ContentsTOC\o"1-3"\h\uAbstract I摘要 IIIntroduction 11IntroductionofGameTeachingMethod 31.1DefinitionofGameTeachingMethod 31.2PrinciplesofGameTeachingMethod 31.3FunctionsofGameTeachingMethod 52TypesofGameActivities 82.1TheAlphabetGame 82.2TheVocabularyGame 93ImplementationStepsofEnglishGameTeachinginPrimarySchool 113.1PreparationbeforeClass 113.2ClearExplanationofRulesandMethods 123.3ReasonableAttentiontoEachStudent 133.4ActiveParticipationinGameActivities 143.5MeaningfulEvaluationafterGameActivities 153.6ReviewafterGameActivities 154ProblemsandStrategiesofEnglishGameTeachinginPrimarySchool 174.1ProblemsofEnglishGameTeachinginPrimarySchool 174.2StrategiesofEnglishGameTeachinginPrimarySchool 20Conclusion 25Bibliography 27Acknowledgments 29AbstractInprimaryschoolEnglishclasses,studentsaredifficulttoconcentrateinclassduetotheiryoungageandintensecuriosity.Theyarefullofyearningfornewknowledgeandnewthings.ThisshowsthatprimaryschoolEnglishclassteachingneedstothoroughlycombinethepsychologicalcharacteristicsofprimaryschoolstudents,anddeterminesthatinprimaryschoolEnglishclassteaching,teachersneedtoadoptavarietyofteachingmethodstotrainstudents.Inrecentyears,thegameteachingmethodhasbeenwidelyusedinEnglishteachinginprimaryschools.InprimaryschoolEnglishclassroom,thegameteachingmethodisadoptedtointegrategameactivitiesintoallaspectsofEnglishteachingandorganicallyturngamesintoteaching,whichnotonlyentirelytakesintoaccountstudents’learningpsychologicalcharacteristics,butalsodramaticallyincreasestheirinterestsinlearningEnglishanddevelopstheirvariousabilities.However,someteachersstillhaveproblemsinEnglishteachingpractice.SomeEnglishteachersfailtoeffectivelyapplythegameteachingmethodwhendesigningandusinggames,whichaffectstheeffectofgameteachingandhinderstheimplementationofEnglishteachinginprimaryschool.Basedontheaboveconsiderations,thispapermainlystartsfromtheimplementationofthegameteachingmethodinprimaryschoolEnglishclassteachingbyreadingalargenumberofrelevantliteratures.Itanalyzesthedefinition,principles,andfunctionsofthegameteachingmethod.Secondly,thispaperanalyzestherepresentativegamesinprimaryschoolEnglishgameteachingmethod,andfurtherdiscussestheproblemsthatshouldbepaidattentiontointheimplementationprocess.Finally,thispaperfocusesonthecorrectimplementationstepsofthegameteachingmethodinprimaryschoolEnglishclassandtheproblemsintheimplementationofgameteachinginprimaryschoolEnglishclass,andthengivescorrespondingcountermeasures.Keywords:gameteachingmethod;primaryschoolEnglish;implementation;problems摘要在小學(xué)英語課堂中，由于學(xué)生的年齡較小，自身好奇心強(qiáng)，所以在課堂上不易集中注意力，對(duì)新知識(shí)和新事物充滿了向往。這說明了小學(xué)英語課堂教學(xué)需要充分結(jié)合小學(xué)生的心理特點(diǎn)，決定了在小學(xué)英語課堂教學(xué)中，教師需要采用多種多樣的教學(xué)方式來培養(yǎng)學(xué)生。近年來，游戲教學(xué)法在小學(xué)英語教學(xué)中應(yīng)用的較為廣泛。在小學(xué)英語課堂中采用游戲教學(xué)法，將游戲活動(dòng)融入到英語教學(xué)的各個(gè)環(huán)節(jié)中，將游戲有機(jī)變成了教學(xué)，這不僅充分考慮到了學(xué)生的學(xué)習(xí)心理特點(diǎn)，還大大提高了學(xué)生學(xué)習(xí)英語的興趣，使學(xué)生的各項(xiàng)能力得到發(fā)展。然而，一些教師在英語教學(xué)實(shí)踐中仍然存在問題。有部分英語教師在設(shè)計(jì)和運(yùn)用游戲時(shí)，未能有效應(yīng)用游戲教學(xué)法，影響了游戲教學(xué)的效果，阻礙了小學(xué)英語教學(xué)的實(shí)施。基于以上思考，本文通過閱讀大量相關(guān)文獻(xiàn)，主要從游戲教學(xué)法在小學(xué)英語課堂教學(xué)的實(shí)施著手，分析了游戲教學(xué)法的定義、原則及作用。