摘要英語在我國社會中的各個領(lǐng)域已經(jīng)成為了十分重要的語言工具與信息載體,在此背景下,小學(xué)英語教育也得到了足夠的重視。幼兒的身心特點以及發(fā)展需求決定了游戲教學(xué)是提升幼兒英語教學(xué)質(zhì)量以及效率的有效手段,通過游戲教學(xué)開展幼兒英語教育,不僅可以有效地調(diào)動幼兒學(xué)習(xí)英語的動機以及推動良好教學(xué)關(guān)系的形成,同時可以通過幼兒之間的合作來提高幼兒交往能力并利于幼兒心理素質(zhì)的培養(yǎng)。教師應(yīng)該根據(jù)心理和認知能力，為他們設(shè)計適當?shù)恼Z言環(huán)境。情景教學(xué)通過為學(xué)生設(shè)置身臨其境的語言場景，為學(xué)生展示鮮明具體的語言形象，使學(xué)生對語言知識和技能的理解由形象的感知上升為抽象的頓悟，充分激發(fā)學(xué)生的語言學(xué)習(xí)興趣，培養(yǎng)學(xué)生學(xué)習(xí)的主觀能動性。本文在對課題研究的背景以及游戲教學(xué)做出簡單概述的基礎(chǔ)上,介紹了游戲法的定義，和實施游戲教學(xué)的好處。還介紹了游戲?qū)嵤┑睦碚撘罁?jù)，操作方法，和預(yù)期效果。針對幼兒學(xué)習(xí)特點對游戲教學(xué)法的教學(xué)原則，教學(xué)步驟，案例及優(yōu)缺點進行了詳細描述。對游戲教學(xué)在幼兒英語教育中的作用做出了深入的研究與探討。關(guān)鍵詞：游戲法；教學(xué)；幼兒英語AbstractEnglishhasbecomeaveryimportantlanguagetoolandinformationcarrierinallfieldsofoursociety.Underthisbackground,Englisheducationforchildrenhasalsobeenpaidenoughattention.Children’sphysicalandmentalcharacteristicsanddevelopmentneedsdeterminethatgameteachingisaneffectivemeanstoimprovethequalityandefficiencyofchildren’sEnglishteaching.Developingchildren’sEnglisheducationthroughgameteachingcannotonlyeffectivelyintriguechildren’senthusiasmtolearnEnglishandpromoteagoodteachingrelationship,butalsoimprovechildren’scommunicativeabilitythroughcooperationbetweenchildren.Bysettinguplanguagescenesforstudents,situationalteachingapproachdisplaysvividandspecificlanguageimagesforstudents,sothatstudents’understandingoflanguageknowledgecanrisefromimageperceptiontoabstractperception,whichfullystimulatesstudents’interestinlanguagelearning,andcultivatestheirsubjectiveinitiativeinlearning.Basedonabriefoverviewoftheresearchbackground,thispaperintroducesthedefinitionofgamemethod,thetheoreticalbasis,operationmethod,andtheadvantagesofimplementinggameteaching.Accordingtothecharacteristicsofchildren’slearning,suchelementsastheteachingprinciples,teachingsteps,cases,andadvantagesanddisadvantagesofthegameteachingmethodaredescribedindetail.ThispapermakesathoroughstudyanddiscussionontheroleofgameteachinginpreschoolEnglisheducation.

