淺析游戲教學法在小學英語課堂的運用,英語論文隨著經濟的發展和社會的進步，英語已成為世界上使用最廣泛的語言。作為英語教育的奠基石，小學英語教育成為關注的熱門。興趣是最好的教師，因而激發學生的學習興趣是小學英語教學的首要任務。將游戲教學法融入小學英語課堂能為學生創設一個輕松和諧的學習情境，增加英語學習的趣味性，能真正實現在學中玩，在玩中學的教學理念。但在當下小學英語教學中，老師主要還是采用傳統的教學方式方法，部分采用游戲教學法的老師也難以將其真正融入課堂。基于先前國內外的研究情況和相關理論，本文闡述了在小學英語教學中運用游戲教學法的必要性。并采用問卷法和觀察法，以常熟花溪小學二〔1〕班和五〔3〕班96名學生為樣本，進行較為具體的調查研究，分析問卷數據及聽課情況，得出調查結果，并提出相應策略。以期幫助老師正確使用游戲教學法，激發學生的學習興趣，提高英語課堂的整體教學效果。同時也有助于老師實現自我發展，提高教學質量。本文關鍵詞語：游戲；游戲教學法；小學英語OnApplicationofGamesinPrimarySchoolEnglishClassABSTRACTWitheconomicdevelopmentandsocialprogress,Englishhasbecomethemostwidelyusedlanguageintheworld.AsthecornerstoneofEnglishteaching,primaryschoolEnglisheducationbecomesthefocusofpublicattention.Asisknowntoall,interestisthebestteacher,sostimulatingstudentsinterestinEnglishshouldbetoppriorityinprimaryschoolEnglishteaching.ApplyinggamesinprimaryschoolEnglishclassescanimprovestudentslearningefficiencyandqualitybycreatingarelaxingatmosphereandtrulyrealizetheconceptlearningbyplaying,playingbylearning.However,mostteachersstilladopttraditionalteachingmethodatpresent.Andsometeacherswhousegameteachingmethodhavedifficultyinintegratingitintoclassessuccessfully.Basedonthepreviousresearchesandtheoriesbothathomeandabroad,thispaperelaboratesontheimportanceofEnglishgameteachinginprimaryschool.AsurveywasconductedinChangshuHuaxiprimaryschoolbymeansofquestionnairesandobservation.Itusedasampleof96studentsinClass1,Grade2andClass3,Grade5.Byanalyzingthedata,conclusionsarereachedandsuggestionsaregiven.Thepaperaimstohelpteachersusegamescorrectlyandinspirestudentslearninginterest,thereforeimprovingprimaryschoolEnglishteachingquality.Meanwhile,itisbeneficialtoteachersself-development.Keywords:games;gameteachingmethod;primaryschoolEnglishteachingTABLEOFCONTENTS內容摘要ABSTRACTChapterOneIntroductionChapterTwoLiteratureReview2.1Gameteaching2.1.1Definitionofgameteaching2.1.2Theoriesofgameteaching2.2PreviousstudiesonEnglishgameteaching2.2.1ForeignstudiesonEnglishgameteaching2.2.2DomesticstudiesonEnglishgameteaching2.3ImportanceofEnglishgameteachinginprimaryschool2.3.1Arousinglearninginterestandenthusiasm2.3.2Developinglearnerslisteningandspeakingabilities2.3.3.Improvingteachingquality2.3.4Promotingteachersself-developmentChapterThreePresentSituationofEnglishGameTeachinginPrimarySchool3.1AsurveyofEnglishgameteachinginprimaryschool3.1.1Questionnaire3.1.2Classroomobservations3.2DeficienciesofpresentEnglishgameteaching3.2.1Monotonousforms3.2.2Lowlevelofparticipation3.2.3Unreasonabledesignofgamecontents3.2.4Unscientificassessmentforms3.2.5UsinggamesatinappropriatetimeChapterFourSuggestionstoImproveEnglishGameTeachinginPrimarySchool4.1Basicprinciplesofgameteaching4.1.1Purposefulness4.1.2Enlightenment4.1.3Diversification4.1.4Flexibility4.2Encouragingparticipationofallstudents4.3Properlyusingmulti-assessments4.4UsinggamesatpropertimeChapterFiveConclusionREFERENCESChapterOneIntroductionEnglishhasbecometheonlyuniversallanguageintheworldduringtheprocessofglobalization.Itpermeatesalmosteveryfacetofourlives,suchaspolitics,economyandculture.Therefore,itisparticularlyimportanttolearnEnglishwellinmodernsociety.PrimaryEnglishteaching,asthefoundationofEnglisheducation,hasalwaysbeenthefocusofattention.However,acquiringanotherlanguageisalongandboringprocess.Andtoprimaryschoolstudents,itisnoteasytolearnwithoutauthenticcontexts.Therefore,howtoletthesenewEnglish-learnerslearniteffectivelyinarelaxedandpleasantatmosphereisaworthytopictoinvestigate.Theteachingmethodateacherappliesplaysacrucialrole.Amongvariousteachingmethods,gameteachingmethodistheonethatcannotonlyactivatethelearningatmosphere,butalsoarousestudentsinterest.EnglishCurriculumStandardsforCompulsoryEducationpresentsthetaskofEnglishcourseinbasiceducationstage:toinspireandcultivatestudentsinterestinEnglish,helpthembuilduptheirself-confidence,developgoodlearninghabits,formeffectivelearningstrategiesanddeveloptheirself-learningabilityandcooperativespirit(2020).Gameteachingmethodfullyembodiesthisidea.Accordingtothepsychologicalcharacteristicsofchildren,gamescanarousetheirinterestandemotion.Moreover,gamescanhelpthemmasterthelanguagebetterbyprovidingarealsituationtofacilitateunderstanding.InpresentprimaryschoolEnglishteaching,traditionalteachingmethodstillplaysadominantrole.Someteacherswhousegamesintheirclassesfailtointegratethemintoclassessuccessfully.ImproperteachingmethodisuselessinimprovingstudentsEnglishproficiency,anditevenkillstheirlearninginteresttosomedegree.Therefore,theproperusageofgameteachinginprimaryschoolEnglishclassesisofgreatimportance.ThestudyaimstoprovidesomeusefulsuggestionstohelpteachersteachinamoreefficientwaybyinvestigatingthepresentsituationandanalyzingthedeficienciesofpresentEnglishgameteaching.Itisbeneficialnotonlytotheteachingquality,butalsototeachersself-development.Thispaperconsistsoffivechapters.Thischapterservesasanintroduction,presentingthebackground,thesignificanceandtheoverallstructureofthepaper.ChapterTwoisliteraturereview,whichintroducesthedefinition,relevanttheoriesandpreviousstudiesaboutit.Inaddition,itnarratestheimportanceofgamesinprimaryschoolEnglishteaching.Thenextchapter,ChapterThree,isaboutthepresentsituationofgameteachinginprimaryschool.Inthispart,asurveyisconductedbymeansofquestionnairesandclassroomobservation.Meanwhile,deficienciesareanalyzedinaccordancewiththesurvey.Thefourthchapterpresentssomesuggestionstoimprovegameteachinginprimaryschool.Thelastchapter,ChapterFive,istheconclusionwhichincludestheresearchfindingsandlimitationsofthestudy.ChapterTwoLiteratureReviewGameteachingmethodisahelpfulassistantinprimaryschoolEnglishclass.Theintroductiontoitispresentedfromthefollowingperspectives:thedefinition,relatedtheories,previousstudiesandtheimportanceofapplyingit.2.1Gameteaching2.1.1DefinitionofgameteachingDictionaryofEducationdefinesgamesasthebasicactivitiesofchildren,whichissuitablefortheiragecharacteristics.Itisapurposefulandconsciousspecialsocialactivitythatreflectssurroundinglifebymeansofimitationandimagination(Gu,1990).BernardSpodekandOliviaN.Sarachodemonstratedthatgamesaredifferentkindsofactivities.Theyarehighlystructuredandinvolvespecificrulestobefollowed(1994:271).EnglishGameteachingisateachingmethodusedbyteachersinEnglishclassesforthepurposeofstimulatingstudentsinterestandimprovingteachingefficiency.Itturnsboringteachingmaterialintovividandinterestinggamesthatstudentsarewillingtoaccept.Moreover,itcreatesabundantreallanguagesituationstomakestudentslearnwhileplaying.2.1.2TheoriesofgameteachingHowardGarnerputforthatheoryofmultipleintelligencesinhisbookFramesofMind.Heputforwardthatapersonpossessesatleastnineintelligencemodalities,includingmusical-rhythmicintelligence,visual-spatialintelligence,verbal-linguisticintelligence,logical-mathematicalintelligence,bodily-kinestheticintelligence,interpersonalintelligence,intrapersonalintelligence,naturalisticintelligenceandexistentialintelligence(Garner:2004).UsinggamestoteachinprimaryschoolEnglishclassesisbeneficialtothedevelopmentoftheseintelligences.Forexample,studentscandeveloptheirinterpersonalintelligencethroughcooperationduringgamesanddeveloptheirmusical-rhythmicintelligencebyparticipatinggamesintheformofsinging.StephenD.Krashenbelievedthatnewlearnersoflanguageareapttobeanxiousandloseconfidence,whichmayleadtoalearningdisorder(citedinMaPei,2018:14).Therefore,creatingalanguageenvironmentisofgreatsignificance.Englishteachers,especiallyprimaryschoolEnglishteachersshouldplacestudentsinthesituationofusingthetargetlanguage,andletthemgetinvolvedinthecommunicationdirectly.Usinggamescanreducethebarriersstemmingfromtheprocessoflearningviacreatingarelaxingatmosphere(Ma,2018:14).2.2PreviousstudiesonEnglishgameteaching2.2.1ForeignstudiesonEnglishgameteachingThestudyofgameteachinginforeigncountriesstartsquiteearly.Plato,anancientGreekphilosopher,firstproposedtheideaoflearninginthegames.Inhisopinion,gamesarefullofeducationalvalues.TheancientRomaneducatorQuintilianpointedoutthatappreciatinggamesisthesymboloflivelynature.FredrichFroebelthoughtlovinggamesisthecharacteristicsofchildren.Heevendesignedthegameteachingaids--FroebelGiftspersonally.AmericaneducatorJohnDeweypresentedthatchildrensfun-lovingnatureshouldbeinfulluseinordertomakethemacquireknowledgeindirectlybasedonactivities(Ma,2018:9-11).2.2.2DomesticstudiesonEnglishgameteachingFromancienttimes,ourcountryhasattachedparticularimportancetoeducation.ChengYi,aneducatorinearlierSongDynastysaidiflearnerscouldnthavefun,theywillunwillingtolearn.Inaddition,ZhuXiandWangShourenadvocatedgamesaswell.Inrecentyears,domesticscholarshavedonesomeresearchesongameteachingmethod.ChenHeqin,thefounderofchildrenpedagogyinChina,presentedthatgamesarementorsintermsofeducation.Childrencantraintheirthoughtsandlearnaboutlifethroughgames.Hisideaslaidfoundationforfurtherresearchesaboutgameteaching(Ma,2018).Alongwiththedeepeningoftheresearch,agrowingnumberofessayshavebeenpublished,includingsomeaboutotherschoolsubjects.DaiJihongclassifiedgamesintolettergames,vocabularygamesandsentencepatterngames(2003).WangXiupengandLiYurongpointedoutthatgamesmatchchildrenstraitsandcoursefeatures.Competitionandroleplaycanbeusedtoimproveteachingeffectiveness(2008:168).2.3ImportanceofEnglishgameteachinginprimaryschool2.3.1ArousinglearninginterestandenthusiasmPrimaryschoolstudentsarecuriousaboutnewthings,sowhentheyarejuststartingtolearnEnglish,theywillbeinterestedandenthusiastic.Butovertime,someofthemmayloseinterestsinceitisnotaneasyjobtopossessanotherlanguage.Asisknowntoall,primaryschoolEnglishlearningisacornerstoneoffurtherEnglishacquisition.Duringthisphase,theprimarymissionistoarouseandmaintainstudentsinterest.Gamesarelovedbychildrenandcanbeagoodassistanttomaketheclassesinterestingandattractive.Furthermore,primaryschoolstudentslearningismainlybasedonunintentionalattentionwhichisgreatlyinfluencedbyinterests.Therefore,onthebasisofchildrenspsychologicalfeaturesandknowledgecharacteristics,teachersshouldconcentrateongamestohelpthemlearn(Jing,1997:30).2.3.2DevelopinglearnerslisteningandspeakingabilitiesGamesarenotdesignedforonesinglestudent;theyareforthewholeclass.Studentsmustbeabletounderstandothersexpressionsintheprocessofgames.Also,theymustconveytheirownopinionsinEnglish.MengFanalsopresentstheprinciplespeakEnglishasmuchaspossible(2004:177).Duringtheprocess,bothstudentslisteningandspeakingabilitiescanbeimproved.CommunicativecompetencetrainingisthemaintaskinprimaryschoolEnglishclasses.Asanewlearner,studentsareoftenafraidtospeakforlackofunderstandingandconfidence.However,everychildisfondofgames.Withthehelpofgames,studentscantakepartinuninterestinglanguagetraining.Takingroleplayasanexample,studentswillimitatecharacterspronunciationandintonationtoreflecttheirrealfeelingsduringtheprocess.Furthermore,theywilladjustwhattheyspeakaccordingtowhattheyhear.Throughrepeatedpractice,theywillmakegreatprogressintermsoflisteningandspeaking.2.3.3.ImprovingteachingqualityInprimaryschoolEnglishteaching,gameisaneffectivesupplementarymeans.Pronunciation,vocabulary,sentencepatterns,etc.canbelearnedandpracticedingames.However,itisnotsimplemechanicalteachingthattraditionalteachingemploys.Instead,combiningwhatstudentsareinterestedincanmaketheteachingmoreeffective.Inordertoplaygames,childrenneedtouselanguage.Inotherwords,gamescreatemeaningfulsituationsforchildrentouselanguage(Zhuang,2020:92).Duringthegame,studentswillusethetargetlanguagerepeatedlyandthereforerememberitsubconsciously.Generally,gamesarewellcombinedwithteachingcontent.Targetknowledgeisconsolidatedandunderstandingisdeepenedinparticularlanguagecontentcreatedbygames.Continuouspracticecanexertasubtleinfluenceonstudents.Theywillbearinmindtheknowledgeandusethemasakindofconditionedresponselater.2.3.4Promotingteachersself-developmentTomakethefunctionofgamesintofullplay,everygameshouldbewell-designed.Teachersneedtoperfectgamesonthebasisofactualsituationandstudentscharacteristics.Apartfromcloseconnectiontoteachingcontent,gamesshouldembodytheimportantanddifficultpointsofeverylesson.Inshort,teachersinpidualabilitiesshouldbeimprovedtoefficientlyusethegames(Cao,2020:194-195).Inaddition,gameteachingchangestheroleoftheteachers.Theyarenolongerincommandingposition;instead,theyareequaltothestudents.Interactionandguidancearerequiredingames.Theyshouldleadstudentstolearnandpromotetheiroveralldevelopment.Theroletransitionpresentshigherrequirementstoteachers.Therefore,teachersself-developmentwillbeachievedgradually.ChapterThreePresentSituationofEnglishGameTeachinginPrimarySchoolInordertoknowmoreaboutthepresentsituation,asurveywasconductedinthispartinformsofquestionnairesandclassroomobservation.Andsomedeficienciesareanalyzedbasedonthesurvey.3.1AsurveyofEnglishgameteachinginprimaryschoolAsurveywasconductedinChangshuHuaxiprimaryschoolinordertogainadeepinsightintothepresentsituationofgameteachinginprimaryschool.Thesubjectsofthesurveywere96primaryschoolstudentsinClass1,Grade2andClass3,Grade5.Questionnairesandclassroomobservationsareappliedastheresearchmethods.3.1.1QuestionnaireAquestionnaire(Appendix1)isdesignedinChineseforstudentsinGrade2andGrade5togetspecificinformation.96students,including46inGrade2and50inGrade5,answeredthequestionnaire.TheprimarygoalistounderstandstudentsopinionstowardsgamesinEnglishclasses.Tomaketheresultclearer,thequestionsandanswersareputinthefollowingtables.Table3.1:TheresultofthequestionnaireBycontrastingthedata,someconclusionscanbedrawndistinctly.PrimaryschoolstudentsinterestbothinEnglishlearningandgamestendtodeclinewithage.Thetimeusedforgamesisreducedaswell.Butusinggamesisstillconsideredasaneffectivewaytolearn.Further,studentsrequirementsforteachersandtheassessmentformsareincreasinglyhigheralongwithgradeincreasing.However,thekindofgamesisstilltoolesswhichfailstomeettherequirementsofmajorityofstudents.3.1.2ClassroomobservationsClassroomobservationisamethodtobeawareofwhatoccursinclassrooms.Theresearchermakesanattempttoobserveandkeeprecordsofclassroomeventsinasystematicway.BasedontheobservationoftheEnglishlessonsinGrade2andGrade5forthreemonths,somefindingshavebeensummarized.Inlowergrades,gamesaccountforahigherproportionofEnglishclasses.InGrade2,gamesareusedinhighfrequency,accountingforhalfofthewholelessoningeneral.WhileinGrade5gamesarerarelyused.Astostudentsattitudestowardsgames,moststudentsinGrade2arewillingtojoinandtrytheirbesttobewinners.Theyespeciallylikegroupcompetitionsinwhichtheyarequiteactive.However,inGrade5,studentsinterestingamesisinalowerlevelandmostofthemareunwillingtojoin.Therefore,theexpectedeffectscanhardlybeachieved.3.2DeficienciesofpresentEnglishgameteaching3.2.1MonotonousformsEntertaininggamesareusedinprimaryschoolEnglishclassestoencouragestudentstakeanactivepartinthelanguage-orientedactivities.Gamesoughttoconformtostudentsagecharacteristicsandpsychologicaldemand.Althoughthesamegamecancausedifferenteffectswhenusedindifferentgrades,someteachersstillprefertousefixedgameforms,suchasmagiceyesandgoodmemory,whichcanachievebettereffectwhenusedinlowergradesthanbeingusedinhighergrades.Besides,someteacherstendtousesamegamesforalongtimewithoutanychangeespeciallythosetheythinkareinterestingandhelpful.However,childrenlikefreshthingsandtheirattentioncantbefocusedonthesamethingforalongtime.Thus,itishardtoachieveexpectedteachingresults.3.2.2LowlevelofparticipationStudentsunevencompetencelevelinthesameclassmakesithardtomeetallstudentsdemandinagame.Thisdirectlyleadstoalowlevelofparticipation.Throughclassroomobservation,itisfoundthatgameparticipatorsaremainlyreceptivestudents.Thisphenomenonisparticularlycommoninhighergrades.Themajorityofstudentsactasbystandersduringthegames.Theyseldomparticipateingroupwork.Gradually,thesestudentsconsiderthatgamesareirrelevanttothemandwillnoteventakepartinthosewithintheirability.3.2.3UnreasonabledesignofgamecontentsSometeachersusegamesinclassesjustforalivelyclassatmosphere,thusignoringstudentscognitionandteachingcontent.TakeOxfordprimaryschoolEnglishBook,5A,Unit3Ouranimalfriendsasasample.Theobjectiveofthislessonisthatstudentscandescribethephysicalfeaturesofanimals.Somepuzzlesareusedasteachingaids.Theteacherasksstudentstoguesswhatanimalsheisdescribingwhileshowingthecorrespondingpuzzles.Thoseanimalscanbeeasilyrecognizedbecausethepatternsarequiteobvious.Therefore,onlyafewstudentsactuallycareaboutwhattheteacherissaying.Withoutdoubt,thedesignofthegamecontentinthisclassisunreasonable.Therearealsosomeothergameswhichareusedfrequently,butthecontentsarefarfromreasonable.3.2.4UnscientificassessmentformsMonotonousassessmentformisacommonprobleminprimaryschoolEnglishclasses.Teachersalwayssaygoodorwelldonetopraisestudentsperformancewhichgenerallydependsontheresultsofthegamesinsteadofstudentsperformanceorprogressduringtheprocessofthegames.Apartfromverbalassessment,monotonousmaterialrewardsareappliedaswell.Forexample,teacherswillgiveacardtothosewhodowellinthegames.Whenaccumulatedenough,thesecardscanbeusedtoexchangetrophy.Atfirst,thismethodisquiteinspiringandincentive.However,astimegoesby,italsoboresmoststudentsbecausetherewardsalwaysbelongtothecompetentstudents.3.2.5UsinggamesatinappropriatetimeGamesareoftenusedatthebeginningoftheclasstoactivateclassroomatmosphereanddrawattention.Then,teachersstarttoteachtargetednewwordsorsentencepatterns.Theteachingprocessstillgivesprioritytotraditionalteachingmethod,sogamesarerarelyusedintheprocess.Moreover,whenthereissometimeleftattheendoftheclass,teachersalsochoosegamestospendtheresttime.Inaword,gamesarealwaysusedatthebeginningorattheendoftheclasses,ratherthanwhengamesareactuallyneeded.ChapterFourSuggestionsonImprovingEnglishGameTeachinginPrimarySchoolOnthebasisoftheforegoing,theauthorputsforwardsomesuggestionsonthesolutionstotheproblemsmentionedabove.Thebasicprinciplesandsomeadditionalsuggestionsarediscussedinthischapter.4.1Basicprinciplesofgameteaching4.1.1PurposefulnessGamesinprimaryschoolEnglishclassesaredesignedtoserveforEnglishteaching.Teachingdifficultandimportantpoints,teachingaimsandotherteachingrequirementsmustbegivensufficientconsideration(Song,2018:5).Gamesarenotusedonlyformobilizingtheenthusiasmofstudents.Thegamesdeviatingfromteachingrequirementsdontmakeanysense.Therefore,purposefulnessoughttobethefirstprinciple.TakeUnit5Atthemarket,OxfordprimaryschoolEnglishBook,2A,asanexample.WhenteachingthenewwordsinpartB,aquick-answergamecanbeappliedcombiningthesentencepatternsWhatarethese?TheyareinpartA.Therefore,bothnewwordsandsentencepatternscanbedrilledinthegame.4.1.2EnlightenmentTeachersshouldlayemphasisonthedevelopmentofintelligenceandimprovementofabilitywhendesigninggames.Highqualitygamesshouldbeabletoinspirestudentstothinkontheirowninitiative.Duringtheprocessofthesegames,studentsactivelylearnbyobserving,perceiving,thinkingandjudgingbythemselves.Forinstance,whenteachingthenewwordpanda,theriddlewhatanimalwearsbigblackglassesonitsface?canbeusedinsteadofdirectteaching.Inaddition,wordchainisalsoacommonenlighteninggameform.Forexample,theteacherusethewordcardtostartthegame,thenstudentswillcontinuetosaythewordslikedog,green,nose,eat,taxi,iceSuccessfulgamesnotonlyallowstudentstoreviewpreviousknowledge,butalsoallowthemtothinkindependently.4.1.3DiversificationContinuousrenewalofgameformsisindispensable.Nomatterhowinterestingagameis,itcannotattractstudentsanymorewhenusedforalongperiodoftime.Itishardforprimaryschoolstudentstoconcentrateforalongtime,especiallyforthestudentsinlowergradeswhichisdecidedbytheirpsychologicalcharacteristics.However,mostteacherstendtousesinglefrom.Forexample,roleplayisoftenappliedtopracticethesentencepatternsinPartAinlowergrades.Atfirst,studentsfeelfreshandarewillingtoparticipate.Butastimegoesby,itbecomesincreasinglydifficulttomakethemremainlivelyinsuchgames.However,thesamegamecanbedesignedwithdifferentcontentstoattractstudentsattention.Forexample,bingo,akindofcrosswordpuzzlesgame,isapopulargameinprimaryschoolEnglishclasses.Inlowergrades,letterscanbefilledingridswhileinhighergrades,wordsandsentencescanbefilledintoimprovethedegreeofdifficulty.4.1.4FlexibilityFlexibilitymeansteachersneedtonoticetheproportionofgamesinthewholeEnglishclassandapplygamesintherightamountandattherighttime.Inaddition,themutualrelationshipandnaturallinkbetweenteachingmaterialandgamesshouldbepaidattentionto(XiangNiu,2020:131).Teachersareincapableofforeseeingallthesituationsinclassesandeverystudentisandeveryclassisunique.Sotheyneedtoadjusttheformsandrulesofthegamesinaccordancewiththerealteachingsituationandstudentsperformance.Besides,gamesmustconsistwithclassatmosphereandpacewhicharedifferentineverylesson.Therefore,flexibleuseofgamesinclassesisrequired.4.2EncouragingparticipationofallstudentsItisimpossibleforteacherstoprovideeverystudentwithanopportunitytotakepartinthegameineveryteachinglink.However,teachersmustalwayspaycloseattentiontowhetherthegamescanpromoteallstudentstothink(Song,2018:6).Openquestionsmeettherequirementwellforvariouskindsofreasonableanswersareallowed.Suchquestionscanstimulatestudentsenthusiasmtolearnandtraintheirpergentthinking.Whatsmore，onthebasisofstudentsactualEnglishproficiency,gamescanbedesignedwithdifficultygradienttoimprovetheparticipationdegree.4.3Properlyusingmulti-assessmentsPraiseandencouragementarewelcomedamongprimaryschoolstudents.Theycannotonlycultivatestudentsself-confidence,butalsomakethembecomemorecommittedtoEnglishlearning.StudentsbiggestbarrierinEnglishlearningisnotdaringtospeakandanswerquestionsinclass.Theyareafraidofmakingmistakesandbeingcriticizedorevenpunishedbyteachers(Liu,2020:33).Praiseandencouragementcanhelpthemfeelateaseandrelaxed.Therefore,studentsperformanceoughtnottobeassessedonlybasedonresults.Theanglesofassessmentcanbevarious.Forexample,theirattitudes,progress,effortsandmanyotherelementsshownintheprocessofgamesshouldallbeevaluated.Theevaluationmethodshouldbeperseaswell.Bothmaterialrewardandmoralencouragementareneeded.4.4UsinggamesatpropertimeGamesareoftenusedatthebeginningorattheendofalesson.Yet,Rixonsuggeststhatgamesbeusedatallstagesofthelesson,providedthattheyaresuitableandcarefullychosen(1981:46).Evenifusinggamesinthemiddleoftheclassmayresultinchaos，gamesarestillworthpayingattentiontoandimplementingintheclassroomsincetheymotivatelearners,promotecommunicativecompetence,andachievefluency(Zhuang,2005:29).Themostimportantelementofusinggamesisthattheyshouldbeusedwhentheycanofferstudentsbothpleasureandeducationalmeaning.Forexample,whenteachinganewsentencepatterndurin