Do games · teach English

Author: Aleda Pat
Publisher:
Publish Date: 2003-04-01
Features: The Introduction section of the book introduces the author's basic views on game-based teaching. It particularly highlights English learning activities for students of seven different ages (from children to adults), which can effectively implement game-based teaching. It then discusses the author's suggestions for organizing and evaluating game-based teaching. These perspectives should have profound guiding significance for English teaching in primary and secondary schools, as well as universities and adult education in China. In fact, game-based teaching is indeed widely used in current primary school English teaching in China, but the guiding principles of teaching are often unreasonable, let alone evaluation. In contrast, game-based teaching activities are rarely seen in secondary schools, universities, or adult English teaching in China. The Introduction also briefly explains the teaching methods, techniques, and suggestions for different types of games, which is essential for grasping the key points of teaching various types of games. The book also specifically explains how to conduct games suitable for evening activities. For this reason, I suggest you: before reading the game activities in this book, carefully read the Introduction to deeply grasp the guiding principles of game-based teaching, and especially reflectively analyze in connection with your own English teaching to see how you can improve your English game-based teaching. The game design steps in this book are clear, the target languages are explicitly stated, and the language difficulty levels of the games are clearly graded, making selection very convenient. I recommend that after reading the Introduction, you systematically read the entire book to understand these different types of games, then place this book in the most easily accessible place on your desk, and refer to it whenever you are lesson planning to find the appropriate games you need (of course, you may need to make some appropriate adjustments to the games), and incorporate them into your teaching activities. In short, I hope you frequently consult this book not only to find the teaching games you need but also to continuously improve your English game-based teaching with its help. This is the advice I, as a teacher who has long been engaged in the practice and research of English teaching in primary and secondary schools, offer on how you can better use this book. Let us work together to improve the quality of our game-based teaching with the help of this book!