實踐有著諸多的含義，經典的觀點是主觀見之于客觀，包含客觀對于主觀的必然及主觀對于客觀的必然。實踐就是人們能動地改造和探索現實世界一切客觀物質的社會性活動。實踐的基本特征：客觀性、能動性和社會歷史性。實踐的基本形式：經濟、政治、軍事、教育、科學， 以下是為大家整理的關于教育類實踐總結報告范文5篇 , 供大家參考選擇。
教育類實踐總結報告范文5篇
雅思高分作文精講
教育類
Some people think that students should take courses that are decided by the government. Others think students should be allowed to focus on subjects that they prefer. Discuss both views and give your own opinion.
7分范文
Education has been viewed as one of the most essential elements of individual and social development. One topic now under debate is who should make the decisions on what students study.
Academically, students will gain benefits if the curriculum can be devised by the government. Learners need foundations before they acquire more advanced knowledge. Without opportunities to learn the basics, student would find it difficult to further their studies or lose interest in their studies altogether.
In terms of meeting the demand of the job market, it would be more efficient if the government plan and arrange the courses for school and university. Students’ own selections of courses may be random. Most of them do not really know what the job market expects from them, so some guidance from the government is a necessity.
However, this does not mean that the official curriculum is always productive. Educators should be aware of the fact that individuals have different characters and abilities. If all the students in a certain field take the same courses, their potential may not be fully developed. Accordingly, many talented students may feel frustrated with learning and the nation will not get the talent it needs for its advancement.
My own opinion is that students in primary and secondary schools should take courses that the governments choose for them because they do not really have the capacity to find out courses that will serve their purposes. On the university level, though, students should be allowed to participate in the decision-making process of designing the curriculum as only in this way can their academic potential be fully explored.
考官解析
本文對雙方觀點進行分析，并且在結尾段給出結論。文章先寫出政府確定的課程能幫助學生打好基礎并且更加系統的學習，然后鞋如果學生確定可能則能更好的發揮潛力。結尾的結論對于不同年齡的學生進行區分，提出對于中小學生課程應該由政府決定。大學生有了一定的專業基礎和較強的判斷力，完全可以參與課程決定的過程。
重點詞匯
View```as``` 把···看作···= regard```as```/ think of ```as```
Element = factor 元素
Curriculum 課程的總稱，集合名詞，所以不能加a
Devise 設計 設置
Foundation 基礎
Further 推進 固定搭配 further their studies
Altogether 完全地 徹底地
Demand 需求 固定搭配 meet the demand of ```
Selection = option 選擇
Random 隨意的
Guidance 指導 原型guide
Necessity 必須的事物
Productive 高效的
Aware 意識到的 固定搭配 be aware of
Accordingly 相應地＝consequently
Participate in 參與
Frustrated 沮喪的 be frustrated with
重點句子
Without opportunities to learn the basics, student would find it difficult to further their studies or lose interest in their studies altogether.
only in this way can their academic potential be fully explored.
My own opinion is that students in primary and secondary schools should take courses that the governments choose for them because they do not really have the capacity to find out courses that will serve their purposes.
教育實踐活動總結報告范文5篇
教育付諸實踐才能取得最好的結果。下面就是給大家帶來的教育實踐活動總結報告范文5篇，希望大家喜歡!
教育實踐活動總結范文【一】
教育實習是師范教育一個極為重要的教育教學實踐活動，是理論聯系實際的重要途徑。在教學方面，通過實習，我們將書本學到的知識運用到教學實際中，發現了自己在教學工作方面的優缺點，積累了實踐的經驗，爭取在以后的教育實踐中發揮利用自己的長處，克服自己的不足，從而不斷改進自己的教學，提高教學質量，使我們更好地勝任教師這個角色。在班主任工作方面，通過實習，我們對班主任工作有了一個初步的了解和認識，對什么是班主任工作、如何做好班主任工作有了一個朦朧的概念，這對于我們以后的工作都有著極大的幫助。實習，讓我們收獲，讓我們成長，更讓我們明白：成為一名老師，一名合格、優秀的老師，我們仍需不斷地學習、不斷地努力，在實踐中摸索、在實踐中進步!
再次進入附小，給我一種既熟悉又陌生的感覺，一種親切的貼心。幾年的時間，附小創造了飛躍性的發展。短短一個多月的實習，這里熱心的老師、熱情的同學，都讓我體驗了許多、感受了許多、成長了許多。實習第一天，帶著期待，帶著不安，在主任的帶領下，我見到了我的實習指導老師榮老師，一位年輕、有魄力的女老師，在以后的實習中，她身上所表現出來的認真與魄力，確實深深地觸動了我、影響了我。在她的指引下，我很快認識了我的實習班級四年級二班，認識了62個聰明、天真，活潑，可愛的孩子，他們充滿了活力，充滿了生機，一張張稚氣的小臉龐給予人一種充滿希望的感動。很簡短甚至有些倉促的自我介紹，也讓他們認識我這位新來的實習老師。在實習的最初，榮老師總是提醒孩子我的存在，我也是他們的老師。在我仍未正式站上講臺之前，在平時的課堂練習講解與批改中，讓我參與到課堂中，參與到孩子中，讓我少了幾分局促、少了幾分隔閡，很快地融入到這個班級。實習第一天，跟班、聽課、批改作業，開始了我的實習之旅。
實習的第一天的時候，我抄了一份班級名單，因為我知道，記不住學生的名字，看似小事，其實它在學生眼中是很重要的，如果記不住學生的名字，學生就會覺得自己在老師心中沒有地位，覺得老師不關心自己，甚至會產生隔閡。隨后，每到課間的時候，我就到班上去，同學們都圍著我唧唧喳喳地問這問那的，我也借這個機會去認識他們的名字，了解他們的性格，結果不過三天我就能叫出每個學生的名字了。以后每當學生來問我問題，我叫出他們名字的時候，他們竟是那么的興奮開心，看著他們天真無邪的笑臉，我心里也感到很安慰。這件小事也是我明白了：溝通是一種重要的技巧和能力，時時都要巧妙運用。認識一個人，首先要記住對方的名字。了解一個人，則需要深入的交流。而這些，都要自己主動去做。
一個班級就像一個大家庭，班主任工作的好壞直接關涉到這個班級的優劣，直接影響到這個班級的課堂教學質量，是保證教學質量的基礎，牽涉到方方面面，是教育實習的重要組成部分。初期的學習工作，很機械、很重復，只是簡單地看作業，聽課，記筆記，跟值日，以旁觀者的身份觀察班級的活動，以及老師的工作分配與工作計劃。從看的角度去學習，感悟其中的微妙之處，注意其中的細節問題，努力地記憶，努力地模仿。在看的過程中體會教師工作的瑣碎，同時也感受到了作為一名老師的責任，對教師工作有了一個更直觀的認識。通過看、通過做、通過想，通過問，對教師工作我有了以下幾點的領悟與體會：
1、重視學生安全，安全排第一位
在小學階段，尤其是低年段，小學生的年齡仍比較小，心智仍未成熟，仍需要老師在身邊監管，而安全問題則成了首要問題，它包括了交通安全問題和校園安全問題必須嚴肅及時地處理好安全問題必要時會聯系家長，這讓他們明白什么是可以做的，什么是不該做的，保障學生的安全。
2、明確要求，讓學生養成良好的生活習慣
在小學，對學生的生活要求都是很細致的，都是一些很細小的問題，然而在這些小問題上卻必須明確要求，對于在這些方面表現好的要及時給予表揚鼓勵，而對于違反的也必然采取一些相應的懲罰措施，讓學生從小就養成良好的生活習慣。
Abstract
English is an important and special tool for communication now in China. There has been a trend of teaching children at younger ages throughout the whole nation. Children’s English teaching has become the backbone of elementary education. However, primary school English teaching methods are still under exploration. A common phenomenon is that children’s interest in English is decreasing as time moves on. To cultivate children’s interest has become the most important task in English teaching. This paper is based on theories of game from home and aboard, and game is taken as research object. This research probes the definition of game, the types, characteristics and advantages of games, together with the importance of games in class teaching，and provides some advice on how to use games in the classroom. This paper guides the teachers in choosing appropriate games to arouse children’s enthusiasm, and improving the teaching effectiveness.
