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【摘要】很多人認为，游戏教学只适合于儿童时代的教学，因此，在语言的教学中，随着年龄的增长，“游戏”逐渐淡出了语言教学课堂。特别是六年级的英语教学，处境十分的尴尬：应试和升学的压力，使得语言的学习极具功利性，学生对于语言的学习，在很大的程度上都是为了考试。这里当然有历史和社会的原因，也是我们暂时无法改变的事实。问题是，如何在这样的背景下探索教学新路径，既能顾及学习中的情趣，又能有效地提高学生的应试能力？这是我们一线教师无时无刻都需要思考的问题。
【关键词】小学英语;词汇教学;明确目的;趣味性和竞争性;语言情景
目前，受应试制度影响，学生在英语学习中遇到的一个大问题就是词汇的记忆。虽然我们明确地反对“死记硬背”，而鼓励学生在篇章阅读、对话应用等具体环境下的语言运用来加强词汇的记忆，但功课的繁重、学习时间的分割，使得学生和教师在这个问题上无所适从。但下面这个课例却给了我们这样的提示：在六年级的英语课堂上，我们可以运用“游戏教学法”，有效地促进学生的语言学习与运用。在课堂的教学中，我们可以穿插一些经过精心设计的游戏来有效地提升学生对基础语言知识的记忆，以及使得语言的学习变得趣味十足，而不是枯燥无味。
首先，我们来看看这一课例：
Lesson Plan：
Grade level：Grade 6 in primary school
Equipment： flashcards， text， bingo grid， board
Vocabulary： a hat， sunglasses， glasses， a scarf， a shirt， a T-shirt， a tie， a suit， pants， jeans， shorts， a skirt， a dress， a jacket， a coat， gloves， pajamas， socks， shoes， sneakers， sandals
Grammar： Revision of Present Simple Tense
Introduction to Present Continuous Tense
1.Lesson focus：
Vocabulary building， use of the Present Continuous Time
Activate lexical and grammatical material in the process of the lesson
2.Learning objectives of the lesson：
A.Students will be able to actively use new vocabulary in speech.
B.Student will be able to talk in Present Continuous Tense.
C.Students will be able to express their own opinions.
D.Students will be able to build sentences describing what their classmates are wearing.
E.Student will be able to spontaneously ask questions using previously-learnt material.
3.Assessment tools/objectives：
A.Students will be able to work productively and respectfully in a group and Individually.
B.Students will be able to develop their memory skills by playing a memory game.
C.Students will be able to make up a presentation and role play it.
D.Students will be able to hear a description， understand it and correspond it to one of their classmates.
E.Students will be able to make up description sentence in Present Continuous Tense.
4.Lesson Structure：
Step one： Greeting
Greet the students and roll call
T： Good afternoon， everyone. How are you doing？ Who is not here today？
Step two： warm-up
T： Would you like to play a game now？
S： Yes！
T： How about “Sausage”？ I need a student to come here and sit in my chair. Who wants to come？ Johnson！
To Johnson：
Please sit down and answer all the questions that other students might ask with only one answer：sausage！ If you smile or change the answer--you will lose your turn. To everyone：
You can ask Johnson any questions that comes to your mind as long as it is correct！ Your task is to make him laugh！ The student who succeeds in doing so will gain a turn， you will sit in the middle of the class to answer all the questions without smiling！（One student raises hand.）
S： What is your name？
Johnson： Sausage！
S： How do you usually come to school？
Johnson： Sausage！
Etc.
Step three： Presentation
Present new vocabulary using flashcards and pointing to what students wears.
T： Look and repeat after me…a hat， sunglasses， glasses， a scarf， a shirt， a T-shirt， a tie， a suit， pants， jeans， shorts， a skirt， a dress， a jacket， a coat， gloves， pajamas， socks， shoes， sneakers， sandals.
T： For glasses， sunglasses， pants， jeans， shorts， gloves， socks， shoes， sneakers，we say“a pair of…”because there are two items.
Practicing new vocabulary and revising Present Simple Tense.
Asking and Answering the Questions.
T： What do you usually /never wear to school/to bed/ to the beach/ in winter/ in summer？What does your father wear to work？ What do you wear on your head？
Students give the answers using Present Simple Tense.
