in this area, and the general level of students’ English ability has improved and come to a high position. But the results have not been as optimistic as imagined, on the one hand, students feel hard to learn it, many of them only know how to follow the teacher to read and write mechanically, but do not know how to absorb knowledge by themselves. On the other hand, teachers think it is difficult to teach, because nowadays, primary school English teaching methods are still under exploration and waiting for enhancing. 2.2 Problems in English class
However, problems arise because of the immature system. I think I can divide them into four parts as follows:
2.2.1 No connection with teaching materials
In the article A Course in Language Teaching: Practice and Theory, Penny Ur (1996) pointed that games are using both visual and aural channels as well as some physical movements. And various kinds of language teaching games can be used to make a lively and enlightening classroom. But in reality, in most class, the teaching games have no direct relationship to the teaching contents or could not combine with the teaching materials closely. Students just follow their teachers blindly and do the games without knowing why they have to do this. Maybe the games designed by teachers can bring happiness and interest to the kids, but the effect to practice students’ language ability is limited. So the type of game should be according to the teaching material, as Liu xiao (2011) said in her article: “every teaching game has its own meaning, and should be designed according to the teaching contents to achieve its expected effect.”
2.2.2 Single pattern of English teaching
In most English class, teachers still keep a traditional teaching style. They all give the course by presenting the new words, reading the new lesson, and explaining the whole meaning; finally, finish the class by asking several questions. As a result, students are tired of English studies. Zhang Saihua (2005) suggested that providing young learners with bodily-kinesthetic activities such as making things, singing action songs, playing games, doing project works, doing hands-on activities is a great help
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for them to understand the target language. And in fact, some teachers apply teaching games in English class, but the effect is disappointed. And this is because the form of games is single, and used incorrectly. For example, many teachers use one game again and again; at last, students are tired of it. Then they all lost the interest of learning foreign language. 2.2.3 Lack of creativity
Although most teachers and schools have realized the importance of using games in English class, and various kinds of games have been used in reality, the types of those games are lack of creativity. Wang zhuangdan (2011) suggested that teachers should arrange some challenging activities in the class to meet students’ psychological needs. And we hope students can learn the knowledge while playing. In fact, the most games used in English class are downloaded from the Internet or designed by others, and few games are designed by teachers themselves according to their teaching goals. As we all know, the aim of providing teaching games is to attract students and motivate them to learn the foreign language. But if the game lacks creativity, even boring, how can it create a happy atmosphere and arouse children’s interest? 2.2.4 Lack of method of controlling class
If a class game is successful, it will prompt students’ learning aspiration and make them excited. In that situation, students become willing to take part in the class, and happy to perform themselves. In her article, Yu jin (2002) said that before playing games, English teachers should make sure every student understands the game by introducing the rules, encouragement and punishment, or can present the whole game progress. But nowadays, the games used in English teaching are out of order; the blind participation of students makes them get noting after playing. Carrying on the game is to conduct the study and consolidate knowledge, and active classroom atmosphere. However, most students only think it is interesting and fresh, but do not know the purpose of the game and how to absorb the knowledge by themselves. This is because most games lack method to control the whole class. 3. The Fields of Using Games in English Teaching
There are various kinds of games we are familiar, such as alphabet scramble,
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happy face and sad face, number games and so on. Hadfield (1999) divided language games into two types: communicative games and linguistic games. In his opinion, we can apply those games in many fields, for example, they can be used as a communication tool to teach children how to read and act out, and they can also be a special way to teach vocabulary and grammar. Now, I would like to focus on some common and practical ways in which teachers can use games effectively to give class. 3.1 Games in teaching the basic knowledge
Game is a practice teaching form that student likes in generally. And it is the most useful and effective method for teachers to make a cheerful environment and arouse pupils’ interests. Teaching games used in English class not only can attract students’ attention, feed their needs, but also can encourage and stimulate them to learn. In a word, it plays an important role in teaching the basic knowledge. 3.1.1 Vocabulary Games
Vocabulary game is a kind of games which can test and improve one’s vocabulary skill. As we all know, learning vocabulary is the most difficult task in learning a foreign language. But the vocabulary games can make the task much easier by providing a friendly stress-free learning environment. Vocabulary games take many forms; I will focus on the most common three forms.
