Abstract
The study is based on the writer’s experience of internship in a nursery school. The paper firstly analyzes the main factors that influence the effect of teaching. They are the negative transfer of Chinese, the lack of comprehensive competence of teachers and the limited cognitive ability of children. Then a fresh and interesting teaching method called Teaching-in-Game Method is proposed. Teaching-in-Game Method forms its theoretical basis by combining the theory of traditional English teaching, such as Total Physical Response, the Audio-lingual Method， Communicative Language Teaching and the Natural Approach. The thesis also introduces theoretical basis, teaching design, teaching process and dos and don’ts of Teaching-in-Game Method in preschool English.
The essence of Teaching-in-Game Method is to teach English by using interesting games. It can effectively overcome the drawbacks of traditional English teaching, such as “more exercise, less practice”. For it can create a relaxed atmosphere. Teaching-in-Game Method is easy to take into practice. And it is an effective teaching method in preschool English. The implementation of Teaching-in-Game Method can be viewed as a beneficial trial in practical teaching, providing some reference for the counterparts in the field of preschool English.
Key Words: preschool English; Teaching-in-Game; teaching method
Contents
Abstract
摘要
1. Introduction-1
1.1 Research Motivation-1
1.2 Significance of This Study-2
1.3 Structure of This Study-2
2. Literature Review-2
2.1 Total Physical Response-3
2.2 The Audio-lingual Method-3
2.3 Communicative Language Teaching-4
2.4 The Natural Approach-4
3. The Influencing Factors of Teaching in Preschool English-5
3.1 The Negative Transfer of Chinese-6
3.2 Teachers’ Lacking Comprehensive Competence-6
3.3 The Limitation of Children’s Cognitive Ability-7
4. The Teaching- in- Game Method-8
4.1 Background of This Teaching Method-8
4.2 Theoretical Basis-8
4.3 Teaching Design-8
4.3.1 Objectives-9
4.3.2 Principles-9
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
