Thesis title:? Application of game teaching method in English classroom teaching in secondary vocational schools

Abstract:? Emotional factors have a great influence on language learning. Students in secondary vocational schools generally have problems such as weak English learning foundation and weak learning motivation. Therefore, there are negative interactions, less teaching feedback and poor results in English classroom teaching. Game teaching method is a good application to improve this situation in theory and practice.

Key words:? Game teaching method; English in secondary vocational schools; Classroom teaching

English is the common language in today's world, and we are more and more exposed to and used English in our life and work. Learning English well is very beneficial and necessary for the career development and personal quality improvement of contemporary secondary vocational school students.

However, the actual situation is that students in secondary vocational schools are generally weak in English foundation and have different degrees of English learning anxiety. Some secondary vocational school students lose interest and confidence in English because of their weak English foundation, which leads to difficulties in English classroom teaching and unsatisfactory teaching results.

First, the status quo of English classroom teaching in secondary vocational schools

Teachers focus on teaching, supplemented by teacher-student interaction, and students' participation is low. English teaching hours in secondary vocational schools are limited. In order to complete the established teaching content, the explanation and practice of language knowledge occupy most of the classroom teaching time.

Teacher-student interaction teaching focuses on teachers' questions and students' answers, while students' interaction teaching focuses on the replacement practice of text dialogue, with monotonous form and content. Students are not interested in this, forming a monotonous situation of "teachers talk and students listen". Sometimes students play mobile phones to sleep in class, and the classroom effect is very bad.

The content of situational interaction set in the textbook is not interesting and students' participation is low. Situational exercises set in the current textbooks are mainly daily English conversations, such as shopping, dining, asking for directions and seeing a doctor. None of this is interesting. Secondary vocational school students are in playful adolescence, and this kind of conversation practice is difficult to touch students' excitement.

Students' foundation is weak and there are different levels of English learning anxiety. When secondary vocational school students interact in class, they often respond silently or passively, parroting and coping with things. Even if teachers actively encourage students, this kind of positive evaluation is hard to be recognized by students themselves.