The so-called game teaching method is to transform boring language knowledge into lively and interesting game forms that students are willing to accept as much as possible in the classroom, creating rich language communication situations for students, so that students can Learn by playing, learn by playing, and achieve the purpose of entertaining and educating.
In primary school English teaching, games are widely used. Primary school English teaching games have unique basic properties. It should be a game first, then a teaching game, and then a foreign language game. Primary school English teaching games should have the following indispensable basic characteristics:
(1) Playability
As a teaching game, its primary characteristic is naturally its playability, otherwise it is general teaching activities. The so-called playfulness refers to unrestrained and enjoyable play. In other words, teaching games should make students feel not the constraints of the classroom, the constraints of the classroom and desks, the constraints of the teacher-student relationship and the relationship between classmates, but to carry out game activities without restraints in body and mind. Moreover, teaching games should bring pleasure to students just like games in life, rather than making students feel the anxiety and load of learning. For example, in formal teaching activities, students are not allowed to leave their seats at will, make loud noises, or make small movements, but in teaching games, there should be no such restrictions.
(2) Teaching
The difference between teaching games and life games is that teaching games have a clear teaching purpose. This is the teaching nature of teaching games. In other words, teaching is the essence of teaching games by mastering target knowledge and acquiring target elements through games. In teaching games, games are only forms, and teaching is the purpose. Games without teaching purposes are definitely not teaching games, but just life games with teaching effectiveness. Of course, teaching always has its pedagogical purpose. Therefore, games should be selected based on the teaching purpose in teaching. Teaching games must conform to teaching rules, and of course they must also conform to game rules.
(3) Linguistic nature
The so-called linguistic nature of primary school English teaching means that primary school English teaching games must be reflected in primary school English language learning and play for primary school English language learning. Linguisticity is the core of language teaching games, otherwise it would be difficult for us to distinguish sports games, mathematics games, science games and primary school English teaching games. In short, primary school English teaching games are playful teaching activities that have dramatic conflicts, are in line with the psychological and physiological characteristics of primary school students, and are conducive to primary school students learning English knowledge and abilities.
The ideal English classroom teaching should provide students with a better foreign language learning environment, that is, it can provide students with more occasions and opportunities to directly use English, and allow students to "immerse" themselves in the environment where English is used. (that is, what we often call "context"), meaningful communication activities can be carried out, and students can be motivated to participate in teaching activities to solve problems and complete tasks. English classroom games provide just such a learning environment. Properly used English games, although they only take up a few minutes of classroom teaching, can bring good results to the classroom teaching. What is particularly important is that through colorful mini-games, students can quickly increase their interest in learning English and maintain this strong interest for a long time, forming a beneficial non-intellectual factor in foreign language learning. The continuous growth of this potential factor will undoubtedly have a huge and positive impact on future English teaching and learning. Therefore, the importance of introducing classroom games is evident.
Adding appropriate games to English teaching is conducive to cultivating students' interests and is in line with the principle of "enjoyment of learning". The game teaching method emphasizes the subjectivity of students and requires students to participate together, rather than the teacher performing a one-man show, which reflects the teacher's leadership and the role of the student's subject. The game teaching method is in line with the physical and psychological characteristics of primary school students. Primary school students are lively and love to perform, rarely shy, and are willing to accept novel and interesting things. Teachers' teaching methods can directly affect students' interest in learning. Classroom games require students, that is, the participants of the game, to respond, answer and perform in a timely manner to every question, every matter and how to imitate others' words and deeds. This not only allows students to train their memory , cultivate their own observation and imitation abilities, and also improve their ability to express coherent language.
Utilizing the intentional and unintentional characteristics of games can help students form correct learning methods and good learning habits, help turn difficulties into easy tasks, reduce students' burden, and meet the requirements of quality education. Therefore, under the guidance of teachers, according to the needs of students and existing problems in English learning, it is very meaningful to set aside a certain amount of time in the English class to carry out English teaching games in a purposeful, planned and targeted manner.
