Games and English Classroom Teaching in Primary Schools

First, the role of the game

1. Promote intellectual development

The basic factors of intelligence, such as memory, observation, thinking, attention and imagination, should be developed, and the characteristics of games, such as vividness, vividness and creativity, are all favorable factors for intellectual development and development.

(1) Promote the development of children's memory.

Game teaching has the characteristics of visualizing knowledge, increasing memory intensity and promoting children's memory development. For example, I am teaching people the words "Book 2, Unit 2": grandpa, grandma, man, woman. I ask students to say and perform grandpa who smoothed his beard, grandma who beat his back, elegant woman and powerful man. And design a student to perform grandpa, grandma, dad, mom and so on. The class asked: Who is that man/woman? Another student guessed that in the game of saying, doing and guessing, students not only felt strong interest, but also had emotional memory, which enhanced the memory intensity and promoted the development of memory.

(2) Promote the development of thinking ability

In the game teaching activities, the judgment made by students through observation, perception and positive thinking is a process of active re-creation, so that students' thinking can be exercised and improved. If you are teaching 1, Unit 6, "How many ...? "With this sentence, I designed a game" How many triangles are there? " "How many squares?" Let the students use their brains and think about how many triangles and squares there are. Another example: I often let the fourth grade students play sentence-making games in groups. Take the word "picture" for example. Students make sentences (each Arabic numeral represents one person): 1. I have a picture. 2. Really? May I have a look? 3. What color is it? 4. It is red, pink and blue. 5. Is this your photo? 6. Yes, it is. 7. How many photos do you have? I have two pictures, etc. Students change from passive thinking to active thinking in unconscious game activities, thus improving the fluency of thinking and realizing the preciousness of collective wisdom crystallization.

(3) Promote the development of children's expressive ability and creativity.

Pupils have rich imitation and creative potential. This requires teachers to be patient at ordinary times. Role-playing games in English classroom are an important link in transforming knowledge into ability. This is also a good way to train students to use English. Teach people to teach textbook volume 3 Uint 5: what do you want? I want some ... sentence patterns. The game can be designed as follows: Let students regard the classroom as a market, and some students pretend to be salespeople to sell different commodities (oranges, bananas, eggs, beer, vegetables. Etc.), while others pretend to be customers and shop freely at different "booths". This abstract language is associated with interesting real-life applications, so students are in a good listening and speaking atmosphere and their inner passion can be generated. Not only can they give full play to their performance ability and creativity, but also the sentence patterns of this lesson are deeply imprinted in their minds.

(4) Promote the development of children's imagination.

Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world, promotes progress and is the source of knowledge evolution." Therefore, teachers can design some creative and challenging games in class. Teaching is like this ...? In terms of sentence patterns, in a simple guessing game triggered by "0", some students guessed: Is this an apple/eraser/nose ...? Some students even asked: Is this a clock/egg or something? In repeated guesses, students' thinking is not restricted or bound, and they not only give full play to their imagination, but also learn sentence patterns unconsciously.

2. Develop non-intellectual factors

Suhomlinski pointed out that children know the world with emotion. This determines the success of teachers' teaching, which depends not only on students' intelligence factors, but also on students' emotional factors such as emotional attitude and learning motivation. The fun of game teaching can often stimulate children's intrinsic motivation, and the forms of cooperation in game activities can often enhance the feelings between students. The competitiveness of game teaching enables students to gain a sense of psychological satisfaction and accomplishment, and communicate consciously in the language they have learned, so that bitterness can be turned into joy and tension can become easier. In this way, non-intellectual factors such as motivation, interest, emotion and self-confidence naturally develop in the game and play a huge role in English teaching. At the same time, the relationship between teachers and students will be fundamentally improved, which in turn will give a strong impetus to teaching.

3. Improve oral English.

If games are played in the classroom teaching, most students will get rid of the sense of being raw in English in a relaxed environment, so as to speak English boldly and gradually improve their ability to organize language. For example, in the review and consolidation class of Unit 3 of Book 3, My Friend, I designed the game Detective Conan with courseware. First, several students were invited to be policemen, while others were passers-by. Then play the courseware: a young man knocked down an old woman by bike, and the old woman was seriously injured. The perpetrator fled the scene. Please cooperate with the police investigation, describe the young man's appearance and find him out. Suddenly, the students were in high spirits and descriptive sentences blurted out from their mouths: he is a man. He is very strong. He has long black hair and big eyes. He has a big nose and a big mouth. And so on. The atmosphere of the whole class is warm and the students are eager to try, which not only consolidates the language knowledge of this unit, but also exercises and improves the students' oral English.