Practicing new vocabulary and Present grammar： Present Continuous Tense
T： What are you wearing now？ For example， I am wearing a T-shirt， a pair of pants， socks and sneakers. How about you？
To answer the question...use this formulate：
（∩_∩） be Ving（∩_∩）——stands for a person： name or personal pronoun（I， you， he， she， it， we， they）
I am…He/She/It is…You/We/They are…
V——stand for a verb （ wear ing = wearing）
We use this tense to talk about an action that is happening right now. And the question is not about what you wear every day.It’s about what you are wearing right now.
So， I repeat the question： What are you wearing now？
S： I am wearing a shirt， a pair of jeans and shoes.
Etc.
Game： Play “the Sheep Comes Loaded”. It’s a variation of the game.It’s good for memorizing new vocabulary units and practicing grammar patterns at the same time.
Let’s play a game！ Imagine that you are going for a trip and need to take some clothes with you， but you don’t have a suitcase， so you will have to wear all the items at once. The first student starts by saying what he is wearing （ just one item ） and the next one continues by repeating the first item and adding a new one. For example：
S1： I am wearing a hat.
S2： I am wearing a hat and a shirt.
S3： I am wearing a hat， a shirt and a pair of pants.
Etc.
Step four： Practice and Consolidation
Read the text and answer the questions about the text.
Here comes Hank. He is wearing a blue shirt， red pants and a hat. He looks very handsome. Here come Lucy and Amy. They are wearing dresses and sunglasses. They look pretty. Look， who is there？ He’s Mike. He is wearing a pair of shorts， a jacket and boots. He looks funny.
Questions to the text：
1.How does Hank look？
2.What is Mike wearing？
3.Is Hank wearing green T-shirt？
4.What outfit do you like most？
Remake the text and ask the students to Role Play. This activity is called “Fashion Show”. Divide the students into several groups and ask them to present a fashion show， describing what they were. Make little space in the middle of the classroom to serve as a podium. And assess students’plays.
T： Now， please， in groups remake the text we have just read and describe what people in your group wear. Do it in a fashion show way. One of you would walk on the podium and others describe what you are wearing and how you look.
Play“ Guessing Game ”
The teacher starts this activity by describing what one of the students is wearing. Everyone has to guess who this student is. The student who correctly guesses takes a turn.
T： She is wearing a blue blouse and a red skirt
S： Is she Kate？
T：Yes！ Now you can come here and describe one of your classmates.
Assess students’work. And say good bye.
T： Good job， everyone！ Now let’s look at the board and count who worked the best in today’s class. Class is over， goodbye everyone！
一、英語词汇的游戏教学能排除学生学习语言的心理压力
本课的学习目标要求学生学习有关穿着的一系列词汇（其中有好几个属于“超纲” 词汇），同时又要复习一般现在时的用法，学习现在进行时的用法等。在“Learning objectives”中可以看出，教师的用意是希望学生通过对“穿戴”情况的疑问、陈述来学习和运用所学的词汇。按理说，要在一节课内有效完成这些学习内容是有点困难的。但在课堂上运用游戏进行教学有助于激发学生的学习兴趣，减轻学生的压力和负担。游戏本身的趣味性能活跃课堂的气氛，把紧张而单调的学习变得轻松愉快。当学生处在比较轻松活泼的氛围中，就较容易克服语言学习上的焦虑情绪。课堂内总共进行了四个游戏。“warm-up”中的“Sausage”游戏，十分有趣。这个游戏的目的是得到一种意料之外的回答，从而达到“陌生化”的效果。学生在进行这样的游戏时，因获得与生活常识相悖的结论而开怀大笑。老实说，这一游戏所包含的语言任务未必与课题相契合，但可以十分有效地营造一种课堂气氛，从而在一开始就奠定了课堂基调，也决定了学生在课堂内的投入程度。
二、游戏必须与教学密切相关，要让学生明确重难点;设计游戏时，要充分考虑课本的内容，目的要明确