Keywords：Gamemethod;teaching;children’sEnglishⅠ目錄前言 1第1章游戲教學(xué)法在詞匯教學(xué)中的運用 21.1故事類游戲的有效實施 21.2實物類游戲的有效實施 41.3形象類游戲的有效實施 5第2章游戲教學(xué)法在語音教學(xué)中的運用 72.1聽力類游戲的有效實施 72.2音樂性游戲的有效實施 82.3單詞記憶游戲的有效實施8第3章游戲教學(xué)法在幼兒英語教學(xué)的實施效果 93.1提高幼兒學(xué)習(xí)興趣 93.2通過游戲啟發(fā)幼兒智力 103.3通過游戲提高幼兒社會交際能力 11結(jié)語 12注釋 13參考文獻 14致謝 15 ⅡContentsIntroduction 1TOC\o"1-2"\h\z\u216621.TheApplicationoftheGameTeachingMethodinVocabularyTeaching 239781.1EffectiveImplementationofStoryGames 227011.2EffectiveImplementationofObjectGames 4115351.3EffectiveImplementationofImageGames 51592.TheApplicationoftheGameTeachingMethodinPhoneticTeaching 772342.1EffectiveImplementationofListeningGames 7184872.2EffectiveImplementationofMusicalGames 8184872.3EffectiveImplementationofWordMemoryGames 81593.TheImplementationEffectofGameTeachingMethodinEnglishTeachingofChildren 939783.1EnhancingChildren’sInterestinLearning 927013.2InspiringChildren’sIntelligence 1039783.3ImprovingChildren’sSocialCommunicationAbility 1114192Conclusion 1214192Notes 1321279Bibliography 1424295Acknowledgments 15 PAGE1 IntroductionAspreschooleducationisbecomingmoreandmoreimportant,theschoolsandfamiliesareattachingmoreandmoreimportanttochildren’sEnglish.Theapplicationofchildren’sEnglishteachinghighlightsthepracticalcharacteristicsofchildren’sEnglishteaching,andtheeffectivecombinationofgamesandteachinglinksbetterhighlightsthepositiveimpactofgamesonchildren’scurriculumteaching.Thispapermainlydiscussestheinterestofcultivationandmentaldevelopment.Englishisaninternationallanguage.Inrecentyears,asChinaisincreasinglyconnectedwiththeworld,Englishhasbecomeanindispensablepartoflife.Theteachingmethodofchildren’sEnglishdramanotonlylaysasolidfoundationforchildren’sEnglishteachingbutalsohaspositivesignificanceinimprovingthequalityofEnglishteaching.Bysettingupimmersivelanguagescenesforstudents,situationalteachingapproachdisplaysvividandspecificlanguageimagesforstudents,sothatstudents’understandingoflanguageknowledgecanrisefromimageperceptiontoabstractperception,fullystimulatestudents’interestinlanguagelearning,andcultivatetheirsubjectiveinitiativeinlearning.Thispapermakesanin-depthanalysisoftheroleandapplicationofthegameteachingmethodinchildren’sEnglishteachingandintroduceshowtoapplythedramateachingmethodinchildren’sEnglishteaching.Theteachersselectthepoems,songs,games,storiesthatthechildrenlike,aswellastheclassroomlanguage.Theselectedpoemsandsongsarecatchyandofsimplerhythm,makingthemeasyforstudentstolearn.Children’sEnglishteachingactivities,therefore,canbeactive,flexibleapplicationofsituationalteachingmethod,whicheliminatesstudents’fearoflearningEnglish,fullyarousestheenthusiasmoftheirlearning,consciousness,andactivatestheteachingatmosphereinEnglishclass.Thus,theteachinggoalintheEnglishcurriculumstandardcanberealized.

1TheApplicationoftheGameTeachingMethodinVocabularyTeaching

Thecharacteristicofthegameteachingmethodistomaketheboringlanguageintogameformthatstudentsarewillingtoacceptbyusingasmanygamesaspossibleintheteaching.Inthisclass,studentscanlearnwhileplaying.Theynotonlylearnknowledgebutalsoinnovateinpracticeandreactinpractice.Intheformofgames,theatmosphereoftheEnglishclassisactive,whichstimulatesstudents’curiosityaboutEnglish.Tocultivatestudents’steadyandlastinginterest,teacherscanmakestudentsactively,boldlyandhappilyparticipateinEnglishclassroomteachingactivities.AvarietyoforganizedactivitiesaretohelpstudentsincreasetheirEnglishknowledge,formasenseoflanguage,improveEnglishlistening,speaking,reading,writing,andotherverbalcommunicationskills.