4. Reduce the learning difficulty and break through the difficulties.

It is inevitable that children will make some mistakes in their studies. These mistakes, if not corrected in time, may affect students' mastery of knowledge. However, if they overemphasize their own correctness and neglect their methods, they will damage students' enthusiasm for learning and make them lose interest in learning English. Games are a form that students generally like to participate in. Lively and interesting games can avoid boring repetitive drills and eliminate students' nervousness in the learning process. For example, after a period of study, students have mastered some sentence patterns of singular concepts, just like forming a psychological stereotype: every word they say will naturally be added before the noun, but they forget to add it after the noun. With the help of songs and games, students can know the differences in time and better grasp the difficulties in life.

Second, the use of games in English teaching methods

1. Organizing teaching with games

Classroom teaching is inseparable from organizational teaching, which should run through the whole teaching process. This kind of organizational activities can use games. For example, before class, we can use a stop-and-go game (6-8 students form a group, the teacher gives instructions for Go, and the students start to walk irregularly. After a few seconds, the teacher gave a stop instruction! Everyone stopped, and the closest classmates began to talk about various topics. Instead of the traditional teacher asking questions, students answer the same questions. Or: Before class, we can often play some games related to new teaching. For example, when teaching numbers 1- 10, we can play 5/6/1... era games throughout the classroom, which not only enlivens the atmosphere, stimulates interest, but also makes psychological and intellectual preparations for new lessons.

In the practice stage, simple mechanical exercises often make students feel bored. Therefore, we can use the real situation or information gap provided by the game to stimulate students' communicative desire, let students practice communicative language in the game, and finally achieve the purpose of using language.

During the break, students can also organize their own cards to help organize teaching, adjust the classroom atmosphere, relax students' nervous brains and lay a foundation for further study.

2. Introduce new knowledge with games.

Introduce new knowledge with games. Letters and words are the basis of learning English well. When teaching 26 letters, follow me. Who is my brother? Wait until the game leads to 26 letters. Teachers can make full use of the magic "magic box" in the word teaching in the lower grades to lead out words such as stationery, animals and fruits.

Practice new knowledge with games. Language is a communication tool. After learning a new language, students can master and use it as soon as possible through games. If you are studying: Are you ...? After the sentence pattern, students can play games such as guessing people, guessing age and guessing gender. Students are often full of interest and practice well.

Consolidate new knowledge with games. When teaching words, you can review similar words in the form of song games. If you teach singing, what is it? Let's review words such as stationery, animals and transportation. Students sing, play, ask questions, and all organs are linked, which not only improves the review efficiency, but also activates the thinking.

Third, the use of games in English teaching should pay attention to the problem

1. The development of games should have a clear purpose, be closely related to and serve the teaching content, and not play games for the sake of playing games.

2. The design of the game should be in line with the age characteristics of students, interesting, helpful to mobilize the enthusiasm of students at all levels and take care of the characteristics of most students.

3. The forms of games should be diversified and constantly updated.

4. The game time should not be too long, and it should be combined with dynamic and static, accompanied by timely encouragement and evaluation by teachers, and put forward the direction of efforts to play the guiding role of the game.

5. There should be ideological education in game activities to cultivate students' good thoughts, feelings and habits.

6. The teacher's explanation should be clear and demonstrative, and the preparation of teaching AIDS before class should be sufficient.

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At present, basic education is shifting from exam-oriented mode to the track of improving national quality, while English education in primary schools takes quality education as the fundamental purpose, focuses on cultivating students' innovative spirit and practical ability, and takes developing children's foreign language potential and stimulating students' interest as the breakthrough. This determines that classroom activities play a decisive role in English teaching in primary schools. This kind of activity emphasizes students' positive emotional enthusiasm, active participation in thinking, and the unity of observation and action, which can meet the development needs of students in all aspects.