任何游戏的运用，一定要符合课堂教学的内容、学生的认知水平和其它外部条件。游戏绝不是让学生玩玩而已。在教学上，它体现了“玩中学”的教育理念，它必须精心设计，有明确的目的。因此，除了让学生觉得好玩，还要让学生把所学的知识联系起来，玩有所获。所以，教师在设计游戏的时候要从学生的实际出发，既要注意学生的参与性，又要注意在思想上的启发性和灵活性，这样的游戏才能在教学中发挥最大的教学功效。
【关键词】小学英语;词汇教学;明确目的;趣味性和竞争性;语言情景
目前，受应试制度影响，学生在英语学习中遇到的一个大问题就是词汇的记忆。虽然我们明确地反对“死记硬背”，而鼓励学生在篇章阅读、对话应用等具体环境下的语言运用来加强词汇的记忆，但功课的繁重、学习时间的分割，使得学生和教师在这个问题上无所适从。但下面这个课例却给了我们这样的提示：在六年级的英语课堂上，我们可以运用“游戏教学法”，有效地促进学生的语言学习与运用。在课堂的教学中，我们可以穿插一些经过精心设计的游戏来有效地提升学生对基础语言知识的记忆，以及使得语言的学习变得趣味十足，而不是枯燥无味。
首先，我们来看看这一课例：
Lesson Plan：
Grade level：Grade 6 in primary school
Equipment： flashcards， text， bingo grid， board
Vocabulary： a hat， sunglasses， glasses， a scarf， a shirt， a T-shirt， a tie， a suit， pants， jeans， shorts， a skirt， a dress， a jacket， a coat， gloves， pajamas， socks， shoes， sneakers， sandals
Grammar： Revision of Present Simple Tense
Introduction to Present Continuous Tense
1.Lesson focus：
Vocabulary building， use of the Present Continuous Time
Activate lexical and grammatical material in the process of the lesson
2.Learning objectives of the lesson：
A.Students will be able to actively use new vocabulary in speech.
B.Student will be able to talk in Present Continuous Tense.
C.Students will be able to express their own opinions.
D.Students will be able to build sentences describing what their classmates are wearing.
E.Student will be able to spontaneously ask questions using previously-learnt material.
3.Assessment tools/objectives：
A.Students will be able to work productively and respectfully in a group and Individually.
B.Students will be able to develop their memory skills by playing a memory game.
C.Students will be able to make up a presentation and role play it.
D.Students will be able to hear a description， understand it and correspond it to one of their classmates.
E.Students will be able to make up description sentence in Present Continuous Tense.
4.Lesson Structure：
Step one： Greeting
Greet the students and roll call
T： Good afternoon， everyone. How are you doing？ Who is not here today？
Step two： warm-up
T： Would you like to play a game now？
S： Yes！
T： How about “Sausage”？ I need a student to come here and sit in my chair. Who wants to come？ Johnson！
To Johnson：
Please sit down and answer all the questions that other students might ask with only one answer：sausage！ If you smile or change the answer--you will lose your turn. To everyone：
You can ask Johnson any questions that comes to your mind as long as it is correct！ Your task is to make him laugh！ The student who succeeds in doing so will gain a turn， you will sit in the middle of the class to answer all the questions without smiling！（One student raises hand.）
S： What is your name？
Johnson： Sausage！
S： How do you usually come to school？
Johnson： Sausage！
Etc.
Step three： Presentation
Present new vocabulary using flashcards and pointing to what students wears.
T： Look and repeat after me…a hat， sunglasses， glasses， a scarf， a shirt， a T-shirt， a tie， a suit， pants， jeans， shorts， a skirt， a dress， a jacket， a coat， gloves， pajamas， socks， shoes， sneakers， sandals.
T： For glasses， sunglasses， pants， jeans， shorts， gloves， socks， shoes， sneakers，we say“a pair of…”because there are two items.
Practicing new vocabulary and revising Present Simple Tense.
Asking and Answering the Questions.
T： What do you usually /never wear to school/to bed/ to the beach/ in winter/ in summer？What does your father wear to work？ What do you wear on your head？
Students give the answers using Present Simple Tense.