1.1EffectiveImplementationofStoryGamesTherearetwomainsourcesofresourcesGamesandstories.TeacherscanusetheInternetandotherways.Theotheristhatourteachersindependentlydevelopinnovativeteachingresourcesofgamesandstories.Phoneticteachingisalsoimportant.[1]Althoughteachingmethodsareconstantlyupdated,therearestillsomedifficultiesthatstudentsandtheirparentsneedtoovercometogether.Inanattempttoreformthephoneticteaching,theauthorusesthestoryphoneticmethodtocarryonthephoneticteachingthroughtheauthorpractice.1.Perceiveandsummarizepronunciationrulesthroughstories,andcultivatetheabilitytolistening,distinguishing,andpronunciation.2.Teachersdevelopstudents'stressandcontinuousreadingabilitythroughtherhythmofstories.Studentsunderstandthemeaningofsentences.3.Developeffectiveverbalcommunicationwithemotionbyimitatingandlearningthenaturaltoneofvoiceinthestory.Inlearning,teacherscanmakeeffectiveuseofresources,forexampletherearemanycartoonsandsongsontheInternet,studentsareveryinterestedinthiscontentandcanimprovetheefficiencyofstudent.

Sothatlistenskillscanbeimprovedrapidly.Intheteachingprocess,theteachercorrectsthemistakeintime,stimulatesthestudent’sstudyinterest,whichcanproducearemarkableeffectontheenhancementstudent’shearinglevel.Forexamplethecommandgame:theteacherorgroupleadercanissueavarietyofinstructions,suchas:Sitdown!Standup!Thestudentsmakevariousmovementsaccordingtotheinstructions.Thegamenotonlytrainsstudents’listeningandreactionability,butalsostrengthensstudents’consolidationofrelevantknowledge,sothatthosewhocan’tpayattentioncanturntheirunintentionalattentionintointentionalattention.Thiskindoflisteningteachingresourcesareabundant,suchas‘‘ShoottheBalloon(ShootthecolororfruitBalloonaccordingtotherecordinginstructions)”,etc.,teacherscanadoptcorrespondinggamesaccordingtotheteachingtheme.[2]Inpractice,teachersmayfindlisteninggameresourcesusedbyteachersinlowergrades.Listeninggameresourcesaremostsuitableforapplicationsinactiveclasses.Teacherscancombineteachingwithlisteninggameresourcestoachievethebestresults.TheapplicationofperformanceandimitationteachingresourcesinEnglishteachingcanenablestudentstouseEnglishinarealisticEnglishlanguageenvironment,experiencethecommunicativefunctionandimportanceofEnglish,experiencethesenseofsuccessinusingEnglish,andconsolidateandstrengthentheirmotivationtolearnEnglish.Mostoftheseteachingresourcesareintheformofstories.Theteachercanaskthestudentstoplaythedialogues.StudentsarebasedontheresourcesprovidedbytheteacherandtheknowledgeofEnglishtheyhavelearned.StudentsperformEnglishstorydrama.Dubbingcharacters,theteacherselectsamovieorastoryclipanddividesthestudentsintoseveralgroups.Eachgroupworkstogethertodubacharacterinascene.Thetoneofvoiceisrequiredtoreflectthepsychologicalstateofthecharacter..Teachersintegratetopicsandsuchresourcesintheprocessofconsolidatingorexpandingtheapplication,makingtheclasslively,eliminatestudents’fatigueofcontinuouslearning,givestudentsopportunitiestouseEnglish,andenhancethecommunicativefunctionoflanguage.InEnglishteaching,teachersshouldalsopayattentiontocultivatestudents’practicalability.Intheteachingdesign,somepracticaloperationgamesareeffectivelyappliedtoattractstudentswithlearningdifficultiestoparticipateinactivities,sothattheycanbewillingtoparticipate,andthroughpersonalexperienceandpractice,motivationandachievesuccess.Forexample,afterlearningcolorwords,juniorstudentscanapplycoloringgamestointegrateresourcesandsubjects,whichnotonlyenhancestudents’practicallanguageapplicationability,butalsoreflectstheinterestoflanguagelearning.Whenpreschoolstudentslearnthesentencepatternofaskingthetime,theycanmakeasimpleclock,askquestionswiththeirpartners,andsetthecorrecttime.WhenstudentslearnEnglishletters,studentscanwriteletterstoteachersinEnglish,andstudentscanoperatetheletterswiththeirhands,tomaketheteachingactivitiesfreshandenergetic.

