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lish and good for the teacher to see if the kids have mastered the language or if they need more practice. At the end of the class, playing games ends the lesson on a high spirit so that they are looking forward to the next lesson.
2.3  Presenting Clear Rules of Playing Games for Students.
Unless the learners know what they are expected to do and how to do it, the aim cannot be achieved and the game cannot be played, so the teachers should give clear rules as many as possible.
However, rules are always difficult to negotiate. That is why most teachers carefully plan the rules for the games they wish to play. But although rules are carefully planned, it seems to be universal that students like breaking some of them while playing. This breaking of the rules can also turn out to be extremely dangerous and harmful to the environment in the class for it may cause quarrels, especially among children and adolescents. Students must be very aware of the importance of the rules of the games they are playing and there must be a kind of honor code or ground rules that participants must follow while playing. The understanding of rules makes 70% of a successful activity.
3. The Effectiveness of Games in Primary School English Teaching
Traditionally, English has been taught within lessons of speaking, listening, reading and writing. Take vocabulary learning for example, during the lesson, students use their own vocabulary and are introduced to new words provided by the teacher and classmates which they apply to classroom activities. For many learners of English, whenever they think of vocabulary, they think of learning a list of new words with meanings in their native language without any real context practice.
Unlike the traditional method of learning and teaching, in games teaching approach, learners are required to take part in a number of meaningful activities with different tasks. This is to improve learners’ communicative competence by encouraging them to be a part of the lessons themselves. Many experiments carried out in primary schools have proved the effectiveness of games in English teaching.
An experiment was carried out in Grade 4, the Primary School Attached to Nanchang Normal School, 2005. A brief questionnaire with 6 questions on pupils’ interest, together with the observations and the oral test was presented. The finding of the study suggested game teaching approach did play an important role in primary school students’ English learning. The games actually aroused students’ interest.
In 2003, an experiment was started in 4 primary schools of Qingdao City. In the experiment, the teachers adopted different teaching methods. They employed kinds of interesting activities to involve the students in the teaching process; they made use of the pupils’ interest to promote their teaching; they created a lively classroom atmosphere, enabling the students to be fond of learning English. As a result, the students in the 4 experimented schools improve their English to a great extent. They build up their confidence to communicate with others in English, to participate in classroom activities, to answer teachers’ questions actively and most important, they get interested in learning English.Also, in 1996, a research on primary school English teaching was carried out in 11 primary schools of Changsha City. A new teaching mode was adopted which divided a whole class into five parts. In the fi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。