其次，本文選出了在小學(xué)英語游戲教學(xué)中具有代表性的游戲進(jìn)行分析，將實(shí)施過程中所要注意的問題做了進(jìn)一步的探討。最后，本論文重點(diǎn)探討了游戲教學(xué)法在小學(xué)英語課堂中正確的實(shí)施步驟以及游戲教學(xué)在小學(xué)英語課堂實(shí)施過程中所存在的問題，并給予相應(yīng)的對(duì)策。關(guān)鍵詞：游戲教學(xué)法；小學(xué)英語；實(shí)施；問題IntroductionGameteachingreferstoatypeofteachingactivitythatisbasedontheteachingobjectivesandintheformofgames.ItcanletstudentsstudyEnglisheffectivelyinacomfortableanddelightedatmosphere.ItallowsstudentstofindinterestsinlearningEnglishingames.Thegameteachingmethodisconducivetoincreasestudents'enthusiasmandinitiativeinlearning.Thisnotonlyhelpsstudentstostudyinarelaxedenvironment,butalsoimprovestheirteachingefficiency.Itisveryconsistentwiththepsychologicalandphysicalfeaturesofprimaryschoolstudents.ThePrimaryschoolEnglishgameteachingmethodisinlinewiththepsychologicalcharacteristicsandthemainfeaturesofthestudents.Therearemanyteachingideasinthenewcurriculuminthegameteachingmethod.Thishasworkedwellineducationalpractice.Itseffectiveimplementationcanenablepupilstoplaywhilelearning.ItcanenhancetheeffectofEnglishteaching,andatthesametime,playanessentialroleincultivatingandimprovingtheoverallqualityofEnglishinprimaryschool.ThegoalofEnglishteachinginelementaryschoolistohelpchildrenlearnsomeperceptualknowledgeofEnglishandtostimulatetheirinterestsinlearning,sothatmakeschildrenspeakEnglishbravely.However,intherealityofeducation,manyteachersarenotclearaboutthepurposeofprimaryschoolEnglishteachinganddonotfullyunderstandthepsychologicalcharacteristicsofchildren’slearning.Atpresent,therearestillmanyteacherswhocannotfindthemostsuitableteachingmethodforchildren’slearningpsychologyintheEnglishschoolclassroom.Manyteachersarestillfollowingthesimple“explanation-reading-practice”approach,inwhichtheteacherexplainsthemeaningofthecontent(suchaswords,sentences,andshortessays),addsacertainamountoftimetoleadreading(orinsteadofplayingarecording),andthenarrangestheappropriateamountofhomeworktasks.Insuchaclass,studentslackenoughinterestsinlearningEnglish,andallkindsofabilitiescannotbedevelopedastheyshould.Teacherstakeimpartingknowledgeastheprimaryteachingform.Nevertheless,studentswillbeshortofthechancetouseknowledgesandtopracticelanguages.Theycannotenjoythedelightoflanguagelearning.Thentheclassroomteachingeffectwillbereduced.Asaresult,inthecourseofEnglishteachinginelementaryschool,amassofgameactivitiesneedtobeblended,andgamesshouldbeblendedintoallsidesofEnglishteaching.Teachersshouldletstudentseasilyacquirelanguageknowledgeinapleasantatmospheretoachieveeffectiveteaching.Theserequirementsareincrediblyurgent.Meanwhile,therealityofeducationmakesthispurposemoredifficult.Intheprimaryeducationstage,Englishasalanguagesubjectposesasignificantchallengetoteachers’teaching.Ifteacherscannotgraspvalidteachingmethods,itishardtoimprovethequalityofEnglishteaching.InordertogivefullplaytotheapplicationresultofthegameteachingmethodinelementaryschoolEnglishclassteaching,teachersmustputforwardreasonablesuggestionsfortheeffectiveimplementationofgameteachingmethodsandstudythecorrectimplementationstrategy.Atthesametime,itisanimportanttasktoputforwardtheexistingproblemsandcorrespondingstrategiestoimprovetheeffectsofgamesinteaching.Thispaperdividesintofourparts.Thefirstchapterintroducesthebasicconceptofthegameteachingmethod,thatis,thedefinition,principles,andfunctionsofthegameteachingmethod.ThesecondchaptermainlyintroducesseveraltypicaltypesofgamesinprimaryschoolEnglishandanalyzestheproblemsthatshouldbepaidattentiontoduringtheimplementationofgames.Thethirdchapterismainlytostudythestepsandmethodsthatteachersshouldnoticeintheimplementationprocessofgameteachingtocorrectlyleadstudentstoparticipateinclassroomgamessmoothly.Thefourthchapteristoputforwardtheexistingproblemsofteachersfortheimplementationstepsofgameteachingandthecorrespondingstrategiestoimprovetheimplementationofthegameteachingmethodbetter.1IntroductionofGameTeachingMethodThegameteachingmethodplaysanessentialroleinprimaryschoolEnglishteaching.Meanwhile,thegameteachingmethod,asanessentialteachingmethod,alsoisanindispensablesectorinprimaryEnglishteaching.Therefore,thefollowingarebasicconceptsofthegameteachingmethod.1.1DefinitionofGameTeachingMethodAsfortheexplanationofthegameteachingmethod,differentpeoplehavedefinedit.GuMingyuanpointsoutinthedictionaryofeducationthatinstructionalgamesarealsocalled“gameteachingmethod.”Accordingtothesyllabus,itisateachingmethodthatcombinesteachingcontentwithlivelyandinterestinggames.JinQinchangbelievesthatthegamemethodisapracticemethodinwhichteacherorganizesstudentstousegamestomakefulluseofstudents’initiativeandcreativitywithinthescopepermittedbytherulestoachieveprescribedgoals.Thegamemethodusuallyhasacertainplotandcompetitioncomponent.Thecontentandformarevarious.JiLiubelievesthatthegameteachingmethodisateachingmethodinwhichteachersmakestudentslearnandcultivatetheirabilitiesthroughvariousformsofgameteaching.Inhisopinion,thismethodemphasizesthemainpositionofstudentsinteachingandemphasizestheroleofemotionandactivityfactorsinteaching.Tosumup,thegameteachingmethodreferstotheteachingmethodthatusesgamesasmuchaspossibleinteaching,transformingthedulllanguagephenomenonintoalivelyandinterestinggameteachingmethodthatstudentsarewillingtoaccept.Thegameteachingmethodcreatesharmonious,interesting,andproductivelanguagecommunicativesituationsforstudentssothatstudentscanplaybylearningandlearnbyplaying.Itfocusesoncultivatingstudents’innovativespiritandpracticalability.Itnotonlycanimprovestudents’compositelanguageuseabilitybutalsobuildarelaxingatmosphere.Atthesametime,thegameteachingmethodmakestheteachingprocessbuildbasedonstudents’independentactivitiesandactiveexploration.Throughstudents’fullparticipationinvariousgamesandactivities,amateylanguagelearningatmospherecanbeshaped.Also,students’languageabilitycanbefullydeveloped.1.2PrinciplesofGameTeachingMethodThesuccessofagamedependsonmanyfactors,andmanyfactorsshouldbetakingintoaccountinthedesigntoreachtheintendedeffect.Inteachingpractice,thedesignandtheimplementationofgameactivitiesgenerallyfollowthefollowingprinciples:1.2.1InterestingnessofGameDesignJohnDeweyoncesaidthatInterestrepresentsthemovingforceofobjects-whetherperceivedorpresentedinimagination-inanyexperiencehavingapurpose[1].Itiseverychild’snaturetolovegames,andEnglishgameteachingissuitableforthementalityandagefeaturesofelementaryschoolstudents.Englishgamesaredesignedtomeetchildren’sinterestsaswellastheneedsofteaching.LetthechildrenmasterEnglishknowledgewhiletheyareplayinghappily.Therefore,asateacher,thedesignofgameteachingmustbefulloffun,inthedesignofthegameshouldtrytomakethegameformsvaried.Forexample,teacherscangiveeachstudentanEnglishnameaccordingtotheneedsofthegamesothatstudentscanfullybeengagedintheroletheyplay.Itcanimprovestudents’interestinlearningandmaketheeffectofEnglishgameteachingmoreobviously.Besides,itiscrucialthatteachersshouldalsoparticipateinthegame,experiencingthefunofEnglishteachingwithstudentsandmobilizingstudents’initiativeandenthusiasminlearningEnglish.1.2.2PertinenceofGameDesignThegameenterstheclassroomisfortheteachingservice.Thegamemusthaveacloserelationwiththeteachingcontent.Therefore,teachersmustfullyconsidertheimportantandchallengingpointsofteachingwhendesigningteachinggames.Moreover,thedesignofgamesmustmeettherequirementsofteaching.Forexample,teacherscanmakeupsimpleEnglishsongsaccordingtotheneedsofteaching,andletstudentsmasterwhattheyhavelearnedmorefirmlybysinging.Therefore,effectivemethodscanonlybefullycompetentattherighttimesothatstudentscanbettermasterEnglishknowledgeandskills.1.2.3ConsiderationofIndividualDifferencesEachstudentisanindependentindividual.Foreachindividual,thesuccessofthegameteachingmainlydependsonthedegreeofsatisfactionoftheindividualheart.Iftheheartissatisfied,interestnaturallyhas.Oncetheinterestiscultivatedsuccessfully,learningknowledgeandmasteringskillswillbeeasilysolved.Forexample,gamedesignshouldconsiderthecharacterofsomestudents.Everyclasshasmoreorlessintrovertedstudentswhodonotspeakloudly.Inthedesignofthegame,theteachershouldtrytotakeintoaccountthispartofthestudents.Forthispartofthestudent’sroleplay,theteachermusttrytofittheircharacter,letthemacceptfromtheheart.Thedesignofthegameshouldconsidereverylearnerasmuchaspossible.Onlyinthisway,thegamecanplayaproperroleandletallstudentsgetprogressandbenefitsinthegame.1.3FunctionsofGameTeachingMethodAsfortheproblemof“howtoeffectivelyimplementtheprimaryschoolEnglishgameteaching”inpracticalclassroomteaching,wemustmakeclearthefunctionsofprimaryschoolEnglishgameteachingmethodinordertobetterleadstudentstolearnEnglishandachievethebestresults.1.3.1StimulationofStudents’LearningInterestThestudent’slearningeffortsandinterestswillbedrivenbygameapplications[2].InthecompilationofEnglishteachingmaterialsinprimaryschools,itisnecessarytomasterEnglishwithavitalcharacteristic:useandstudywhileplaying.Accordingtothepsychologicalandphysiologicalcharacteristicsofpupils,studentsarehappytoparticipateinsomecompetitiveactivities.Accordingtotheirownneedstoactivelyparticipateinactivities,teacherscanmakethepastdullclassroomatmosphereactive.Toachievetheabovegoalsandrequirements,andtomakestudents’learningenjoyable,manyexperiencedteacherscansumupmanydifferentteachingskillsinthefun.Forexample,teacherscanmakefulluseofmultimediacourseware,situationalteaching,roleplayanddrawingteaching.ScientificusesofthegametolearnEnglishwillachievetwicetheresultwithhalftheeffort.Interestisthebestteacher.Playingisachild’snature.Thefeaturesofelementaryschoolstudentsarelively,active,andcurious.Participatorygamescanfullymobilizechildren’sinterestsinEnglishandgivethemadesiretolearnEnglish.Whenstudentshaveadesiretolearnanewknowledgepoint,learningwillbethebest.Whetherthelearningisvalidornot,learningmethodsplayavitalrole.Furthermore,learningingameisoneofthemostfavoriteandmostacceptablelearningmethodsforchildren.ThegameteachingmethodcanenablestudentstoplayinEnglishclassactivities.Itcanexperiencethepleasureoflearningwhileacquiringknowledge,skills,andabilities.Studentswillbuildconfidenceinapleasantatmosphereandbuildasolidfoundationforlifelonglearningandall-rounddevelopment.1.3.2ConsolidationofKnowledgeThecognitivecharacteristicofchildreninprimaryschoolisthattheyacceptthenewknowledgequickly,butatthesametime,thespeedofforgettingisalsofast.Soitneedstoconsolidateintime.Themainreasonforforgettingisthatsometeachershavenotchangedtheirteachingmethodsandreplacedthestudents’learningprocesswiththeircognitiveresults.Studentsonlytemporarilymemorizetheknowledgethattheteacherimparts,butdonotformtheirunderstanding.Sothememoryofwhattheyhavelearnedisnotreliable.Nevertheless,thesimplemechanicalrepetitionisdifficulttoachievetheidealpurpose,andthemonotonousrepetitionwillalsomaketheprimaryschoolstudentslosetheirinterestsinlearningEnglishandevenproducethepsychologyofresistance,fear,anddisgust.Psychologically,peoplehavethemostsubstantialthrillstotheoutsideworldandthequickestreceptionofinformation.Moreover,gameteachinghasthecharacteristicsofvisualizingknowledge,enhancingtheintensityofmemory,andpromotingthedevelopmentofchildren’smemory.Theproperuseofattractive,purposeful,andparticipatoryplayformsinEnglishclassroomteachingcanenablestudentstousethecontentsoftheirmemorydirectly.Itcansignificantlyincreasetheefficiencyofclassinstructionandconsolidatethelearningeffect.1.3.3DiscoveryofStudents’PotentialThelearningofEnglishisnotonlytoexplorestudents’abilitytobearinmind,tocomprehendandtowrite,butalsotospeak.ForbeginnersofEnglish,theyareoftennervous,notconfident,andafraidtospeak.Therefore,teachersmustgivestudentsarelaxedenvironmentwithoutthestressandeliminatetheirinnertensionandfear.Meanwhile,thegamepromotesstudentstoexpresstheirthoughtsandfeelingsaccurately,andorganizes,arranges,andexpressestheirlanguagevocabularyreasonably.Moreover,thisprocessnotonlyenrichestheirvocabularyandperceptualexperiencebutalsopromotestheflexibleandlogicaldevelopmentofthinking.Atthesametime,thegamecanalsoexpandthethinkingofprimaryschoolstudents.Primaryschoolstudentshavecertainlimitationsinthelearningprocess.Therefore,teachersshouldtaketheexpansionofstudents’thinkingspaceastheteachinggoaltoeffectivelyimprovethecreativityofprimaryschoolstudents.JeanPiagetoncesaidthat“Inthecontemporaryera,weshouldcultivatepeoplewithinnovativespirit,payspecialattentiontocultivatingchildren'sinitiative[3].”Forexample,studentsweregiventheroleofananimalandaskedtogivefullplaytotheirimagination.Throughthewayofsimulatingthezoo,theprimaryschoolstudentswillarrangeintoasmallstory.Differentgroupswillperformthestoryarrangedonthestage.Finally,thestudentsandtheteacherwillevaluatethestorytogether.Thiskindofgameteachingmethodcaneffectivelyexpandstudents’thinking,stimulatetheircreativeabilityofEnglish