The Study Of Using Games In English Teaching In Rural Primary Schools

In recent years, most of the primary schools are trying to use games in English teaching, especially in the city, game teaching has been applied normally. However,most teachers of the rural primary schools still use the traditional teaching methods because of the surrounding environmental impact. Because of their young age,traditional teaching methods made students lose their interests in learning English.And it also has a negative impact on their scores. Therefore, the present study attempts to verify the hypothesis that the use of games in English teaching in primary school can stimulate students' interest, and improve their scores.This study attempts to answer two questions. (1)What games are suitable for rural students in English teaching in the primary school?(2) In what way can teaching by using games improve primary school students, scores? The experiment lasts three month. The author chooses two classes as the experimental class and control class from Grade Three in Gong Zhuang Primary School in Baodi District. The same teacher uses the same teaching materials to teach the two classes.The difference is that the teacher uses different methods in the two classes, game teaching in the experimental class, while traditional way in control class. The author conducted pretest and posttest for the students in two classes to see the changes of their scores. The instruments used include documentation, questionnaire, classroom observation and interview. The questionnaire is to investigate the changes of students'attitudes for learning English and the changes of students' learning enthusiasm before and after the experiment. Classroom observation is used to record the teachers and students' activities in the class. The author consulted other English teachers to observe the class to help make a detailed record. By analyzing the data and materials,the researcher finds that game teaching in English can stimulate students' interest and improve students' performance. Students can learn the knowledge easily and unconsciously. Most students can master the knowledge in class and actively preview and review after class. When they participate in games actively, their self-confidence can be enhanced and their spirit of cooperation can be cultivated. From the results of the study, the author knows that not only active games but also passive games are loved by students in rural primary schools. All in all, game teaching is not only feasible, but also an ideal teaching model in rural primary schools.