Games Teaching in China and Canada.docx
- 文档编号:24369549
- 上传时间:2023-05-26
- 格式:DOCX
- 页数:9
- 大小:21.10KB
Games Teaching in China and Canada.docx
《Games Teaching in China and Canada.docx》由会员分享,可在线阅读,更多相关《Games Teaching in China and Canada.docx(9页珍藏版)》请在冰豆网上搜索。
GamesTeachinginChinaandCanada
GamesTeachinginChinaandCanada
Abstract:
Theinterestisthebestteacher.Thegamesarethebestchoicefortheyoungstudentstolearn.Becausegamescatertothephysicalandmentalcharacteristicsofchildren,whichcanhelpstudentslearnwell.ThroughthecomparisoninCanadianandChinesegamesandsometypicalexamples,IanalyzetheimportanceofgamesinEnglishteaching.Atthesametime,IlistPerformanceAssessment.
Keywords:
differentgames;gamesteaching;PerformanceAssessment
Asanewprimaryschoolteacher,IamproudtoenterSuOnCollegetohavetrainingfortwomonths.Ihavelearnedmanyusefulstrategiesforclassteaching,especiallyaboutgames.
Ijusttalkaboutgamesindetailstosupportmyview.
NowadaysgamesaregrowinginpopularityinEnglishteachingclass,becausegoodgamescanengagestudentinterestandleadintofurtherstudy.Especiallythosecooperativegamescandomorethangivestudentspracticeingroupwork.Theycanbuildskillsincooperationandfreestudentstobecomeengagedinlearning.
Weretherenogames,ourclasswouldbecompletelydifferentfromwhatitisnow.
1GamesClassification
Gamescanbedividedintofourtypesaccordingtothecontent.TheyareVocabularyGames,PronunciationGames,StructuralGamesandRolePlayingGames.Letmetalkaboutthemonebyone.
1.1VocabularyGames
InChina,FlashCardsandMagicEyesaregoodbetsinclass.TakeFlashCardsforexample.Teacherpointstoorrearrangesaseriesofobjectsandstudentsarerequiredtoreacttothemveryquickly.Avisualcanbeworthathousandwords.Itprovidesconstantreinforcementofthevocabularyneededtounderstandthelesson.AnothercaseisMagicEyes.Studentslovetobechallengedtoguessthehiddenwords.What’smore,studentscanrememberallthewordsintheprocessoflistening,speaking,looking,touchingandmoving.WhileinCanada,there’resomanyinterestingones,suchasEnergySongs.Hamburgerisalsoacaseinpoint.Itisreallyagoodgameaswecanapplydifferentnewwordstothisgame.Studentscanlistentonewwordsandrepeatthemwhentheyarerunning.Itrequiresstudentstoestablisheyecontactwithoneanotherandprovideanenjoyablewayforstudentstolearnthenewwordsandinteractwithlaughterandfun.Vocabularylearningisthusfacilitatedthroughbodymovementinafunandrelaxedatmosphere.
1.2PronunciationGames
ComparedwithTongueTwisterinChina,theCanadianhavesimplerones.HereIonlysetanexample.Thatis,standingupandbreathingdeeplythenletitouton/a:
/oranyotherphoneticsymbols.Duetothelimitedteachingenvironment,facialexpressionisofgreatusebecausestudentscanstandandlearnnewwords.Moreover,notanyotherskillsarecalledforintheprocessofthisgameexceptpronouncingthecorrectandclearpronunciation.
Therefore,IthinkthiseasygamecanbeappliedintoourclassbeforeputtingTongueTwisterinpractice.
Inmyclass,Ioftenmakeacompetitionbetweenstudents.Forexample:
T:
OK,children,let’shaveamatchinggame.Look,Ihavesomaywordcars.Canyoufindoutthewordswhichpronounce/i:
/?
Forexample,Ithinkeeinseventeenpronouncethissound,soImakealinebetweenseventeenandee.Understand?
Now,Igiveeachgroupapieceofpaper.MakelinesasIdoonthispaper,andthenstickyourpaperontheboard.OK?
Itcanenhancethestudents’leveleasily.
1.3StructuralGames
ChainReactionisofcrucialimportancewhenweteachnewsentences.Studentscantaketurnsspeakingbyusingexpressionssuchas“What’sthetime?
”aftermodelsoftheirteacher.Toteachsentencesquicklyandefficiently,whetherinChinaorinCanada,wedoneedChainReactionbyallmeans.
1.4RolePlayingGames
RolePlayallowsstudentstosimulateavarietyofsituations,usingdifferentregistersoflanguagefoedifferentpurposes.TheExpertsTellUsgameprovidesstudentswithauthentic,althoughimaginedcontentsthatdemandorallanguageandallowforsocialinteractionthathaspositiveresults.Itisplayedinthisway.
“Numberyourselvesofffrom1-5.Number1isgoingtobeanexpert.Inthiscase,person1willbeanunderwaterdiverwhoisanexpertatfindingancienttreasures.Therestofyou(2,3,4,5)aretheownersofaninternationaltreasurehuntcompany.Yourequiretheexpertiseofanunderwaterdivertomakeaseriesofdangerous,butlucrativediscoveries.
“Iwouldliketospeaktotheexpertsprivately.Inthemeanwhile,themembersoftheinterviewingteamshoulddecidewhatqualitiesandexpertiseyouwouldlikethisunderwaterdivertohaveandcomeupwithsomeintroductoryquestions.Remembertomakethisaformalinterviewandtosetupthescenesothatallofyouwillbefacingtheinterviewee.”