Keywords: children; English; teacher; learning; game
摘要
英語教育的低齡化成為我國英語教育活動的一種趨勢，小學英語作為啟蒙教育的基石，越來越成為社會關注的焦點和熱點。但是，不容樂觀的是目前少兒英語教學領域里存在著種種問題，最為令人擔憂的是學生對于英語學習興趣不足,因此培養學生學習英語的興趣是英語教學的首要任務。本文主要是在已有的國內外游戲教學理論的基礎上，以游戲教學在少兒英語課堂中的應用為研究對象，對少兒英語游戲的優點、類型、特點以及在課堂教學中的重要作用進行了初步的探討，并對如何在少兒英語課堂教學實踐中應用游戲教學提出了建議。指導英語老師如何恰當的將游戲運用到英語課堂中，激發學生學習英語的興趣，從而達到提高少兒英語教學質量的目的。
關鍵詞： 兒童； 英語； 教師； 學習； 游戲
Games in English Teaching for Children
Chapter Ⅰ Introduction
With China’s policy of reform and opening to the outside world, English, as an international language, has become more and more important. So people begin to pay due attention to English learning. We all know that children have the ability to learn second languages more easily than adults. For this reason, our government put special emphasis on children’s English teaching. Many new English curriculum standards have adopted by the Ministry of Education, and English has become a compulsory course in all primary schools. Although, the number of English learners has been growing rapidly, the level of English teaching had not been improved. How to teach English well is still a puzzling question.
In China, the typical teaching model is the teacher-centered class. In this kind of English class, the teachers play the main role and they explain every language points while the students just write down all the words they say. After the class, numbers of exercises is provided to make students commit the new words and expressions to memory. They think much of students’ ability of writing and listening but not speaking and reading. So it is common to see that after ten years English learning, a great deal of student still cannot communicate with foreigners.
Nowadays, people have realized the negative influence of the teacher-centered class, and ask for educational reform. Therefore, the Ministry of Education has taken out a series of measures to solve this problem, while the situation has not been improved. According to a newspaper survey on children’s attitude to English course, 70 percent of the children think English class is boring and don’t like to have it. That’s just the main reason that blocked children’s progress of English study. So what should we do to change it? After a great number of researches, educators found that one appropriate strategy to encourage language acquisition is using language games.
This study focus on the games in children’s English teaching. Though quite a lot of people know the significance of games in children’s English teaching, they still can’t figure out best ways to organize them. In order to raise the efficiency of games in the English class, this article introduces the definitions of games, different types of games, the characteristics of games. Through the right use of games, the author hopes to achieve the goal of children’s interest arousing.
Chapter ⅡGames in Language Teaching
2.1 Definition of Game
Different people have different definition for game. Spodek Bernard and Saracho Olivia demonstrated that: games are different kinds of activities; they are highly structured and include specific rules to be followed. Similarly, Jill Hadfield defined games as “an activity with rules, a goal and an element of fun.” Brown said “a game could be any activity that formulized a technique into units that can be scored in some way.”
From above, we can understand that games are structured play activities organized around specific rules.
According to Longman Dictionary of Language Teaching and Applied Linguistics, “game” in language teaching can be defined as an organized activity that usually has the following properties: a. a particular task or objective, b. a set of rules, c. competition between players, and d. communication between players by spoken or written language.
Byrne gave the definition to games as a form of play governed by rules. They should be enjoyed and fun. They are not just a diversion, a break from routine activities, but a way of getting the learner to use the language in the course of the game.
2.2 Types of Games
Game has found an increasingly wide application in language teaching. It can be used to teach children word, vocabulary, phrase and so on. It can also be used to tap the potential of the children’s ability. According to these reasons, games can be divided into different categories.
2.2.1 Classification by Teaching Content
Firstly, it can be divided into pronunciation games. Pronunciation is the basis of English specking. The progress to practice pronunciation is also boring; using games can make the learning of pronunciation full of fun and help children learn them correctly. For example, teach students the pronunciation of [ε?], teachers can make the students read a short tongue twister. For instance, it’s a bear sitting on a chair, combing its hair and holding a pear.
Secondly, it can be divided into vocabulary games. Vocabulary is one of the most important parts in English learning, but to memorize vocabulary is really boring. Games can create a happy situation and make children in this happy atmosphere to memorize vocabulary.
A good method is to divide the students into four groups, and ask the students to list the vocabulary they have learned. Then, game begins. Choose one students in each group and ask one of the four students, for example, what"s the antonym of “black”? The key is “white”. If he or she gives the right answer, his or her group can get one mark. If the answer is wrong, give no mark. Finally, the group which gets the highest mark win, the lost three groups should have a performance, such as sing songs, dancing and so on.