Invocabularylearning,teachersshouldtakevocabularylearningasthemainpartofthegame.Teacherscarryoutaseriesofgameactivities.Enablestudentstodeepentheirunderstandingofvocabulary.Inordertomakestudentsunderstandthemeaningoftheuseofwords,methodsanddifferentwaysoftransformationwiththehelpofstoryguidance,studentsareguidedtoexpandtheirimaginationandparticipateintheprocessofperformingthestorytoachievehappylearning.‘‘Theauthorwrotethisstorywhentheauthorwasstudyingcat,dog,andfish”Catanddogarefriends,catlikesfish,anddoglikesbones.Firstofall,theauthorwillguidethemainwordslearnedtodaythroughthestory,childrenperformindependentperformance,andexpandimagination,continuetowritethefollowingstory.Intheprocessofguidingchildrentomakeupstories,theyshouldlearnwordslike“l(fā)ike”,“bone”,“and”,“are”and“fish”,andinspirechildrentocontinuetowritestories.TheyshouldusetheirfavoriteEnglishwordstoexpandtheirimaginationandcompletethestory.Intheprocessofmakingupthestory,Thechildren’svocabularyinEnglishmaynotbewellmastered.Childrenhaveadeepimpressionofthewordstheylike.Inthisclass,manychildrenaresayingthatfishisinwater,sotheauthorextendstheword“water”.[3]Differentchildrenhavedifferentstoryendings,thuscultivatingtheirimaginationandstimulatingtheircreativity.Intheprocessofteaching,Englishteachersshouldfindoutthecontentsthatchildrenareinterestedinaccordingtothepsychologicaldevelopmentcharacteristicsofstudents,andpromotechildrentoenhancetheirlearninginterest,participateintheteachingprocesshappilyTeacherstaketheinitiativetolearnbyguidingeducationandencouragingeducation.Throughdifferentstorygames,childrencannotonlyindependentlylearntheirfavoritewords,butalsocanstimulatetheimaginationandcreativityofstudents,inahappylearning,student-oriented,Teachershavemultipleteachingplans.Throughsongsandgames,studentscanremembermoredeeply,whichalsorequiresteacherstoestablishtheconceptoflifelonglearning.Inthelearningactivities,childrenconveytheirunderstandingandperceptionofpersonality,collidewitheachotherinvariousexchanges,sharethehappinessoflearning,enrichtheirinternal2language,andacquirenewinspirationsofcognition.Theprojectresearchhelpsteachersbroadentheirhorizons.Throughtheclassroomteachingpractice,teacherssummarizetheadvantagesoftheapplicationofthisresource,toimprovethetheoreticalunderstanding.

1.2EffectiveImplementationofObjectGamesTherearemanyteachingaidsintheprocessoflearning.Becausechildrenareinastageofcuriosityaboutthingsandthekindofgameiseasytoattractchildren,suchascards,songs,gamesmovies,andsoon.IntheprocessofteachingEnglishgames,differenttoolsorobjectscanbeused.Theteacherteacheswordsincolors.Firstofall,theteacherquicklydividedthestudentsintoseveralcategoriesaccordingtothenumberofstudentsintheclass.Now,theteachersetstherulesofthegameandtellstherulestothestudents.Preparecoloredpaperandguidethestudentstoanalyzethecolorofthepaper.Throughthebackgroundcolorofthecard,thestudentscanbeguidedtomemorizetheknowledgerelatedtocolor,andatthesametime,rightnow.Throughthecolorsofthecardsandwordlines,childrencanbeorganizedtoparticipateinrepeatedwatchinggames,sothatchildrencanunderstandthecolorsofEnglishvocabularyinacompetitiveatmosphere."BrownBear","BlackCrow","OrangePen","PinkBow","RedApple","YellowSun"Throughthecolorofcardsandtextlines,childrencanbeorganizedtoparticipateinrepeatedgames,letchildrenlearnaboutthecolorofEnglishvocabularyintheatmosphereofcompetition.Theteacherwritethesewords“Brown’’,‘‘black’’,‘‘orange’’,‘‘pink’’,‘‘red’’,‘‘yellow”theteacherletsthestudentsspeakChinesequickly.Inthisway,duringtheprocessofplayingthegame,thechildrenlearntheexpressionsofEnglishwordsandsimpleEnglishsentencepatterns.Childrenliketoimitateadultsmost,andthisimitationactionisexpandedintoacting,sochildrenalsolikeacting,sotheauthorcanuseactingtoteachEnglish.Intheroleassignment,thechildrenwhoalwayswanttobethemainroleshouldbeconsciouslyguidedtobetheminorrole,andsometimidchildrenshouldbeencouragedtobetheprotagonist.Role-playingcansignificantlyimprovestudents’Englishlevels.Inthisprocess,notonlyshouldthechildrenbehelpedtodeveloptheirownstrengths.butalsoberestrictedbytheroletoovercomesomeshortcomingsandstimulatestudents’interestinlearning.Suchasteachingfamilyunit,theauthordesignsthefamilymember’sperformance:TomandJohnareclassmatesandJohngoestoTom’shousetoplay,TomtointroduceJohntohisfamily:“Thisismymother.Thatismyfather.”thensheintroducedJohnheisJohn.Tomalsosaid:“Iamgladtomeetyou.”justthen,Tom’sgrandmaandgrandpacamebackfromtheoutside,Tomsaidagain:“Heismygrandfather.Sheismygrandmother.”Johnsaid,“Goodmorning.”Tom’sgrandmaandgrandpasaidtoJohn,“Goodmorning.”JohnleavesTom'shouseandsays:"Goodbye"gameisover.Duringthegame,childrencanfulfilltheirwishesthroughrole-playingStudentscanpracticeEnglishinrole-play.Objectgamesarearelativelyintuitivewayofplaying.Children’simaginationabilityneedstobestrengthened.Theteacherexplainsincombinationwithobjectstoenablestudentstogainmoreprofoundcognitiveexperience,enrichstudents’Englishknowledge,andstrengthenchildren’sknowledgeandintuitivefeelingsinotherfields.Throughthewayofobjectanalysis,thegroupgamesarecarriedout,whichstrengthenschildren’srecognitionandmemoryability,andenablesthemtochangetheirthinkingquicklyandeffectivelyimprovestheirlearningabilityandeffect.Gamesareagoodwayoflearning,providesstudentswithmoreopportunitiestocommunicatewiththeirclassmates.Inthisway,childrencanknowthatEnglishisnotonlyasubjectbutalsoawaytocommunicatewithothers.Englishcanbroadentheauthor’shorizon.1.3EffectiveImplementationofImageGamesThisgamemainlyreliesontheimagetostimulatethechildtoremember.Themethodofthegameismainlytoseepictures,touchthings,andlistentosoundsandsoon.IntheprocessofEnglishteaching,theorganizationofcolorfulgameshelpstostimulatestudents’interestanddiversifytheclassroomteaching.Therefore,teachersneedtoenrichclassroomteachingtoimprovestudents’understandingofEnglish.Maketheprogressofthestudents.Thegamehasamagicalappealforpreschoolstudents.Itiseffectiveforreviewingandconsolidatingwordswithhalftheeffort.Forexample,inthisunitofteachingstationery,theauthorputallthestationeryintoabagbeforeclass.Inclass,theauthortakesoutthestationeryonebyone,putsitbehindhimself,andasks:“What’sthis?”Thenaskonestudenttoguess:“Isitapencil?”Iftheguessiscorrect,allthestudentssay:“Yes,itisapencil.”Thestudentswhoguesscorrectcandoastheteacherdoeschangeandletothersguess.StudentsarewillingtolearnEnglish.Studentshaveastronginterestinlearning.Repetitioncandeepenthememory.AnotherwayisforallstudentstoputtheirhandsbehindtheirbacksAftertheteacherteachessomefigurativewordssuchas“nose”,“ears”,“eyes”,“l(fā)egs”,“hands”,“arms”,“fingers”,etc.,theteachercanquicklysaythesewords.Whenthechildhearstheorder,thechildrenwilltouchthispartwiththeirhandsandwininthefastestandmostaccurateway.Whenstudentsarefamiliarwithit,theteacherwillincreasethedifficulty.Havestudentspracticeagainandagain.Thiscanalsomaketeachersmoresmoothinthefutureteachingprocess.Parentsreturninghomemakeiteasierfortheirchildrentoreview.Thisgamecanbeplayedintheformofcompetitions.Theteacherdividedthestudentsintogroups,andeachgroupselectedonestudenttomaketheactioninfront,madethemistakeandreplacedthenextstudent,andthelastonewasthewinner.Thisgamecanalsobereplacedwithverbsandphrasessuchas“running”,“walking”,“jumping”,“playingfootball”,“playingbasketball”,“goskating”,“goswimming”,andtheteachercanspeaktheseverbsorphrasesatwill.Throughsuchgamesandactivities,studentsaredirectlyattractedtolanguageactivitiestohelpdevelopstudents’observation,memory,thinkingandotherabilities.GivestudentsmoreflexibilitytolearnEnglishinsteadofmechanicallearning.

