学前英语游戏教学法(2)

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4.3.3 The Roles of Learners and Teachers 10

4.3.4 The Roles of Instructional Materials 11

4.4 Teaching Process 11

4.4.1 Pre-game preparation 11

4.4.2 While-game process 11

4.4.3 Post-game reflection 12

4.5 Dos and Don’ts 12

5. Conclusion 13

Works Cited 14

1. Introduction

In this chapter, the motivation of the research is firstly elaborated. Then the significance of this study is explained. Finally, this chapter outlines the structure and content of the rest of the paper.

1.1 Research Motivation

The motivation of the research is derived from an experience of internship. It takes me nearly two months to be an English apprentice teacher in a nursery school where most students of mine aged eight years old. At the very beginning, I attempt to tell them every language points in the traditional way, making them listen to me, read after me and do everything as I told. In reality, my efforts turn out to be in vain. They have a lot of energy left, absolutely so much. However, what they are busy with has nothing to do with their English lesson and me. It surprises me when it comes to games their eyes are shining. They show tremendous interest in playing games and compete to be a member of the games. Therefore I realize the importance of setting up the framework of a fresh teaching method. That is Teaching-in-Game Method.

1.2 Significance of This Study

This study focuses on the proposal of Teaching-in-Game Method in preschool English. After exploring the former teaching methods and exposing the influencing factors of preschool English teaching, the thesis tends to present an effective and efficient teaching method for preschool English teachers. And by adopting the approach, preschool children can get access to interesting and fascinating English at the very beginning. It is time to make a difference in preschool English teaching by adopting a more beneficial method. The Teaching-in-Game Method caters to such an urgent need.

1.3 Structure of This Study

The thesis is composed of five chapters. It firstly introduces the reason and the significance of this research. Then in the second chapter, a literature review is provided on a variety of widely-used English teaching methods. The third chapter mainly tells the influencing factors of teaching in preschool English. Besides, the Teaching-in-Game Method is included in the fourth chapter of the thesis. The theory background of this method and the practical teaching process can be found in it. The last chapter tries to conclude the thesis and advocate the Teaching-in-Game Method.

2. Literature Review源'自:751`~论`文'网www.751com.cn

This chapter reviews the theory of teaching methods, including The Audio-lingual Method, TPR Teaching and Communicative Language Teaching. All of them serve as effective approaches to deal with practical teaching. However, if these practical methods are not applied under the certain circumstance, the effect may be not as impressive as what teachers have expected.

2.1 Total Physical Response

TPR is the short form of Total Physical Response. Developed by James Asher, the TPR Teaching has been widely applied in second language teaching for infants and children. It is advocated that speech and action need to be mixed. It seeks to teach language through physical activities.

Teachers had better to convey the information of language through body language such as imitation and acting. Take animals as an example, teachers can imitate animal grunts to teach names of animals. The reason is that children are familiar with the sounds each animal can make. They can quickly infer a word “cat” from the sound “mew”. Then the word cat seems like an authentic animal for it has its sounds which is totally different from the sounds of other animals. In such harmonious atmosphere, children can grasp the names of animals as soon as possible.