Practicing new vocabulary and Present grammar： Present Continuous Tense
T： What are you wearing now？ For example， I am wearing a T-shirt， a pair of pants， socks and sneakers. How about you？
To answer the question...use this formulate：
（∩_∩） be Ving（∩_∩）——stands for a person： name or personal pronoun（I， you， he， she， it， we， they）
I am…He/She/It is…You/We/They are…
V——stand for a verb （ wear ing = wearing）
We use this tense to talk about an action that is happening right now. And the question is not about what you wear every day.It’s about what you are wearing right now.
So， I repeat the question： What are you wearing now？
S： I am wearing a shirt， a pair of jeans and shoes.
Etc.
Game： Play “the Sheep Comes Loaded”. It’s a variation of the game.It’s good for memorizing new vocabulary units and practicing grammar patterns at the same time.
Let’s play a game！ Imagine that you are going for a trip and need to take some clothes with you， but you don’t have a suitcase， so you will have to wear all the items at once. The first student starts by saying what he is wearing （ just one item ） and the next one continues by repeating the first item and adding a new one. For example：
S1： I am wearing a hat.
S2： I am wearing a hat and a shirt.
S3： I am wearing a hat， a shirt and a pair of pants.
Etc.
Step four： Practice and Consolidation
Read the text and answer the questions about the text.
Here comes Hank. He is wearing a blue shirt， red pants and a hat. He looks very handsome. Here come Lucy and Amy. They are wearing dresses and sunglasses. They look pretty. Look， who is there？ He’s Mike. He is wearing a pair of shorts， a jacket and boots. He looks funny.
Questions to the text：
1.How does Hank look？
2.What is Mike wearing？
3.Is Hank wearing green T-shirt？
4.What outfit do you like most？
Remake the text and ask the students to Role Play. This activity is called “Fashion Show”. Divide the students into several groups and ask them to present a fashion show， describing what they were. Make little space in the middle of the classroom to serve as a podium. And assess students’plays.
T： Now， please， in groups remake the text we have just read and describe what people in your group wear. Do it in a fashion show way. One of you would walk on the podium and others describe what you are wearing and how you look.
Play“ Guessing Game ”
The teacher starts this activity by describing what one of the students is wearing. Everyone has to guess who this student is. The student who correctly guesses takes a turn.
T： She is wearing a blue blouse and a red skirt
S： Is she Kate？
T：Yes！ Now you can come here and describe one of your classmates.
Assess students’work. And say good bye.
T： Good job， everyone！ Now let’s look at the board and count who worked the best in today’s class. Class is over， goodbye everyone！
一、英語词汇的游戏教学能排除学生学习语言的心理压力
本课的学习目标要求学生学习有关穿着的一系列词汇（其中有好几个属于“超纲” 词汇），同时又要复习一般现在时的用法，学习现在进行时的用法等。在“Learning objectives”中可以看出，教师的用意是希望学生通过对“穿戴”情况的疑问、陈述来学习和运用所学的词汇。按理说，要在一节课内有效完成这些学习内容是有点困难的。但在课堂上运用游戏进行教学有助于激发学生的学习兴趣，减轻学生的压力和负担。游戏本身的趣味性能活跃课堂的气氛，把紧张而单调的学习变得轻松愉快。当学生处在比较轻松活泼的氛围中，就较容易克服语言学习上的焦虑情绪。课堂内总共进行了四个游戏。“warm-up”中的“Sausage”游戏，十分有趣。这个游戏的目的是得到一种意料之外的回答，从而达到“陌生化”的效果。学生在进行这样的游戏时，因获得与生活常识相悖的结论而开怀大笑。老实说，这一游戏所包含的语言任务未必与课题相契合，但可以十分有效地营造一种课堂气氛，从而在一开始就奠定了课堂基调，也决定了学生在课堂内的投入程度。
二、游戏必须与教学密切相关，要让学生明确重难点;设计游戏时，要充分考虑课本的内容，目的要明确
任何游戏的运用，一定要符合课堂教学的内容、学生的认知水平和其它外部条件。游戏绝不是让学生玩玩而已。在教学上，它体现了“玩中学”的教育理念，它必须精心设计，有明确的目的。因此，除了让学生觉得好玩，还要让学生把所学的知识联系起来，玩有所获。所以，教师在设计游戏的时候要从学生的实际出发，既要注意学生的参与性，又要注意在思想上的启发性和灵活性，这样的游戏才能在教学中发挥最大的教学功效。