(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.'
'Games also lend themselves well to revision exercises helping learners recall material in a pleasant, entertaining way. All authors referred to in this article agree that even if games resulted only in noise and entertained students, they are still worth paying attention to and implementing in the classroom since they motivate learners, promote communicative competence, and generate fluency.' How to Choose Games (Tyson, 2000) * A game must be more than just fun.
* A game should keep all of the students involved and interested.
* A game should encourage students to focus on the use of language rather than on the language itself.
* A game should give students a chance to learn, practice, or review specific language material.
'In an effort to supplement lesson plans in the ESL classroom, teachers often turn to games. The justification for using games in the classroom has been well demonstrated as benefiting students in a variety of ways. These benefits range from cognitive aspects of language learning to more co-operative group dynamics.'
Some examples for using games: 1) Picking the apples:
The teacher draws a large tree on the board and sticks many cuttings of red apples onto the tree. On the back of each apple is a question for the children to pick. An example question could be: “Spell the word train”. If the children answer correctly, they can keep the apple. Otherwise they have to put the apple back on the board. The questions can be various and the apples can be replenished. The aim of the activity is to see who harvests the most apples. 2) Jeopargy
It is a team competition. The class is divided into several teams, for example, the “Fruit team” and the “Vegetable team”. The children can choose their own team names. The teacher draws a table on the board with different points corresponding to different questions as shown below:
Each team chooses an item and takes turns completing the task on the card. If the team picks the card, for example, card recognition, number 15, the teacher will show flash cards for the child to say the matching English words. If the child says the words correctly, their team receive 15 points; however, an incorrect answer loses the team 15 points. More difficult or challenging items get more points. Therefore, card recognition number 20, the teacher can show eight flash cards.
This game is very challenging for Ss. The teacher can design different contents and points systems. The team may win or lose more points when the children are given more challenging activities to do. The team with the highest points scored wins the game. 3) Climbing the ladder
Again it is a team competition. The teacher draws a ladder on the board. On the top of the ladder is a flag. Each time the team wins a point; the teacher will draw that team’s symbol on the step. For example, if the apple team correctly answers a question, the teacher draws an apple on the step. The first team to the top of the ladder wins. 4) Hunting the match picture
Make two different-colored decks of index cards, one containing pictures of classroom objects and the other containing cards with the names of the objects. Shuffle the decks separately and hand out the picture cards to one group and the names cards to another. The Ss who receive the picture cards should not show them to anyone else. Ss who receive the name cards must hunt for their matching pictures by going around the room asking picture-holders “Is it a ______?” The Ss with the picture answers yeas or no. The first one to find his match is the winner. Reshufle and play again. 5) Hot / cold game
Play the hot / cold game to practice prepositions of place. Hide the object somewhere in the classroom. Your Ss try to locate it by asking questions such as “ Is it near the chalkboard? Is it behind the door?” If they are far away, you say “ You’re cold”. As they approach the object, you say “You’re getting warm”. If they are very near, you say “You’re hot.” 6) Twenty Question
Twenty Questions: Play Twenty Questions. Begin with I’m thinking of someone (or someplace or something). You Ss can ask twenty yes / no questions only. Then they have to guess the answer (if they haven not done so already) or give up. The person who guesses the correct answer becomes the next leader.
7) Word Magic Magic eyes
Choose a word card that learners have learned in previous ti Word magic is a co-operative and competitive game in which player score points by putting down separate letters or changing the letter order of a word on a flat board to form correc words. The three players put their packs of cards together on the board and shuffle them. When they are well shuffled, they are stacked in the center of the board.
Three players in turn draw a letter card from the stack. The first one who gets an –lettercard starts. The players take turns at conjuring different words on the board, which are tested by three judges. If an improvised word is judged to be right, the recorder put it down under the name of the conjuror. The game can be ended at any time. Under the surveillance of the players, the recorder counts the words under each player’s name and gets the total scores of each. The one with the highest scores is the champion—the ultimate winner (rules :) Three players take turns to conjure different words on the board with the letter cards in their hands. The game won’t stop until one of them has run out of all the letter in his hand or none of them can make a word any more or all of them agree to end the game.
At each of his turns, each player has the right to make one new word. If she will miss a chance of gaining a point and have to wait for another turn.
When a word is conjured, the working player first says the word she is going to make. Then, as soon as the word has been put on the board, she explain it in English or gives a phrase or sentence with the word in it.
me. Don’t show the card in normal ways. Revolve the card quickly, so that Ss have to pay all attention and make great efforts to identify the word. The one who has identify the card is winner. 8) Horror Box
Bring a box in which there is a common thing. Choose one of student to come to the front of classroom with knowing that it is in the box. Other students know there is no horror thing in it. The student on the platform guess through touching the thing in the box while asking some questions like “Dose it bite me?”, “dose it have fur?” or “Is it soft?”.
You can create all kinds of appropriate meaningful and flexible games and activities Games and educational activities are necessary to keep the class enjoyable and create a sense of fun; however, we must be careful the activities dose not last too long or the children become bored.
9)Magic eye
In conclusion, learning vocabulary through games is one effective and interesting way that can be applied in any classrooms. The results of this research suggest that games are used not only for mere fun, but more importantly, for the useful practice and review of language lessons, thus leading toward the goal of improving learners' communicative competence.
7.Homework:
1)In what way are language used in real life in comparison to language used I traditional pedagogy?
2)What are the difference between linguistic competence and communicative competence?
3)Can you list some communicative activities? What are the common features of these activities?
4)What are the criteria for evaluating communicative activities?
5)To what extent do you think communicative language teaching approach can be used in the context of teaching English in the middle schools?
8.Self-assessment:
Because students are familiar with the English classroom, it is very easy to help Ss understand it. But They acturally don't know how to mannage class effectively. It requires T explain it in details with the help of clare illustration and examples by using real examples.To get students practice more and their experience is crucail.
Unit 3 Lesson Planning
1.Teaching Aims:
To look at one of the most important components of language teachers’ work, lesson planning. I have arranged to introduce this topic prior to other units so that users of the book can use what is covered in this unit as a guide when they write mini-lesson plans for other units.
2.Teaching Content:
1)Why is lesson planning necessary? 2)Principles for good lesson planning
3)Macro planning vs. micro planning 4)Components of a lesson plan 5)Sample lesson plans 6)Conclusion
3. Teaching Hours:: 4 periods 4. Teaching materials:
1)Textbook 2)Handout 3)CAI
5.Teaching Methods:
1) Lecture ( Computer-aided Instruction) 2)Demonstration
6. Teaching Procedures:
初一英语下学期 Lesson 120教学设计
Step 1 Revision, 1.Check homework.
2 Sing a song of your choosing. Step 2 Ask and answer
SB Page 69, Part 1. Practise in pairs, talking about the people in the pictures. The students should use the model given. Have several pairs volunteer to talk about the pictures for the class. They may ask as many questions as they can, e.g. What (work) does he do? Where does he work? How does he go to work? Does he like his work? What's he doing now? Where's he going?
英语教学法教程教案
