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rst part, the teacher sang or played a game with pupils to warm them up. For example, one teacher introduced a new lesson in this way: (T for the teacher, S for students).
T: Hello, boys and girls. Let’s play a game, OK?
Ss: OK!
T: Now, please guess, what’s in my hand?
S [1]: Is it an apple?
T: No, it isn’t.
S [2]: Is it a ball?
T: No, it isn’t.
S [3]: Is it a toy car?
T: No, guess again.
S: I think it is an eraser.
T: Now, let’s have a look. Oh, it is an eraser, you are very clever.
S [4]: Thank you very much.
In the second part, the teacher introduced new language points and made explanations for students. Then, the teacher led students to practice what they learnt in playing. Next, the students would have the role-play to learn in real situations, and finally, the teacher would lead students to consolidate their learning in competitions.
The conclusion was reached that most students like learning English by playing games and they do improve their English greatly. English has become one of the students’ favorite subjects.
In addition, Uberman (1998) also affirms the helpful role of games in English teaching after quoting and analyzing different opinions of experts. From her own teaching experiences, Uberman (1998) observed the enthusiasm of her students in learning through games. She considers games a way to help students not only enjoy and entertain with the language they learn, but also practice it incidentally.
In summary，games are useful and effective tools that should be applied in English classes. The use of games is a way to make the lessons more interesting, enjoyable and effective.
 
Ⅳ. Conclusion
The New English Curriculum Standard says that the aim of primary English teaching is to foster students’ interest in learning English. But the study shows that pupils’ interest in English is decreasing as their English level goes up. Based on fruitful findings on games, this thesis has proved that using games in the primary school can cultivate the pupils’ interest. The author proves the effectiveness of game-teaching in primary school English classes. The results of the research indicate that games are playing an important part in primary English teaching particularly in the activation of pupils’ interest.
Any game to be used to teach any point would not always be suitable for pupils unless it is challenging, purposeful and involve real language use together with visuals, materials, sounds, mime, actions etc. Competitive games are popular with students and teachers. When using competitive games in primary schools, teachers should pay attention to developing pupils’ co-operative spirit in these games. Besides in the process of teaching, teachers should help to develop pupils’ overall intelligence. By offering pupils prompt and necessary help, games used by teachers can strengthen pupils’ self-confidence, improve their interest in participating in the game, and help them keep their interest in learning English.
Although we have gained some evidence from this study to testify the effectiveness of games, the inadequacy of this study should not be ignored.
Based on some theories of second language acquisition, second language learning and other relevant disciplines, such as Psychology, pedagogy etc, the whole framework of this study is established completely by the pr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。