Thirdly, it can be divided into number games. In the class of number teaching, children’s response is very important. Just teach students how to read and how to write will make them tired of number. In the meanwhile, it will also decrease their interest in English. Here is a game that can arouse children’s interest. Have a student say a number, for example: two. Then the next students should use body language to show the other students this number.
Fourthly, it can be divided into sentence games. Sentence is difficult to learn. Children’s English teaching is not just enable the children grasp the grammar but let them speak English formally. Through games to develop children’s ability of creation, stimulate them to use the vocabulary and phrase that they have learned to express their thought. Write down some English sentence on several pieces of paper, and ask student A takes one of them, for example, if the paper says: “eat a banana”, this student should act like that. Then another student B can guess: “Are you eating something?” the student who is acting can just say “Yes” or “No”. Trough these questions he asked, student B tell the other students what the phrase is.
2.2.2 Classification by Function
Games can be used to develop children’s language skills. According to their different functions, games can be divided into four aspects.
Firstly, it is the memory games. Memory is the foundation of learning. It’s necessary to use games to improve children’s memory. So when teachers teach vocabulary and pronunciation, they can organize a game called “What’s missing?”
Write down a vocabulary on the blackboard, but one letter of it is missing, such as “ap_le”. Then the teacher ask like that “What’s missing?” students will answer “p” is missing. Through this kind of game, children’s memory can be improved a lot.
Secondly, it is the response games. When the teacher asks something, children usually have a very quick response. According to this, the scholars designed such kind of games, named response games. For example, a teacher make an instruction, under the teacher’s instruction, the students should do a right action. For intense, the teacher makes an order like: “put up your hands.” Then the students put up their hands.
Thirdly, it is the observation games. In this kind of game, teachers usually provide two kinds of materials to the students, one is pictures, and another is texts. For the pictures, students should have an observation of it, and then use their own word to descript it. For the texts, it means in one piece of text, students should find out one word or one sentence that the teacher have said.
2.2.3 Classification by Nature
In Elementary Communication Games, Jill Hadfield collected just two kind of games：competitive games and co-operative games．
Cesar Klauer applied four types of games as cooperative games，competitive games, communication games and code-control games，which has been greatly adopted and will be stressed as following：
Firstly, it is the cooperative games. In this type of game, the main purpose is to develop a sense of cooperation. Players work together to finish a common task. All the members of the team are involved in this type of game, including the shy students. The typical cooperative game is through the given instructions, the team work together to complete a drawing.
Secondly, it is the competitive games. As the name shows, there is a competition in this kind of games. In this type of games, players or teams compete to be No.1 to complete the task. It can be the competition between teams or the individual against other individuals. Through competitions, players have the opportunity to improve themselves. It forces them to reach the goal in the shortest time but with the best result. While in this type of games, due attention must be paid to the winners and losers. Guide them to have a right attitude on the results.
Thirdly, it is the communication games. In this type of games, players exchange information through dialogues or pass messages to other players. For instance, two players talk to each other and get the information of his partners, like name, age, hometown, hobby, etc. Another form is one of the players give an instruction, another must follow it and do exactly what he is asked, such as drawing a cat, open the door, put up your right hand, etc.
Fourthly, it is the code-control games. This type of games demands the students have a good skill of the language. They must produce correct structures, spelling, pronunciation, etc. All of these can help the players or the whole team gets high marks.
2.3 Characteristics of Games
In order to pursuit good grades, English teaching has become an activity of memorizing vocabulary, which made the students lose interest in it. In order to solve this problem, games are applied in English teaching. According to Fredercken, game creates “a bridge between learning and doing”. No matter in per-school education or high school education, games are known as a way to delight students who are tired of the class.
While the application of game is not an easy work, it requires the teachers have a careful planning. If they want to use games in an efficient way, they must know well of the characteristics of games.
The first characteristic of games is novelty. Different from the traditional and serious class, game is a novel way to direct the students to grasp the knowledge points. It can also teach the students social skills in a natural way.
The second characteristic of games is flexibility. According to the different students, the teachers can organize different games. To the withdrawn children, it’s good to develop a cooperative game. Through this kind of game encourage them to participate in, and force them to communicate with others. To the poor students, it’s good to play something easy, which can help them build confidence. So the application of games is very flexible.
The third characteristic of games is motivation. Studies show that competitive environments are easy to stimulate students’ motivation. In order to win, they will put their attention on study. The reward or the praise from the teachers and their parents can also arouse their motivations.
