that a class involving games is more effective than a traditional class is firmly believed, particularly in the activation of pupils’ interest. However, it should not be denied that more experiments by other researchers and scholars in this field should be done to find further and more solid evidence. This research is focused on games teaching approach and tries to make some suggestions for the teachers.
ss-reducing task (games).”
Also, playing games in the classroom can enormously increase students’ ability in using language because students have a chance to use language with a purpose in the situations provided. Hadfield (1990) confirms “games provide as much concentrated practice as a traditional drill and more importantly, they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between the classroom and the real world.” Like in a traditional classroom, students have an opportunity to drill and practice using grammatical rules and other functions.
2. Operation of Games in English Teaching
2.1 How to Choose Appropriate Games
When choosing a game, the teacher should be careful to find an appropriate one for the class in terms of language and type of participation. There are a great number of language games. So teachers have a variety of choices. However, in deciding which game to use in a particular class and which game will be the most appropriate and most successful with the students, teachers must take many factors into account.
According to Carrier (1990), teachers should first consider the level of the game to fit their students’ language level. They should choose the game that fits the purposes of that class or the content. Moreover, teachers should consider students’ characteristics: whether they are old or young, serious-minded or light-hearted, and highly motivated to learn or not. They should also consider when the game should be used because there is a big difference between using the game in the morning and in the afternoon, on Monday and Friday.
In addition to the factors mentioned, teachers should also be able to play and overact sometimes to help students feel comfortable and want to join the activity. This means teachers should thoroughly understand the game and its nature and be able to lead the game.
2.2 The Integration of Games into Learning
Games should be regarded as an important part of an English lesson, but the whole syllabus should not be based on games only even for young learners. Remember that a game for a game’s sake is of no use. The teacher should choose a game that will let students practice their target language.
There is a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time (Lee, 1995).
Games ought to be at the heart of teaching foreign languages. Rixon (1981) suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen. At different stages of the lesson, the teacher’s aims connected with a game may vary:
“1. Presentation. Provide a good model making its meaning clear.
2. Controlled practice. Elicit good imitation of a new language and appropriate responses.
3. Communicative practice. Give students a chance to use the language.”
At the beginning of the class, using games can warm them up and review the previous time’s language. They sing, dance and remember the previous work all at the same time. During the process of the class, using games makes it so much easier to teach the new language. The purpose of the game is also for the kids to practice the target Eng
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