A brief discussion on the principles that primary school English classroom games should follow
——Lai Xiuqin
Games are a common method in primary school English teaching. Games are widely used in primary school English classroom teaching. But the more games, the better, and the more lively the class, the better. I think the following principles should be followed when applying games in the classroom:
1. The development of games should have a certain purpose.
Primary school English class is not a collection of game activities. Any teaching activity should carry corresponding teaching tasks and have a clear purpose. When designing classroom game activities, teachers should first keep in mind the big goals of primary school English teaching, which is to cultivate interest, develop good pronunciation and intonation, and develop certain language application abilities, mainly listening and speaking skills; then teachers should treat each lesson as Break down the overall goal and think about what to implement, what to cultivate, and how to implement and cultivate it. Therefore, every teaching activity should be the result of thinking from "why to do it" to "how to do it". Moreover, the accurate positioning of the objectives of each lesson comes from the teacher's accurate grasp of the curriculum standards, teaching materials and teaching reference materials.
2. The development of the game should be inspiring.
Games are played to learn and consolidate the knowledge learned and to activate the classroom atmosphere, but attention should also be paid to the development of students' intelligence and ability during games. We can design some creative and challenging games. For example, several abstract figures are displayed on a slide projector for students to guess. Some students guessed the circle as a ball, an apple, an orange, a clock, etc.; some guessed the square as a book, a photo, a painting, etc. A map, a window, etc. Students can give full play to their imagination and express themselves using the words they have learned. This kind of game is what students like to play the most, and it can be played often and kept fresh.
The inspiration of the game is also reflected in the teacher's grasp of the difficulty of the game, especially for those students with poor academic performance. During the game, the teacher can give them appropriate prompts, inspire and encourage them to improve in the game. Win, develop their self-confidence and sense of participation. For students with good grades, the game should be made more difficult.
3. The forms of games should be diverse.
As the saying goes, "You can't play tricks for a long time." No matter how fun the game is, it will lose its freshness after playing it a few times. This requires teachers to constantly design new games and constantly renovate game methods.
If the form of activities is consistent from the beginning of class to the bell rings, and runs through the entire class, it is difficult to say that students will not be tired; some activities students started doing in the first grade and are still doing them in the fifth or sixth grade. , the format has not been improved or upgraded, and it is difficult to say that students are still enthusiastic during the participation process. Therefore, teachers should develop and design more original “patented activities” that meet students’ characteristics and learning needs based on teaching content and teaching objectives. Even for the same activity, teachers can conduct in-depth exploration through different aspects according to different grades and different contents, so that the activities can be deepened and deepened with grade levels, and have different ability requirements and training for students.
4. The development of the game should have a certain degree of flexibility.
Flexibility means that in teaching, we should pay attention to timely and appropriate game activities, pay attention to the adjustment and grasp of the classroom atmosphere and classroom rhythm during games, and flexibly handle the relationship between the teaching material content and the game. It is necessary to flexibly handle and appropriately adjust the six links in the teaching model.
5. The development of the game must have a scientific evaluation.
Teachers’ language, eyes, and actions in the classroom can all play a role in evaluating students. Teachers’ evaluation should be motivating, objective, and guiding (full of inspiration and guidance). The form of classroom teaching evaluation should be closely integrated with the teaching content, making evaluation an integral part of teaching activities.
A brief discussion of primary school English classroom teaching methods
Abstract: With the further deepening of reform and opening up, in order to enable our country to better communicate, cooperate, and develop with the outside world in the future, English should be popularized in our country It is particularly important, and English teaching has received more and more attention. Setting up English classes in primary schools has become an inevitable trend in the development of education. How to teach English well in primary school so that students can learn proactively and actively is a question we should explore. The key is to improve students' subjective participation in English classes and stimulate students' interest in learning. Adopting a variety of effective teaching methods and creating a lively teaching environment is the guarantee. This article summarizes some teaching methods commonly used in teaching based on the characteristics of primary school students.
