Title : Games for English Teaching in Primary School名字:Summer班级:05级英语(3)班指导老师:KPart One IntroductionPart Two : Why should we use games?Part Three:When can we use games?Part Four: How shall we use games?Part Five : What games can we use?Part Six : ConclusionPart One Introduction1.1 Research Background“There is a common perception that all learning shouldbe serious and solemn in nature, and that if one is having fun and there is hilarity and laughter, then it is not reallylearning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing this is through games.”(- by Lee Su Kim )backActually, Games help and encourage many students to sustain their interest and work. Games also help the teacher to create contexts in which English is useful and meaningful. 1.2 Motivations and ObjectivesPart One IntroductionNow, the author thinks that everyone knows the definition of game. Game is an activity providing entertainment or amusement; it is a competitive activity or sport in which players contend with each other according to a set of rules. Here, the author wants to discuss some “WH” questions of English games teaching in primary school. backThe main methods I use are the opinions of experts, examples, facts and statistics, etc.Part Two : Why should we use games?In Primary school, the focus of activity shifted to molecular biology, games are considered one ofthe most effective ways to improve efficiency inlanguage learning. Students greatly welcome games.2.1.Games can create a cheerful and light-hearted environment and arouse students interest in learning English. 2.2.Games also lend themselves well to revisionexercises helping learners recall material in apleasant, entertaining way. backPart Three:When can we use games?Games are often used as short warm-up activities or when there is some time left at the end of a lesson. Yet, as Lee observes, a game “should not be regarded asa marginal activity filling in odd moments when the teacher and class have nothing better to do“ (1979:3). Games ought to be at the heart of teaching foreign languages. Rixon suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen.Part Three:When can we use games?3.2 Use games at different stages of a lesson. 3.3 Use games to assess childrens learning. When children play games, teachers can diagnose childrensweakness in learning language and decide the next teachingpurposes and steps by observing childrens performance. back3.1 Use games to change the pace of the lesson and create variety. During the lesson, sometimes children may feel tired or bored. In this case, you can use games to stir them up, such as the guessinggames. Sometimes you may feel the children are over-excited orunconstructively restless. Then you can use games to settle them down. Part Four: How shall we use games?Many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but havea great educational value. W. R. Lee holds that most languagegames make learners use the language instead of thinking aboutlearning the correct forms (1979:2). 4.1. Firstly, games should serve the teaching contents. We cant just focus on playing, but the teaching objectives and contents. Games should be regarded as supplementaryactivities. The whole syllabus should not be based on games only even for young learners. 4.2. Secondly, games should face all of the students.We cant just play a game with one or two students, but all of them.We should let everyone take part in the game, play and learn. And, the teacher should not compel an individual to participate. Part Four: How shall we use games?4.3. Thirdly, games should be well-chosen.The game must be new and different. We cant use allgames in one lesson, and we cant use only one game everyday, either. We should use the best game in the best place at the best time.4.4. At last, give clear instructions. Every game has a rule, so we should make the rules clearly by explaining or demonstrating before playing. Its very important. Unless the learners know what he is expected to do and how to do it, the aim cannot be achieved, and the game cannot be played. backPart Five : What games can we use?In the body of this article the games are grouped accordingto their general character and spirit which can be used bybeginners, intermediate and advanced students in primaryschool. This grouping makes it clear that there are many differentversions of each general type of game and that each version may give rise to different language and skills and be appropriate for different levels of language achievement.Part Five : What games can we use?back5.1 Guessing games 5.2 Picture games 5.3. Memory games 5.4. Word games 5.5. Sound games 5.6. Story games Part Six : ConclusionbackIn conclusion, learning English in primary school t