First, the significance of classroom teaching activities

For a long time, the traditional teaching concept in China is "English is rote learning" and "cramming", which has caused the bad consequences of "dumb English" and "deaf English". Basic education must get rid of exam-oriented education and change from "teacher-centered" to "student-centered". If we want to give full play to students' main role in teaching. In order to let students take the initiative to participate in project teaching, and let them take part in learning with the needs of personal development, strong curiosity, strong interest, high enthusiasm and full enthusiasm, teachers have to design some novel and interesting teaching activities, which are conducive to stimulating students' interest in learning, mobilizing their enthusiasm, inspiring their thinking, enabling them to actively acquire knowledge and improving classroom teaching effect. At the same time, project teaching activities are conducive to the cultivation and development of students' personality. Modern educators believe that excellent students are not only qualified and comprehensive, but also have personality. Classroom activities refer to students' active participation in classroom teaching. In this special thinking activity, students actively think, strictly demand themselves, experience various emotional changes such as confusion, anxiety, joy and excitement, gain knowledge and experience, improve their thinking ability and develop hobbies, thus forming good thinking habits, scientific attitudes and mastering good learning methods. At the same time, through activities, students at different levels can use known experience and knowledge to understand and solve new knowledge, thus enhancing their self-confidence in learning.

Second, the principles of classroom teaching activities

Permeability principle. In teaching activities, we should pay attention to eliminating the dross of western culture and absorbing its essence. Combining the requirements of quality education, the teaching content focuses on cultivating students' innovative spirit and practical ability, designing a real language environment, and cultivating students' ability to acquire, process and exchange information in English. Cultivate good psychological quality of English learning, develop students' sound personality, cultivate cooperation spirit and social morality consciousness, cultivate students' curiosity and awareness of exploration and innovation, and initially develop civilized behavior habits.

Subjectivity principle. In teaching activities, give full play to the guiding role of teachers and the main role of learning, create a relaxed and harmonious learning atmosphere, make students dare to speak and speak diligently, affirm their achievements, and give them a sense of accomplishment. It does not involve all aspects of students' oral mistakes, does not correct them, respects students' individual differences, pays attention to learning and doing practical activities, and ensures that students' activity time reaches more than 70% of a class hour.

The principle of diversity. Teachers should design various learning activities, each student is a vivid cognitive subject, and there are individual differences among students. In order to make the activities suitable for each student and attract their interest, it is necessary to diversify the activities.

The principle of flexibility. The smooth progress of students' activities is restricted by many factors, such as students' cognitive level, learning ability, learning materials, the design of activity plans, the choice of activity methods and so on. When students encounter difficulties in the process of learning activities, which will directly affect the effect of the activities, teachers should promptly and decisively give up the existing design and flexibly adopt more reasonable, convenient and scientific activity plans and methods to ensure the smooth progress of the activities. Teachers should flexibly choose different activities according to the activity objectives (including cognitive, emotional and motor skills), teaching material content design, teaching material content characteristics, students' actual characteristics and activity environment.

The principle of novelty. The novelty of activity process design is embodied in the design or activity process, which can break through the shackles of convention and experience and constantly produce new ideas and practices, so that the activity can achieve unexpected activity effects and satisfy students' curiosity and freshness.

Practical principle. Classroom teaching activities are not only for students to master and consolidate what they have learned, but also an important means to transform language from quasi-focus communication to practical communication. The design of classroom teaching activities should create a real language environment for students, so that students can use the language they have learned to communicate in practice. This is our ultimate goal of learning a language.

Third, control of classroom teaching activities

Classroom teaching activities are very important, but it is difficult for teachers to achieve good results without good control. The process of English teaching activities is influenced by many factors such as students' learning methods, learning habits, existing knowledge, activity skills, learning mentality, learning mood, activity time and so on. In the activity-based classroom teaching activities, teachers should actively control the activity process, which is reflected in the following four aspects:

Flexible choice of activities: a reasonable and effective learning method is to master the steering wheel of the activity process and also to drive the activity process. Teachers should create many characteristics and methods suitable for them in their study and practice activities, and optimize the way of activities, so as to promote the smooth development of the activity process.

Take the initiative to grasp the activity time: learning activity is a process, which requires a certain amount of time, but in the process of activity, the time required is different due to the difference of content, purpose and subject (that is, students). In order to achieve the purpose of the activity, the allocation of time must be flexible and appropriate, the activity time should be controlled and arranged reasonably, the activity process should be effectively controlled, and the classroom structure should be optimized to achieve the purpose of the activity.

