Abstract

As an international communication tool, English language is playing an important role in junior high school education at home and a variety of English teaching methods in class have been taken into consideration since 1800s. Nowadays, a most popular teaching method is game teaching, also called game-based teaching, is a groundbreaking combination of games and teaching, that teacher conducts knowledge representation to students through the form of playing games or transits steps by games. The aim of English game teaching is to let students gain knowledge by creating a relaxing atmosphere; offer a platform where students can learn by playing. 

However, with the development of game teaching in language learning, researchers find some problems in practical teaching mainly about the underachievers’ study. Classroom game assessment for example, although 77% teachers realize its importance, most of them don’t know how to design a specific assessment standard in their teaching work. Moreover, the factual situation found in the observation reflects fewer participants and more spectators in the actual E-learning class. Finally, underachievers are usually the group of lack learning interest, it’s a significant problem to be solved from inside.  

In this paper, it illustrates the problems from the three aspects above and offers some suggestions for the application of middle school English game teaching: 1. It needs to establish a perfect classroom game-assessment 2. Teacher should give each student equal opportunity 3. Teacher could actively guide others to help and establish study groups 4. To design two types of games: one is for all students and another is designed according to lessons 5. To enrich games and motivate students’ learning interest 

Keywords: game teaching; underachievers; class game-assessment; class participation; learning interest

Contents

Abstract

摘  要

1.  Introduction-1

2. Literature Review-2

2.1.1 Definitions of English game teaching-2

2.1.2 Empirical Studies on the English game teaching at home and abroad-2

2.2  Studies on underachievers-3

2.2.1 Definitions of underachievers-3

2.2.2 Studies on the underachievers at home and abroad-4

2.3 The problems of games in practical application involved with underachievers’ study-4

2.3.1 Classroom Assessment-4

2.3.2 Students Participation-5

2.3.3 Studies on underachievers’ learning interest and motivation-5

3. Methodology-7

3.1 Participants-7

3.2 Materials-7

4. Data Analysis-7

5. Conclusion-9

References-11

Appendix-12