The fourth characteristic of games is fun. That’s the basic characteristic of the games. Games create a free and relaxed environment for the students, which can remove the threat of new and difficult material. In this playful atmosphere, students can also work effectively.
Games contain many factors, such as rules, competition, and entertainment and learning, in particular, Cesar Klauer summarizes the characteristics of games as the following:
Firstly, a game must have rules. Through rules, students know how to play and the teacher judge the players win or lose.
Secondly, a game must have goals. This goal stimulates students to play. It can be something like making points or completing the task first.
Thirdly, a game is a closed activity. Games must have beginning and an end. It must be clear to the students or the teachers, who is first one to reach the goal.
Fourthly, a game is a child-centered activity. Different from the traditional teaching model, in the game-based teaching, teachers no longer in the center of the class, they just become the judge or scorer of the games.
2.4 The Importance of Games in English Teaching?
Before 300 years ago, the great educator John Amos Comenius had emphasized the importance of games in his first work School of Infancy. And Friedrich Frobel, the great German educator, also spoke highly of the value of games. Game is a typical form that life took in childhood. Games can arouse the interest of children and lower their stress. In English class, games create an English situation, in this happy situation, children can learn English easier.
2.4.1 Stimulating Children’s Interest of English Learning
As we all know interest is the best teacher. It plays the main role in language learning. All the children have the natural disposition to play, if games can be used in English teaching, it will help to arouse children’s interest. Through the fascinating games, children will not only enjoy themselves, but also acquire knowledge in this free and happy atmosphere. And in the meanwhile, it will make children have sense that English learning is an interesting activity. It is good for children’s English learning and can help to raise the efficiency of English teaching.
2.4.2 Lowering Children"s Burden on English Learning
In the games, children grasp the language point quickly. It can help children ease their anxious on English study, thus make them got the confidence to learn. When children combine games and study together, they will have a sense of “I would like to learn” instead of “I should learn”. For this reason, they begin to pay a lot of attention on the English study and enjoy themselves. All of these clearly show us that games can lower children’s burden on English study.
2.4.3 Making Children Have a Better Understanding of the Knowledge
In the English class, if the teachers just explain every language point to the students, but do not encourage them to think and have their own opinion, the students can never hold the essence of the knowledge point. While in the game-based class, teachers create a real-life situation, and in this situation children can change the abstract ideas into concrete ideas. Therefore, they will have a better understanding of the teaching context and flexi ably use whatever they have learned.
2.4.4 Improving the Relationships between Teachers and Students
In the tradition teaching model, teachers play the role in the class, they hold the administration. All the students should follow their orders. If there is someone who infringed the discipline of the class, he or she would be punished by the teacher. So in the eyes of the students, teachers are very grave and fearful. While in the game-based teaching, teachers are no longer the center of the class, they become positive. They play games with students, just like their elder brothers or sisters. All of these make students change their attitude towards the teachers. The harmony relationships will instead the tension one.
Cheaper Ⅲ Design and Methodology
3.1 Design
3.1.1 Characteristics of games’ design
Children’s English teaching must in accordance with children’s characteristics of psychology. Many studies show that the satisfaction of the children’s psychology decides the game is succeeding or not. The more satisfaction the game creates, the easier the game succeeds. As a conclusion, the characteristics of children’s psychology are the basis of the game design. Therefore, special attention should be paid as following on games design.
Firstly, it is purposiveness. Before designing a game the teacher must set an object, according to the different teaching context organize different games. Make full use of games to help the students learn English effectively. For example, in order to improve students’ memory, teacher can organize a spelling game.
For example, have a student say a word, such as, “apple”. Then have the next student say a word that begins with the last letter of this word. (such as：apple, elephant, tea…)．
Secondly, it is appropriateness. Games can be divided into difficult ones and easy ones. During the organization of the games, the teacher should take children’s ability into consideration, taking the suitable measures to local conditions. If the game is too difficult to the students, it will make them to be unsure of themselves. On the contrary, if the game is too easy, it can not arouse students’ interest. So the teacher must go hand and hand with practice, select the most suitable game for different students and class. For example, in one class, if the number of boys is one time of the girls, it will not suitable to organize a competitive game between boys and girls. It is not follow the principle of fair.
