【正文】 munication between players by spoken or written (Jack et al. 191). What is more, Byrne held the view that games are a form of playing governed by rules. It is a way of getting the learner to use the language in the course of the game. From above, it can be illustrated that games are anized by specific rules and goals. Consequently, it can be understood that games include many elements, such as specific rules, goals, petition and munication, in particular. The main focus of games in language teaching is to help preschool children learn and have fun. Some scholars study the characteristic of games. According to a book, which was written by Zeng Yanhong, from her own perspective, game involves four features. The first characteristic of games is rules. Every game has its own rules. The fundamental characteristic of games is rules. In other words, if a game does not have a specific rule, it will not carry out fluently. In order to use the game in an efficient way, students must follow some rules of the game. The second characteristic of games is challenging. Not only should games are coincident with the growth rule of preschool children, but also they are in accordance with the learning characteristics of preschool children. The third characteristic of games is unpredictability. Before the game starts, no one can be bound to predict who wins. Only in this way, preschool children will take the attitude that they are equal. Everyone has feasibility to win. It is quite apparent that preschool 保定學(xué)院外語(yǔ)系 2020 畢業(yè)論文（設(shè)計(jì)） 3 children will participate in the game wholeheartedly. The last characteristic of games is petition and cooperation. It is a truth universally acknowledged that all the preschool children would like to be a championship in the game. Only by petition and cooperation, they can work together towards the mon goal. For the deeper study of games, some scholars start to study them from categories. Game has found an increasingly wide application in language teaching. There are quite a few categories of teaching games. Different people have different views for classification of games. People divided games into different categories. A good case in point was Zhang Zhiyuan, a distinguished scholar, who indicated five types of language teaching games, including roleplay, musical activity, intelligence game, sports games and drama performing. He argued that these games could meet the need to develop the multiple intelligences of preschool children. Moreover, in Games for Language Learning, The authors collected the games according to their features in language learning. They grouped the games in language learning as: sound games, word games, picture games, memory games, story games, psychology games, caring and sharing games, card and board games, magic tricks, true or false games, question and answer games, guessing and speculating games and miscellaneous. An advantage of these games is that they are easy for teachers to handle. All in all, it can be clearly seen that different scholars base on different aims to divide games into a multitude of types. In recent year, the study of games has made great progress. Definitely, games in language teaching can be divided into different functions. It can be identified as give practice in skills, consisting of reading, writing, listening and speaking. Besides, games can be used to develop preschool children’s language skill. Based on their different functions, games can be divided into three aspects. First and foremost, it is the memory games. A great memory can help preschool children succeed in learning language. It can help them learn faster and faster. Certainly, when teachers teach vocabulary and pronunciation, they can anize a game called “What is missing?”. Secondly, it is the response games. During the game, preschool children should focus their attention on what the teacher says, when the teacher asks questions, they could response as soon as possible. In this type of game, preschool children are benefiting to understand and learn English easily. At last, it is the observation games. These observation games are designed to promote preschool children’s skills. Other benefits include memory improvement, attention The Application of Games to Preschool Children English Teaching 4 enhancement and concentration development. And, the games are extremely challenging and fun for preschool children to play. Briefly it can be concluded that games play an important part in preschool children’s English teaching. Playing games can arouse preschool children’s interest in English learning. So, to arouse preschool children’s interest is the key point in their English learning. The author uses research methods such as classroom observation and interview to investigate the effectiveness of using games in the teaching process. According to survey, the author finds that preschool children’s interest in English is gradually decreasing. Many preschool children think studying English is boring and do not want to learn it. Therefore, to cultivate preschool children’s interest has bee the most important task in English teaching. The research shows that games are used to aim at raising preschool children’s interest and improving their ability. From the questionnaire of teachers, it is clear that playing games in English teaching is a better way, which can arouse the preschool children’s interest to learn English well. Meanwhile, it is essential for teachers to choose games which are applicable to the class. Through the questionnaire, this thesis explains why preschool children learn English with lack of interest and how to resolve the problem. At last, this thesis draws a conclusion that using games can raise preschool children’s interest to learn English. 3 Theoretical basis This chapter presents a detailed summary of the findi