The first game is called pass the word, the teacher gives the first student a word 1, then the first student tells the word to the second one, and the second one speaks another word 2, but the word 2 must begin with the last letter of the word 1, then go on it like this with the following students. For example, if the student1 gives a word like “dog”, then the student2 can say “game” or “give” and other words begin with “g”, and then go on like this. It is a good reaction game, which can help students to have a review of the words they have learned, and expand their vocabulary.
Another type of game called relay race also can attract students’ attention and mobilize their ability. The teacher should divide the whole class into several rows, and play the game one by one. The first student passes the ball to the next one by speaking out a kind of animals; the following students do the same thing. At last, the teacher should tell which team is the fastest one. In order to make the game more exciting and
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colorful, the teacher can give some rewards and punishment. If someone cannot give an answer quickly or make a mistake, she or he must give a performance. By the way, the winner can get a candy or anything else as a reward.
The third form of vocabulary game is called guessing game or role-play game. In her article, Zhu Huiting (2009) describes that it is a widely used game, whose effects can not be ignored. Before playing the game, the teacher should prepare a vocabulary list, and divide the whole class into two teams; each team must send a member to be the guesser. The guess has to come to the front, facing the whole class. Then the teacher writes the word on the blackboard and other team members have chance to come out and give clues to the guessers so that he or she know the word. The first one who gets it correctly would score one point. After several rounds of the guessing game, the team that scores the most points is the winner. By playing this kind of game can have a good review of the vocabulary and help students remember the words easily 3.1.2 Grammar Games
Many primary students often complain like this: “Verb tenses, parts of speech, count and non-count nouns-studying grammar gives me a headache”. As we all know, grammar provides the rules for putting words together, and focuses on the form or instruction of the sentences which make the students feel hard to learn. But if we mingle the grammar with games, it will become interesting and much easier to learn.
For example, there is a game called correct the sentence, which is very easy to play but has an essential effect. Before the games, the teacher should prepare some cards, which have the sentences on them, and put them into a box. These sentences are all wrong sentences with syntax error, such as “ What’s you name？”, “It’s a apple”, “He like Hangzhou” and so on. After that, the teacher will divide the whole class into two groups; every members of each group sit together. When the game starts, the teacher shows the wrong sentences on the screen one by one. Once any student knows the answer, he can put up his hand to get the chance to correct the sentences, if he gives the right answer, he can get one point for his team, if not, the opportunity will be given to the other group. At last, the teacher will count the points,
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and the higher group will be the winner.
Another game named grammar casino. In this game, each student starts with one hundred points. The teacher will give several sentences with all the grammar points they have learned one by one. Then all the students read the first sentence, and decide if the sentence is right or wrong. If he or she thinks the sentence is right, he or she can put his point under the “good”. Oppositely, if the kids believe the sentence is wrong, they should bet under \not, they can bet a little. After all the students finish one round of bet, the teacher can give the answer, the children can check to see if they were correct. If correct, they can add their bet to their total point. If wrong, they will lose the point they have betted, and the teacher will give the right sentence and call the whole class to read it together to help them remember. Then they will start the second round. 3.2 Games in teaching the basic skills
Almost all the kid like game, it can stimulate their desire to learn and make foreign language learning much easier. Frederickson (1999) stated that a playful atmosphere created by the teaching games, can free the students to take chances without fear of being wrong. Most importantly, students will remember all the lessons they enjoy. In a word, games can be an effective way to teach foreign language, especially the basic skill. 3.2.1 Listening Games
As it is known to us, the capability of English is including speaking, listening, reading and writing. What’s more, listening is the foundation of communication, and it is the most important and difficult of the four skills. In order to have a smooth communication, we must know what are others talking about and what are we asked to do, then we can give a reply. So in the primary school, teachers will pay much more attention to train students’ learning ability by using listening games.
For example, the game named “Simon says”, which can also be called “listen and do”. In this game, the teacher will choose a volunteer to be Simon; the rest of the whole class must do according to what Simon says, and speak out the sentence. For instance, if Simon says: “touch your nose”, then the rest students have to touch their
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