Thirdly, it is speculation. Children are always full of curiosity. The speculation of the game can stimulate heir interest of learning, set the magic guess for example. The teacher writes down a word on the paper but do not tell the students, and then let them guess. The one who give the right answer can be crown as he has magic eyes. This type of game is beneficial to encourage the shy students or the students who can no acquire knowledge very quickly to take part in. And it is also good for the students to build confidence.
Fourthly, it is Competition. All the children would like to be No.1. For this reason, the competitive game is designed. When children compete to be first to complete the task, they can focus their attention on the learning. That is a good way to increase the efficiency of the study. For example, high and low voice is game that students compete to the teacher. In this type of game, students read after the teacher, but in an opposite way. That’s means, if the teacher reads in a high voice, the students will read in a low voice; if the teacher reads in his seat, the students will read with standing. Someone who failed will be punished. Through the competition between the teacher and the students, the language points have been reviewed for many times, and students" memories have also been consolidated.
The last one is interest. The main purpose of children’s English teaching is to stimulate their interest. Game is very funny. It can make an interesting and relaxed atmosphere. Also, it can encourage the students to participate in the activity and work effectively. So when teachers organize the games, they must make sure that the game is interesting, novelty and can give full play to children’s initiative.
3.1.2 Points for Attention in Games’ Design
The first point is the preparation for the games. That’s the necessary condition of a successful game. The preparations for the games are in two aspects. The first one is the preparation of the teaching aids. Before the teacher organizes the game, he must make sure that all the teaching aids are ready, which include record, tape, cards, and so on. The second one is the preparation of the knowledge. All the games require the students have basic knowledge. So before a game is played, it’s necessary for the teacher to make the students have a review of the knowledge points.
The second point is Fairness. Competition is good for children to improve themselves. In the competitive games, all the children care about the final result. If the result is not fair, it will dampen their enthusiasm or make them have an exclusive attitude to the teacher. So a good game must encourage all the students to participate in. Teachers should organize more corporation games, which can promote the mutual learning between students and cultivate their spirit of cooperation. And then teachers should also have an equal treatment to all students. They can never show discrimination against the poor students. To the poor students, some of the games are difficult for them playing. So when the teacher organizes the game, they can let the poor students answer the easy question, help them build confidence. Teachers should also avoid choosing the games which are too difficult or too easy. All of these are not good for the students.
The third point is the disciplines of the games. All the games need rules. Before a game is organized, rules should make clear to the students. According to the rules, the teacher makes judge on the final result. Reward and punishment can keep the discipline of the class.
The fourth point is the time of the games. In the game-based teaching, teachers should have a good control of the time. If the playing time is too long, it will decrease children’s interest in study. On the contrary, if the playing time is too short, the teaching result will not be obtained. So the time of the games must in accordance with the characteristics of the children’s psychology and cognize.
The last point is the variety of the games. Different from the common games, games in the class is to arouse student’s interest and make them acquire the knowledge easier. So the teachers cannot just organize only one kind of game in the class. Otherwise, students will tired of it and lose interest in it.
3.2 Methods of Choosing Appropriate Games
There are many factors to consider while discussing games，one of which is appropriateness. Teachers should be very careful about choosing games if they want to make them profitable for the learning process. If games are to bring desired results，they must correspond to either the student"s level, or age, or to the material that is to be introduced. Not all games are appropriate for all students irrespective of their age. Different age groups require various topics, materials, and modes of games. For example, children benefit most from games which require moving around, imitating a model, competing between groups and the like.
Furthermore, structural games that practice or reinforce a certain grammatical aspect of language have to relate to students’ abilities and prior knowledge. Games become difficult when the task of the topic is unsuitable or outside the student’s experience. Another factor influencing the choice of a game is its length and the time necessary for its completion. Many games have a time limit, but according to Sick-Piskozub, the teacher can either allocate more or less time depending on the students’ level, the number of people in a group, or the knowledge of the rules of a game etc.
3.3 The Time to Choose Games
Games are often used as short warm-up activities or when there is some time left at the end of a lesson. Yet, as Lee observes, a game “should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do”. Games ought to be at the heart of teaching foreign languages. Rixon suggests that games should be used at all stages of the lesson. And at different stages of the lesson, the teacher’ aims connected with a game may vary.
3.4 A Sample Lesson
Here is a sample lesson, some games and activities are use in this class.
Teaching content: What color is it?
