Effective teaching methods in primary school English classroom

How to effectively implement game teaching method in primary school English class

Children have a natural connection with games. Appropriate and conscious participation in various types of games in the classroom can prolong children's attention and help students learn in a relaxed and harmonious atmosphere. However, practice has proved that the game teaching method is not always used, and it will receive good teaching results. This can not help but make people think: how to effectively implement the game teaching method in primary school English class? I think:

First, pay attention to the types and timing of games in a class.

Children are naturally playful and active, and their attention is not lasting. Game teaching can enable students to master knowledge in relaxed and happy learning activities. But I don't think students can learn by games alone, because the main purpose of cultivating interest is to learn English. Unlike British and American immigrants who learn English, primary school students can always integrate into the language environment and improve their language ability. At present, primary school students only have more than 100 minutes of English class every week, and games alone can't cultivate students' lasting interest. And sometimes games waste the time of students and teachers. Therefore, as a means for primary school students to learn English language knowledge, skills and cultivate interest, games must pay attention to the arrangement of time and types. You can't just use games instead of lectures. Avoid children getting bored as soon as the novelty is over.

Second, the difficulty of the game should be layered to make students selective.

Attention should be paid to the principle of integrity in English teaching games in primary schools. If the game is too difficult or too narrow, it will greatly reduce the enthusiasm of students to participate. Teachers can coordinate students' division of labor in the game according to the specific situation of students' learning. When designing a character, it's better to be difficult and easy. In this way, when performing in a group, students who are not good at learning will also have the opportunity to perform, so that it will not be difficult to say; Students who study well have more room to play. This not only promotes the development of students' personality, but also gives students the opportunity to choose independently and evaluate themselves.

Third, grasp the teacher's control of the game.

The design and implementation of the game should be extensible. Children like to play games, but children prefer to play games dominated by them. If teachers control the game activities too tightly or too loosely, the effect will be greatly reduced. In contrast, I prefer to design game plans with students, fully respect their views and interests, better reflect their acceptance mode and ability, and avoid the "fantasy" designed by teachers alone. I believe that children know themselves best, and the games they design must be understandable and willing to participate. In this way, there will be no problem that the rules of the game are unclear or students don't like to participate. The game of "three characters and three chess" is the result of my cooperation with students, and the effect is also very good.