2TheApplicationoftheGameTeachingMethodinPhoneticTeaching

Intheearlystagesoflisteningandreading,children’scognitiveabilitiesaremuchbetterthanthoseinelementaryschool.Theteacher’spronunciationmustbeaccurate,andatthisstage,thechildren’sattentioncannotbeconcentrated,especiallywheninboringEnglishclass,butalsoreducestheinterestinlearning.Therefore,teachersshouldaddgameteachingtoincreasechildren’sinterestandmakethemlearnEnglishbetter.2.1EffectiveImplementationofListeningGamesWhenlisteningtoEnglishsongs,letthechildrenchoosetheEnglishsongstheylikefirst.ThismethodcanpracticeEnglishlisteningandEnglishreadingatthesametime.Itisoneofthemosteffectivewaysforchildrenwholikesinging.Letchildrenbettergraspthecorrectpronunciationofnumbers.[4]Useatelephonegametomixtwocardsofthesameseriesbutdifferentcolorswiththephonenumberonthemandgiveeachstudentacard.Andtellthemthatthephonenumberwrittenontheredcardistheirown,andthegreenoneisfortheotherstudents.Thestudentholdingthegreencardshouldsaythetelephonenumberhedials,andthestudentholdingtheredcardshouldpayattentiontowhetherthedialedtelephonenumberishis.Whenstudenthearshisphonenumber,answersthecallandhaveaconversationwiththecaller.Theteacherfirstmakesacalltothestudentholdingthegreencard,andthestudentwhoreceivesthecallwillcalltheotherstudentsaccordingtothephonenumberheholds.Ifastudentdialsthewrongnumber,heorshemustredial.Whenallthestudentswiththegreencardsanswerandfinishthecall,thenumberistobedistributed.Thewholeconversationisasimplegreeting.Greetingisadialoguebetweenfriendsoracquaintances.Itpromotesaharmoniousrelationshipwhenthereislittleinformation,ratherthanprovidingspecificinformationtopeople.Thisisthenormofmoralityandself-cultivation.Asweallknow,ifyoutalktoyourfriendswithoutgreetings,itisrude.Greetingsareanimportantpartofpeople’sdailylives,andtheyareessentialforestablishingandmaintainingaharmoniousrelationship.Thisnotonlyexercisedthechildren’sabilitytorespond,butalsotaughtthechildrenhowtousepolitewordsandcultivatetheirexcellentqualities.

2.2EffectiveImplementationofMusicGamesMusiccaneasepeople’sanxietyandrelaxpeople’semotions.ListeningtoEnglishsongsisatreat.Thelyricsareusuallyconciseandeasytounderstandandremember,sostartingwithEnglishsongsisalsoagoodwaytoimprovespokenEnglish.Justasmusicisaworldlanguage,children’ssensitivitytomusicmakesthemeasilyunderstandandaccept.Musicgamescanbeusedinallaspectsofteaching.Beforetheclass,theteacherjumpsintotheclassroomsingingthesong“GoodMorning”.Studentscansingingroups.Thisspecialexerciseisveryhelpfultochildren.Thissongcanalsoeliminatetheconstraintofchildrenatthebeginningoftheclass;childrencanobtainknowledgeinadvertently.Thisnotonlydevelopsthechildren'simaginationandoperationability,butalsomakesthechildrenhaveastronginterestinlearning.2.3EffectiveImplementationofWordMemoryGameTolearnEnglish,studentsmustfirstlearnwords.Memorizingwordsisaveryboringthing.Itallowsstudentstomemorizewordsinthemostperiodoftimeandmaintainmemoryforaperiodoftime.Therefore,studentsstartbylearningwordsfirst.Whenlearningwordsforthefirsttime,theteachertriestoshowthewordsonthecardorslideasmuchaspossible.Theteacherusesvividpicturesandlanguagetoletthestudentsguessfirst,andthenshowandexplain.Or,beforetheclass,theteacherassignshomeworktostudentsandasksthemtomakesmallprops,andletstudentspreparetheirownsmallproductionsorpicturesorrealobjectsthatstudentsareinterestedin.Thisincreasestheirchancesofparticipatinginactivities,sothattheycanlearnintheprocessofhands-on.Forexample,ifstudentswanttolearn‘‘Apple’’(蘋果)‘‘Banana’’（香蕉‘‘Orange”(橙子)inthetext,theteachercanletthestudentsfirstfindthefruitathome,andthendrawitonthepaperthemselves.Duringtheclass,theteacherasksthestudentstointroducetheirproduction.StudentslearnEnglishinthisway,studentswillbemoreinterestedinEnglish,theirabilityformemorywillbeenhancedandtheirknowledgewillbefirmer.