Keywords: game method, comparison method, acting method, enumeration method, image method
Because primary school students have relatively weak understanding ability, it is difficult to concentrate and they do not like monotonous repetition. and mechanical training. When teaching new knowledge, if you blindly ask them to read letters and words, it will be difficult to mobilize students' enthusiasm, and the teaching effect will inevitably be affected. Therefore, in the classroom, teachers should start from the psychological and physiological characteristics of students and make full use of primary school students' strong imitation ability, strong thirst for knowledge, good memory, desire for expression and strong creativity to design lively, interesting and diverse learning activities.
1. Playing games
Game teaching is an effective means to focus students' attention and develop their interest in learning; it is an effective measure to enhance the self-confidence of underachievers, and it is an activity deeply loved by students. It is an integral part of the entire language teaching and an effective form of language training. Game teaching method is a teaching method that students enjoy endlessly. In game competitions, students enjoy learning and memorizing, are highly motivated, and have a wide range of participation. For example: 1. Chain reaction: A method for students to practice sentence patterns individually. For example, the teacher asks a student: “What’s the time?” After the student answers, he asks the same question to the classmates next to him. He can pass the questions along vertically, horizontally, or diagonally, or he can point to random people to answer. Repeatedly practicing different sentence patterns in this way can not only enable all students to concentrate and become familiar with the usage of the learned sentence patterns, but also hear the students' mastery of pronunciation. 2. Guess the object in the bag: The teacher prepares a school bag before class, puts something in the bag, and then asks the students: “What’s in the bag?”, and the students answer together: “It’s…”. This game can be changed into many other forms, such as: flash an object in front of the students, and then ask: "What can you see in my hand?" 3. Brain teasers: After teaching the words about family members, Guess a riddle like this: "My uncle has a brother, but he is not my uncle. Who is he?" The student scratched his head and thought for a long time, but he couldn't guess the answer. At this time, the teacher gave a little reminder and they guessed "My father" after a little thought. This activity effectively induces and guides students' thinking abilities such as analysis, connection, and reasoning. It also allows students to try to understand the meaning of the entire sentence, which helps cultivate their ability to listen and listen in English. 4. Look for it: After teaching the word for facial features, let the students find their own facial features, such as: "Touch your nose. Touch your head." Students touch their facial features with their hands according to the teacher's instructions. There are also word puzzles, magic eye, word solitaire, train driving and so on. Through the vividness and competitiveness of the game, children's interest in learning is stimulated, their attention is attracted, and children's subjective initiative, creativity and enthusiasm are fully exerted. It not only adjusts the pace of learning, but also exercises children's language ability. The knowledge learned is consolidated in a pleasant and harmonious atmosphere. This kind of conscious participation in practical activities is particularly effective in teaching English to children.
2. Comparative method
In the teaching process, the teacher presents two materials to students or guides students to observe two things (one of the materials or Things are the main thing), seeking common ground and differences, promoting and deepening students' understanding of knowledge. The comparative method has two forms: analogy and contrast. In English teaching, the contrast method is more commonly used. In English learning, there are many abstract adjectives, such as words long, short, strong, thin and other words.
At this time, you can use the comparison method, take out a long ruler and a short ruler, and say long and short to let the students know what they mean, and then teach on this basis. Another example is the sentence pattern Who’s he/she? He/She is my friend, his/her name's…. You can also use the contrast method and ask male and female students to ask questions. Students will quickly understand the meaning and can clearly distinguish between "his" and "her" " means.