Teaching aids: Tape, a box and different colors of balls and cards;
Time: 45 minutes
Objective:
1. Learn and master the following words and phrases: color, red, black, green, pink, yellow, blue, orange, etc.
2. Learn and master the sentences: “What color is it? It is ...”, “What color are you in? I’m in ...”
3. Can use these expressions in daily life.
Teaching procedure:
Step 1. Warming up
T: Good morning, boys and girls.
S: Good morning, Miss Li.
T: How are you?
S: Fine, thank you, and you?
T: I"m fine, too.
T: OK! Everybody, let’s sing an English song, OK？
S: OK! Let’s do it.
The students sing “Hello song” following the tape.
Step 2. Lead-in
T: Now, everybody, let’s play a game. I say, you do. Be quiet, listen to me carefully.
T: Stand up, please!
Put up your right hand.
Point at your left eye.
Point at your black left eye.
Point at your mouth.
Point at your red mouth.
The students do actions following the teacher’s instruction.
T: Well done! Site down, please!
The teacher writes down the new words on the blackboard and asks the students read after her.
Step 3. Presentation
The teacher takes out a blue card.
T: Look! What color is it?
It’s blue.
T: Read after me.
What color is it?
S: What color is it?
T: It’s blue.
S: It’s blue.
Repeat it for three times. Then take out a red card.
T: Look! What color is it?
S: It’s red.
T: What color is it? (Ask different students)
S1: It’s red.
S2: It’s red.
The teacher takes out a green card.
T: What color is it?
S1: It’s green.
S2: It’s green.
S3: It’s green.
T: Very good. Now, let"s listen to the tape and read after it.
Students read after it.
T: Well done, everybody. Now, let’s play a game, OK?
S: OK!
T: I have a box here, in the box, there are many colored balls, and I will take one out, and you guess the color. Someone who gives the right answer will get this ball. Are you clear?
S: Yes, we are.
Teacher takes out one ball from the box, and holds it in her hand.
T: What color is it?
S1: It’s red.
T: No, it isn’t.
T: What color is it?
S2: It’s pink.
T: No, it isn’t.
T: What color is it?
S3: It’s blue.
T: Yes, it is. Look, it’s blue. You can get the blue ball.
...
Repeat this game for several times.
T: Today, we learned the expression of different colors. Are you happy?
S: Yes, I’m happy.
T: That’s all for today. Class is over. Thank you, everyone, goodbye, see you next time.
S: Thank you, Miss Li, see you.
In this lesson, the teacher makes full use of all kinds of games. The children are given the opportunity to sense, experience and use the language, so their interest in learning English is aroused. The children receive comprehensible input through the teacher’ simplified input such as short length of utterances, exaggerated intonation, and modified interaction like a lot of repetitions, visual aids(cards, pictures, body languages and gestures). At the same time, the teacher organizes the games well.
Firstly, the games fit the teaching aim of the content of the class and games in every stage integrate into learning. The purpose of this class is to learn the color. The teacher designs the learning of the color in a series of tasks with games to be finished, such as singing a song to warm up, play the game of say and do to give the students an impression of the new words.
Secondly, considering the psychological and physiological characteristics of the children, as well as in terms of task-based learning combined with the teachers’ experience, the teachers use different games at all stages of the class. And the children’s interest in learning is aroused. Children collaborated quite actively in games that require group work, even shy children. They say that they like the relaxed atmosphere, the competitiveness and the motivation that games bring to the classroom. This is because students have a chance to use their imagination and creativity during activities like games in the classroom; therefore they are motivated to learn.
Chapter Ⅳ Conclusion
The New English Curriculum Standard says that the aim of primary English teaching is to foster students’ interest in leaning English. But the survey shows that children’s interest in English is decreasing as their English level goes up. Based on fruitful findings on games, this paper has proved that using games in the English class can cultivate the children’s interest. Adopting some methods including classroom observation, the author investigates the effectiveness of game teaching in children’s English classes. The results of the research indicate that games are playing an important part in children’s English teaching particularly in the activation of children’s interest.
It is important for teachers to make games interesting and at the same time to integrate game-teaching with other approaches in order to make children become more interested in English learning. Any game to be used in teaching would not always be suitable unless it is challenging, purposeful and involves real language, visuals, materials, sounds, mime, actions and so on．Competitive games are popular with students and teachers．When using competitive games in English class, teachers should pay attention to children’s group spirit development in these games. Besides, in the process of teaching, teachers should help develop children’s overall intelligence. Offering pupils necessary help and praise can strengthen children’s self-confidence, improve their interest in participating in the game, and help them keep their interest in learning English. Children are participant rather than passive followers of the teacher’s instructions and orders. Games cannot be successful if the teacher does not organize them well. What teachers should do is to organize games well and make game-teaching objective, meaningful, enjoyable and full of practice.