Inaprivateconversation,telltheexpertsthattheyaretopretendtoknowasmuchastheycanaboutunderwaterdiving.Encouragethemtousetheirimaginationsandtobeasseriousaspossibleabouttheirrole.Sendtheexpertsbacktotheirgroupsandthensaysomethinglike“Onmysignal,invitethecandidatestositdownandthenbeginthequestioning.”
Allowtheinterviewtolastaboutfiveminutesandthenaskoneinterviewerpergrouptostandandrespondtosomequestions,forexample:
aAtthispointintheinterview,whatisyouroverallimpressionofthecandidate?
Areyouleaningtowardshiringhimorher?
Whyorwhynot?
bWhatfurtherquestionswouldyouliketoaskbeforeyoumakeyourdecision?
Everyoneinthegroupshouldhaveachancetoplayanexpert.
Asweallknow,theRolePlayingGamesalsoallowstudentstotakedifferentperspectivesonasituation,helpthemtodevelopsensitivityandunderstandingbyputtingthemselvesintheshoesofothers,whichisjustwhatweteacherswantthemtolearn.
However,somegamescankilltwobirdswithonestone.Forexample,thegamecalledListenandDo.Thefollowingisagoodexample.
1.Showmeyourline.
2.Combinetwoendstogether.
3.Makeacircle.
4.Makeasquare.
5.Makeatriangle.
6.Makeastar.
Thefirsttime,theteachermakesshapeswiththepupilstogetherwhilegivingtheorders.
Thesecondtime,theteacherjustgivesorderswithoutdoinganythinginordertocheckwhetherthepupilscanmakethecorrectshapes,butthepupilsshouldrepeatwhattheteachersaid.
Thethirdtime,theteacherasksseveralpupilswhohavethelineswiththesamecolortocometothefrontandstandinline,andchoosesoneotherpupiltogivetheorders.
Thentheteacherguidesthepupilstosay:
Icanseefourcircles.Theyaregreen.Therearefourgreencircles.
AnotherexampleisKidConnections.Herearetherules:
eachchildfindsapartner.Whentheteachercallsoutbodyparts,e.g.“Toetotoe!
Handtohand!
Kneetoknee!
”,eachchildsays“Thisismytoe/hand/knee”or“Here’smytoe/hand/knee”andconnectswithhispartnerasquicklyaspossible.Thentheteachertriestogivemoredifficultorder,e.g.“handtoshoulder”or“legtoarm”.
Teachercancheckthewordsatthefirsttime,thenteacherknowwhetherthestudentsmasterthesentencepatternsornot.
Intermsofalltheseadvantages,there’snodoubtthatnotonlyChinesebutalsoCanadianteachersregarditasanimportantpartinclass.
2TheProceduresofGamesTeaching
There’snopointindenyingthesignificanceofgamesinourteaching,andwearequitefamiliarwiththefoursteps:
Firstly,singinginthefirstpartofthewholeclass.Secondly,havingafreetalk,thatisusingafewfamiliarconversationalexpressionsandsimplenon-verbalcommunicationcuestonegotiatesimplespokeninteractions.Thirdly,usinggamesistoleadinlessons.Fourthly,learningnewlessons,trainingtolearn,playinginrolesandracingtoconsolidate.
2.1Teachersplayanimportantroleinthewholeclass
MihalyCsikszentmihalyiputupthisquestion:
Whohavebeenyourmostinfluentialteachers?
Whodoyoustillrememberassomeonewhohasmadeadifferenceinyourlife?
Andhisanswerwasthattheenthusiasticones.Theoneswholovetheirsubjectmatterandwhoshowbytheirdedicationandtheirpassionthatthereisnothingelseonearththeywouldratherbedoing.Suchacommitmenttowardsthesubjectmatterthenbecomes‘infectious’,instillinginstudentsasimilarwillingnesstopursueknowledge.
Fromthiswecanknowteachershouldbeenthusiastic.Besidesit,AdrianUnderhillpointsthatthemovefromLecturertoTeachertoFacilitatorischaracterizedbyaprogressivereductioninthepsychologicaldistancebetweenteacherandstudents,andbyanattempttotakemoreaccountofthelearner’sagenda,eventobeguidedbyit.Controlbecomesmoredecentralized,democratic,evenautonomous,andwhatthefacilitatorsavesoncontrollingisspentfosteringcommunication,curiosity,insightandrelationshipinthegroup.
TeachersinCanadaareallverydiligentandpatient.Theyadviseusthatweshouldkeepreading,justas“Nevertoooldtolearn.”Theysetexcellentrolemodelsforus.Teachersnotonlyconferknowledgeonstudents,butalsomakesignificantcontributionstohowtomakethemostofthedifferentgames,howtomakestudentsactive,howtoattractstudents’attentionforalongtime.
AfterpayingvisitstoallkindsofschoolsinCanada,Ifindthatthefourstepsaremuchtooblameforit’smechanical.
Besidesallthefoursteps,theteachersinCanadaaddspicetoteaching.Theybringenthusiasmandvariedteachingandassessmentapproachestotheclassroom,addressingindividualstudents’needsandensuringsoundlearningopportunitiesforeverystudent.
Beforeteaching,wecanseethere’resomanykindsofpiecesrangingfromalphabetsA,B,Ctodrawingsofanimalsonthewall,whichalldependsonwhat’s
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- Games Teaching in China and Canada