,andactivelydevotethemtoEnglishlearningtoimprovetheirinnovativespirit.Gameteachingalsopromotescollaborativelearning.Inthecourseofthegame,studentsshouldcooperatewiththeirpartnersandexperiencethedelightofsuccess.Itisconducivetothedevelopmentofcooperativeteaching.Atthesametime,cooperationcangivestudentstheconfidencetosucceed.ItcouldmaintaintheirinterestsinEnglish.Inthemeantime,inthecourseofthegameencounteredproblems,studentscandiscussandresearchtofindtheanswer.Inthecourseofsearchinganswers,problemscanbefoundconsistently.Thusitcanpromotethedevelopmentofitsinnovativespirit.Throughthegameteachingmethod,itcanexercisethestudents’independentcooperationabilityandexercisethechildren’sinnovativespirit,discoverandopenupthechildren’smultiplepotentials.2TypesofGameActivitiesAtpresent,thegamesusedinourclassroomcansplitintoalphabetgames,vocabularygamesandothercategories.Manyofthesearestillfullofvitalityafterdecadesofapplication,whichislovedbythemajorityofprimaryschoolstudents.Accordingtotheteachingtrialexperience,thissectionhasfoundsometeachinggameswhichareeasytooperate.Thesegamescanachieveapositiveandactiveroleingameteaching.2.1TheAlphabetGameAccordingtotheteachingcontentofthegamecanbedividedintoalphabetgamesandvocabularygames.Belowthispaperwilllisttworepresentativealphabeticgames.Thispaperwilldescribespecificrules,andpointoutwhatteachersneedtopreparebeforeplayinggames.Andthispartwillproposeproblemsthatteachersmayhaveinthecourseofimplementation.2.1.1TheBodyofLettersThepurposeofthisgameistofamiliarizestudentswith26Englishletters.Beforepreparingbeforeclass,theteacherhastosetoutthetrainingaid——timer,whichisvitalinthegame.Teachershavetoclarifythegamemethodsandregulationsforstudents.Method:Duringthecompetition,thestudentsweredividedintogroupsandaskedtoactoutthe26Englishlettersbybodycompositionwithinaspecifiedtime.Theteacheractedasareferee.Writethelettersfromeachgroupontheblackboardtoseewhichgroupperformsthemostletterswithinthespecifiedtime,orthefirst26lettersareperformed.Intheprocessofimplementingthisgame,therearemanydetailsforteacherstopayattentiontoandmakefullpreparationsinadvance.Inthisgame,theteacherneedstopayattentiontothosestudentswhoareintrovertedanddonotliketotaketheinitiative.Duringtheperformance,students’safetyshouldbeensuredtoavoidsprainsortramplingonothers.Studentswhodonotputthelettercorrectlyshouldbegivenimmediatehelpandguidancetoencouragestudents.Attheendofeachgroup,theteachershouldappraisestudent’smanifestationorconductself-assessmentamongstudents.2.1.2LoudHailerThepurposeofthisgameistopracticelisteningandwritingletters.Teachersneedtopreparetwosetsoflettercardsinadvance(eachsetisamixtureofuppercaseandlowercaseletters).Method:Dividethestudentsintotwogroupsandstandintwocolumnsfacingtheblackboard.Onthelasttableinthequeueweretwosetsoflettercards.Thelaststudentineachgroupdrawsthreelettersfromthegroup(becarefuldonotletthestudentsseeinthegroup)andquietlytellsthefirststudentinfrontofthem(usecapitalandsmallletterwhenpassing),andthenpassesthemonebyonetothefirststudentinthegroup.Thestudenthadtoquicklywritethethreelettersontheblackboardandthenruntotheendofthelinetobethenextonetodrawtheletters.Thesecondstudentthendictatedtheletters.Repeatthestepsaboveandtheteamthatfinishesfirstwins.Ofcourse,theteachershouldcheckthespellingofeachgroupattheend.Firstofall,thegameneedstobepreparedwiththeideathattheclasssizeshouldbeexactlydividedintogroups.Itistopreventanimbalancebetweentoomanyortoofewstudentsinthegroup.Secondly,forthestudents,therulesofthegameneedtobeexplainedcarefullybytheteacher.Thestudentsneedtounderstandtherulesofthegamewiththemostconcisewordssothatthegamecanbecarriedoutsmoothly.Besides,thesafetyissueiscrucial.Theteachermustmanagethestudents’disciplinewhentheyarequeuingingroupsandpreventthemfromgettinghurtbypushingandshoving.Afterthecompletionofthegame,theteachermustleadthestudentstoreviewthevocabularyusedinthegame.Itcanletthestudentsdeepentheirimpressioninordertogetbetterlearningresults.2.2TheVocabularyGameInthefollowingpart,thispaperwilllisttworepresentativevocabularygames.Thispaperwilldescribespecificrules,andpointoutwhatteachersneedtopreparebeforeplayinggames.Moreover,thispaperwillproposeissuesthatteachersmayhaveinthecourseofimplementation.2.2.1FlashCardGameThegameiseasytoplay.Theteacheronlyneedstopreparesomewordcardsordrawpicturesofthewords.Theteacherasksthestudentstosaythecorrectwordorphrasebyusingaquickflashcard.Theteachercanpresentinsequenceataslowerspeedandthenflashrandomly.Afterstudentsareacquaintedwiththeregulationsofthegame,theycanbeallowedtooperatethegame.Itiscapableforstudentstotakeadrivetoparticipateinthegame.Itisalsocapableforthemtocooperatewiththedevelopmentofthegamemoreactively.ItalsocanexercisetheirEnglishlearningreactionandskillscomprehensively.Inthecourseofthegame,theteacherhastoallowstudentsjoininthegame.Teachersneedtokeepawatchfuleyeonstudentsintheclass.Itcanmakestudentsabsorbedknowledgemorequickly.Theteachercanmobilizestudents’interestsandtheactiveteachingatmosphereinaclassbyadjustingthegamerhythm.Thisgamecanbeusedinalecturetopermitthestudenttostudynewwordsfleetly,ortoreviewthewordslearnedbeforethebeginningofthenewlesson.Firstofall,inthisgame,theteachershouldkeepawatchfuleyeonthepreparationworkbeforeclass.Thewordcardmakingmustensurethatthestudentscanseethewordsclearly.Thefontcannotbetoosmall.Secondly,teacherscanappropriatelyusetherewardmechanismtoencouragestudentstorespondtoquestionsactivelyandactivatetheclassroomatmosphere.Finally,thegamewillbeusefultoremovethepositivityofstudents,buttheteachermustbeabletocontroltheclassdisciplineisnottoochaotic.Attheendofthegame,theteachermustleadthestudentstoreviewandconsolidatethenewwordslearnedinthislesson,sothatthewholelessoncanlearntogetdistantmemory.2.2.2WordChainThisgamecantakemanyforms.TheteachergaveanEnglishwordandaskedthestudentstospelloutanewwordwiththelastletteroftheword.Thentheteacherhadtheotherstudentstartwiththeendofthenewwordandspellsanewword.Thatformsthewordchain,suchasegg-goat-tea,etc.Theteachercanalsodividetheclassintogroups.Ineachgroup,astudentwritesawordthatbeginswithaletterontheblackboard.Thenthefinalletterofthepreviouswordwillbethefirstletterofthenextword.Thegroupwiththemostwordsinthegiventimeisthewinner.Forexample:pen-nice-eight-tea-an-no-right,etc.Thegameissimplebuteffective.Itcanquicklymobilizetheclassroomatmosphereandmakestudents’think