Control of students' learning emotions: Emotion is the most prominent psychological factor affecting the efficiency of foreign language learning, especially the influence of negative emotions such as anxiety, sadness, frustration, failure and loss of confidence. To realize foreign language teaching, it is necessary to control students' emotions scientifically, that is, to put emotional information and feedback, the suppression and regression of negative emotions, and the generation and strengthening of positive emotions into a carefully planned and designed control system.

Correction of students' study habits: Correct and good study habits can cultivate students' interest in learning, good learning mentality, effectively promote the learning process and really give full play to students' main role.

Guidance of students' activity skills: learning activity skills such as pasting, coloring, painting, sports, conversation, performance and music. Effective guidance on these activity skills can promote the smooth progress of the activity process.

Fourth, the methods of classroom teaching activities.

Give orders and do actions: Teachers give orders, students do actions to show their understanding, and teachers reorganize instructions in many new and often humorous ways. Once the students can speak, they in turn give instructions to teachers or each other, and the meanings of games, humorous plays and languages are clarified by actions.

Message: You can use the students' seats in the classroom to play horizontally or vertically, or you can play in a group without two horizontal rows or two vertical rows. The teacher whispered a word or sentence to the first student in each group and asked him to pass it on in turn. The last student in each group stands up and repeats loudly. Whoever delivers the information quickly and accurately is the winner. In a period of time, we can gradually increase the content of information, gradually increase the difficulty, and exercise students' listening and speaking ability.

Action question and answer: One group of students do ideographic actions to imitate an animal or action, and the other group of students must say what kind of animal or action it is in English. Ideographic actions can also express familiar content and ask the other party to say it in English. When teaching the word "cat". Imitate its cry, or imitate the action of stroking a cat, then ask for a guess and say "cat" loudly.

Self-knowledge: Each participant sticks a small piece of paper on his back, on which a hundred million people or an item is written. The name of the item should preferably be something that can be seen in the classroom, but no one knows what is written on the small piece of paper on his back. At the beginning of the game, everyone asks each other questions while walking, asking each other to answer with yes or no. When guessing the contents of the small piece of paper on his back, they can take it off.

Performance: Mobilize students to make props, participate in performances, perform textbook plays, sing, dance and talk. , very harmonious and achieved good results.

Find a friend: send cards and articles to the students, and ask and answer in pairs.

Competition: including individual competition (teachers ask for answers and students answer freely), group competition (dividing students into several groups according to the actual situation, and developing learning competition among groups can cultivate students' thinking ability and collective attention spirit of unity and mutual assistance), and teacher-student competition (in activities, to truly achieve "heart-to-heart compatibility" between teachers and students, it is necessary to harmonize the relationship between teachers and students. Teacher-student competition is one of the main methods of harmonious teacher-student relationship, which fully embodies the importance of teacher-student competition. The form of competition is easy to stimulate students' passion, attract students' attention, cultivate students' agile thinking and stable psychological quality, and push the classroom atmosphere to a climax.

Deskmate communication: deskmate is the smallest unit in communicative learning. Finding a partner for each student is easier to control and more efficient. We pray for the functions of asking questions, answering, supervising, correcting and helping each other, and finally play the role of life teaching.

Bingo game: write nine words or phrases randomly on the nine spaces of the bingo card, and the teacher will read three at random each time. Students will cross out the words or phrases they hear on the filled bingo cards. If the crossed words or phrases are horizontal, vertical or oblique (in any direction), they will shout "Bingo", and the fastest one will win and get a reward.

Word Solitaire: The teacher gives a word, and the students pick up another word, asking the letter at the beginning of the word to be the same as the letter at the end given, and then proceed in turn. This kind of game can mobilize the classroom atmosphere and activate students' thinking.

Riddles: There are many interesting riddles in English. Teachers can choose or make up simple riddles that are suitable for primary school students and appear in random form, so as to attract students' attention and enliven the classroom atmosphere.

Practice has proved that proper use of games in English teaching in primary schools can greatly reduce students' learning burden, really protect students' interest in learning English, make their English learning vivid, vivid and active, cultivate good study habits and lay a solid foundation for future study. Let every student walk freely and happily to a magical and beautiful English kingdom accompanied by games.