3. Acting Technique
Acting Technique is actually a situational teaching method. It is an important task for English teaching workers to create certain situations for students in primary school English classroom teaching, so that students can actively participate in teaching activities, so that they can truly enter their roles and truly become the subjects of learning, and improve their English expression ability. Because English is not the language of our nation, primary school students cannot understand English sentences they have never learned without a certain context or situation. Therefore, when conveying more difficult sentences, teachers can put them in situations. come out. In our teaching in the upper grades of primary schools, sentence learning can also be taught using the situational method. For example, if students in the lower grades have learned a few words for small animals, they can be asked to wear headdresses and imitate the movements of small animals to say animal words: " I'm a dog." Learn a few more cat calls like "woof woof woof"; "Is this a bird?" and learn how a bird flies; this way the children must be very interested and allow students to use language in real situations. Experience the character. At this time, role playing overcomes the boring feeling of language learning and makes language learning full of vitality. If you create certain scenes based on different content, make some simple props, match them with beautiful music, and let them play different roles for conversational performances, it will achieve the purpose of entertaining and educating. For example: making phone calls, birthday parties, buying fruit, at the zoo, in department stores, having lunch, seeing a doctor, etc. Organize students to perform classroom dramas.
4. Enumeration method
Enumeration method is a method of logically analyzing a specific object (such as characteristics, advantages and disadvantages, etc.) of a specific thing and comprehensively analyzing its essential content. List the means one by one, and then propose ways to improve the listed items one by one. But in English, the enumeration method is to give students a learning process of discovering problems. In the process of discovery, students exert their learning initiative, and in the discovery results, students experience a sense of success and increase their learning confidence. . For example, in the sentence patterns "What are you doing? I'm..." and "What is he/she doing? He/She is..." in fifth grade, students all know how to use the verb be, but when placed in the continuous tense, Many students were confused. I listed all the sentence patterns and asked students to find out what was special about them. They all expressed the continuous tense, why are their answers different? After I reminded them, many students remembered the usage of the verb "be". Another example is the answer to general questions in fifth grade. I wrote the following sentence patterns on the blackboard:
Can you make the bed? Yes, I can. / No, I can't.
Can you make the bed? Yes, I can. / No, I can't.
p>Do you have a pen ? Yes , I do . / No , I don't .
Does she have a computer ? Yes , she does . / No , she doesn't .
Ask students to observe carefully and then tell me "Have you discovered any patterns?" The students raised their hands enthusiastically to answer my question. This problem that the students were confused about was solved in a relaxed atmosphere. .
5. Image method
In English teaching, it is often found that objective "images" have a great stimulating effect on students learning English. Images can leave a deep impression on people, help people make associations, trigger people's emotions, and adjust people's interests. For example, during teaching, I found that it was difficult for students to distinguish the words "eye" and "ear". The students all mastered the pronunciation, but they could not distinguish the two words. Based on this situation, I used the image teaching method.
In teaching, I compare the letter "e" to our eyes, the letter "y" to our nose, the letter "r" to our ears, the two eyes "e", let the nose "y" separate , it becomes the eye "eye", and the eye "e" is not far from the ear "r", so it becomes the ear "ear". Another example is the words "head", "hand" and "hair". The head includes the face and has eyes "e". There are no eyes "e" on our hand (hand), and the hair (hair) is in the ears (r). next to. Students find it interesting to visualize the letters in this way, and they can easily memorize these similar words. Another example is that Zoo looks a bit like 200, so let's say 200 animals are in the zoo. For words that are more difficult to remember, turn them into stories and tell them so that students will remember them more firmly. For example: many students can't remember twelve, so I read a story: "e" is two eyes, "v" is nose, and "eve" is 12's face. But one day, the left side of 12's face was knifed A long scar was drawn. Brother two was going to bring his eggs to visit his 12th brother, but he forgot to bring the egg "o" when he went out.
Practice has proved that a relaxed and lively classroom can help students learn more knowledge. The vitality of the classroom can only be generated by the participation of students themselves, so it is necessary to give full play to students' dominant position, fully mobilize students' enthusiasm, let students learn knowledge while "playing", and regard learning English as a pleasant thing. .
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