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1、Using Games in English TeachingIntroduction:English,asasecondlanguageinChina,isamajorsubjectfromprimaryschoolstouniversity.It’sanessentialstageforchildreninprimaryschoolstoacquirepronunciationandmemorizebasicvocabularies.ManyyounglearnersknownothingaboutEnglishwhent
2、heybegintolearnitinschools,Englishlearningtakesthemtoabroaderworldandthiswillmeanspecialtothechildrenbothinwaysandinmind.Theyareinterestedinthe“strange”thing,buttheyalsofeelalittlefearaboutit.Thisambivalentfeelingmaybeeasysettlediftheteacherhasvariousteachingmethods
3、.ThepriorityforEnglishteachersistoarousechildren’sinterestinstudyingEnglish,foraninterestinalanguageisknownasakeytobeingmotivatedtolearn.Buthow?Youngchildren’sattentioncanbeeasytaken,buttheattentionspansvary,soitisdifficulttokeepitthroughoutthewholeclass.Thentheteac
4、hershouldhavetheabilityandenthusiasmtodesigndifferentactivitiesthatchildrenenjoytoattracttheirattention.Throughlotsofresearchinvestigationsandmyownexperienceinteachingpractice,Iproposeanapproachtolanguageteaching.Thatis,tousegamesinEnglishteachingclassroom.Modernped
5、agogytakesgamesasoneoftheimportantteachingmeanswhichcanpassonknowledge,developskillsandabilityinlanguagesteaching,gameshavebeenpaidmoreandmoreattentionto.Inthisthesis,Iwanttodiscussthisgoodwaytoarousechildren’sinterestinEnglishlearning---competitiveactivitiesorknown
6、asgames,theactivitiescanmakepeoplekeepbalanceinheartandhealth.Ⅰ.ThetheoreticalbackgroundinusinggamesinEnglishteaching1.1PsychologicalbackgroundAccordingtopsychologyresearch,youngchildren,sayuptotheageofseven,finditdifficultorimpossibletoseelanguageasanabstractsystem
7、,independentofcommunicationorenjoyablesoundsequencessuchassongsandrhymes.Theyfinditdifficultorimpossibletothinkintermsoflearninggoals,althoughtheyrespondtomoreimmediateobjectivessuchasdrawingapictureormakingakite.Theyalsofinditdifficultorimpossibletoworkatonetaskfor
8、alongtime.Theirattentionspanisusuallyshort,andtheyneedfrequentchangesofactivity.Asurvey(ZhaoChengfu,2002:202)showsthatinawellorganizedatmo
