Study Of Third Grade English Game Teaching Strategies

Game strategy as an important strategy used in English teaching in third grade of primary school, plays an important role in the teacher-student interaction in the classroom. Given the age and interest of learners, game strategy strives to let the primary students play,learn and grow up in the games. Game strategy is so important that it is a problem worthy of study that how to make full use its role in the teaching. In this paper, in order to enlighten instructors to make effective use of game strategy, we start to discuss from teaching games in English of grade three in primary school and propose corresponding teaching game strategy according to existing problems.First, we put the game strategy in the important place in teaching by theoretical and practical analysis of it.Second, through investigation, we make a comprehensive analysis of game strategy's status quo and the troubles which teachers may meet in grade three English teaching. Such as:bias in the cognition of game teaching existed in the teachers; blindness in the use of game teaching; the lack of diversity and creativity in game material; inadequacy in experience of students'participation.Third, in understanding the basis of the status quo, combined with the results of investigations, this paper starts form the English learning features of grade three students and characteristics of third-year English courses, and then, provides the following teaching strategies:Firstly, elaborate presupposition to ensure the appropriateness of game teaching. Including correctly select the game type according to the students'characteristics; study the textbook and set a reasonable game situation; use a variety of ways to establish game resource libraries. Secondly, appropriate guidance to improve students'experience of participation. Including the design of game forms which is helpful to students'experience of participation; the layout to encourage students to take part in. Third, full interaction, and create a fun learning atmosphere. Including language interaction; non-verbal interaction.Fourth, timely sum up and expand, causing students to think, to improve the effectiveness of the game teaching. Finally, this paper discusses that we should pay attention to the problem existed in the implementation of game teaching strategy. Such as:prevention from formalization and extramalization, game teaching strategies should also be combined with other teaching strategies.