3TheImplementationEffectofGameTeachingMethodinEnglishTeachingofChildrenTheimportanceofthegameteachingmethodisincreasinglyprominent,andEnglishteachingiswidelyvaluedbythesociety.Howtoimprovechildren'sEnglish.Becomeaproblemweneedtosolve.Theauthorcansolvefromthreeaspects.Firstteacherincreasesstudentinterest.SecondTeacherscanusegamestoimprovestudents'intelligence.Thirdteachersneedtoincreasestudents'socialskills.Byfollowingtheabovesteps,studentscanimprovetheirEnglishlevel.Studentscanimproveautonomouslearning.Thestudent'sabilityhasimproved.Teacherscanexpandmorelearningcontent.3.1EnhancingChildren’sInterestinLearningEinsteinsaidthatinterestisthebestteacher.Itisimportanttostimulatepupils’interestinlearningEnglish.GameEnglishisacombinationofEnglishlearningandgames.GameEnglishcanbetterstimulatestudents’interestinlearningEnglish,sothatstudentscanlearnknowledgeandskillsinarelaxedandhappyatmosphere.Atthesametime,itcanalsotrainstudents’oralEnglish.Italsocorrectspronunciationandconsolidatesvocabularyandgrammar.Childhoodisthebesttimetolearnalanguage.elementaryEnglishplaysanimportantroleinearlychildren’sintellectualdevelopment,stimulatingchildren’sinterestinlearningEnglish,anddevelopingchildren’shabitsandabilitiesinlearningEnglish.Studenthasastrongcuriosityandimitationability.Inschool,instillinglanguageknowledgeintostudentsisnotagoodmethod.Stimulatechildren’sinterestinlearning;letchildrenlearnEnglishthroughgamesandothermethods.Toencouragechildrentospeakupinclass,seizeeveryopportunitytoanswerquestionsandparticipateinthescene,increasetheopportunitiesforclassroomtraining,tospeakup.Cultivatechildren’sinterestinlearningEnglish,maketeachingaidsandsupportchildren’slearning.EncouragechildrentouseEnglishconversationmoreoften,greetforeignersactively,andexpresstheirideasinEnglish.Inaddition,childrenareencouragedtocommunicatewithpeopleorthingsaroundtheminEnglishanytime,anywhere,participateinmoreEnglishentertainmentactivities,andallowchildrentogethonorsfromit.WhenchildrenbegintolearnEnglish,theyareusuallyeagertolearnaforeignlanguage.Iftheteachercanadoptsomenovelandinterestingteachingmethods,stimulatethecuriosityofthechildrenandmakethemhappilylearnEnglish.ThenwhentheylearntospeakafewEnglishwords,theywillhaveasenseofsatisfaction,apleasantmoodandexperience,andmoreinterestinlearningEnglish.Childrenloveplayinggames,andthegamesarealsogreatemotionalstimulation.Intheprocessofplayinggames,children’scuriositycanbearousedgreatly.Thustheycanfollowtheteachertoplay,laugh,andlearn,intheprocessoflearningEnglishknowledge.[5]Comparedwithclassroomlearning,thegameisvery