Works Cited
[1] Arnold, Jane. Affect in Language Learning [M]. Cambridge: Cambridge University Press, 1999
[2] Bachman L. Fundamental. Consideration in Language Testing [M]. Cambridge: Cambridge University press, 1999
[3] Harmer, Jeremy. How to Teach English [M]. Beijing: Foreign Language Teaching and Research Press, 2000
[4] Jill Hadfield. Elementary Communication Games [M]. London: London Nelson, 1990
[5] Lee Su Kim. Creative Games for the Language Class [J]. Hong Kong: Forum.Vol.33, 1995
[6] Mc Callum George P. 101 Word Game [M]. New York: Oxford University Press, 1980
[7] Phillips Sarah. Younger Learners [M]. New York: Oxford University Press, 2001
[8] 丁海東. 學前游戲論 [M]. 濟南：山東人民出版社, 2001
[9] 洪子銳. 小學英語教學法 [M]. 廣州：廣東人民出版社, 1999·
[10] 胡春洞. 英語教學法 [M]. 北京：北京高等教育出版社, 1990
[11] 賈冠杰. 外語教學心理學 [M]. 南寧：廣西教育出版社, 1996
[12] 李爭. 小學英語案例卷 [M]. 鄭州：大象出版社, 2004
[13] 劉道義. 小學英語教學特點與消息英語課面臨的挑戰 [J]. 南昌：江西教育出版社, 2001
[14] 唐雪梅. 淺談教師激勵的策略 [J]. 成都：成都教育學院學報, 2004
——教學資料參考參考范本——
【教育類】最新學校工作實用文檔：高中軍訓總結報告范文
______年______月______日
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進入高中，就意味著必須接受軍訓考驗。對我們這些一直生活在父母羽翼下的人來說，無疑是一種挑戰------一種自我挑戰。在這短短的軍訓期間，我們要與原本不認識的同學相互認識，并且要做到互幫互助，團結一致，我們要從原本懶懶散散的暑期生活中脫離出來，參加嚴格訓練，接受陽光的洗禮，面對種種的考驗。
給我們訓練的教官是一個二十多歲的年輕人，他身材不高，在他那稚氣未脫的臉上寫滿了嚴肅和認真。他還很愛笑，而且笑的時候原本就不大的眼睛變得更小了。但是，教官在軍訓的時候對我們的要求還是很高的。只要大家不努力，他就會批評我們;只要大家動作不規范，他就會一而再，再而三地示范給我們看。這可是我第一次與軍人接觸。
軍訓一開始，同學們個個神采飛揚，對軍訓充滿了好奇?？墒堑搅说诙臁⒌谌?、第四天，問題來了。有的同學開始發牢騷，抱怨聲便連聲四起，一些同學向教官提出意見、有的甚至想逃避訓練。這些都體現了我們平時的生活太順暢，幾乎是衣來伸手，飯來張口，缺少了那份同齡人應有的能力。這正是我們必須提高的自身素質。
軍人也許真的是那么一絲不茍。抱著在軍訓中混的我，六天后，才認識到嚴謹的時間意識和堅忍不拔的意志。哪怕是一個最簡單的動作，在訓練場上，我們無數次地重復著，用自己的心去真真切切的體會軍人的英偉。軍姿的紋絲不動，跨步的整齊有力，使我們真正體會到軍人的一絲不茍。
高中的第一堂課—軍訓，就在今天，圓滿結束了?；叵肫疬@些日子，我感慨良多。“寶劍鋒從磨礪出，梅花香出苦寒來”是軍訓的體會。“千磨萬擊還堅勁，任爾東南西北風”是軍訓的結果。軍訓的感悟是需要用心去體會的，它教會了我們對別人的關愛，它加深了我們理解保衛祖國的責任，它告訴了我們面對困難應有的態度。我們至少是我不再是嬌滴滴的孩子，不再是好哭的小姑娘，我知道面對高峰，我們須自己去搭造階梯;遇到山崖，我們要自己去連結繩索。我們的命運在自己的手中，只是看是否去把握!
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