【正文】 uitable for their psychological features. Questionaire for children on games in learning EnglishIn 2005, Zhang Saihua conducted a questionaire to try to investigate the reason why students like English, their expetations for teachers and their willingness to take part in classroom games.In this questionaire, the total numer of the students in Class 1, Grade 4 was 50. The questionaire allows multiple choices. Students can choose one or more than one answer. Result es out in the tables below, from which some hints, and suggestions can be got.Table 1: Reasons For liking English, Their Expectations For Teachers and Their Willingness For Games: (Zhang Saihua, 2005:34)QuestionairesChoicesTotal number of students%The reasons for liking English Classroom games are funny3774Good discipline 510Contents are interesting2244Have chances in speaking English2244Like English teacher2142Their expectactions for teachersPlay more games3468Teach more English songs2856Practice more dialogues1938Teach more English grammars2346Their willingness for gamesHave more chances to take part in games3672Have more chances to repeat words and sentences2448Have more chances to answer questions3570Don39。 Saracho Olivio (1994:271) demonstrated that games are a different kind of play activity. They are highly structured and include specific rules to be followed. From aboved, we can understand games are structured play activities organized around specific rules. Through games, children could be motivated and actived to the most extend in class. Characteristics of gamesGames involve many factors: rules, petition, relaxation, and learning, in particular. George P. McCallum (1980) summarizes the characteristics of games as the following:(1) A game is governed by rules. Playing just to pass the time will not have the same effect. To make a simple activity into a game just gives a couple of rules.(2) A game has objectives. One of the rules, and probably the main one, is the achievement of an objective. This objective can be something like making points for correctness or finishing an activity first.(3) A game is a closed activity. Games must have a beginning and an end. It must be easy for the players, or the teacher, to know who is about to reach the aim.(4) A game needs less supervision from the teacher. This must be understood as linguistic supervision. Sometimes the game is conducted by the teacher who acts as judge, scorder or referee.(5) It is easier for students to keep going. Compared with pair or group work, a game has a ludic element that other interaction patterns do not have. This makes the activity more attractive. We must understand the characteristics of games in order to apply the games properly in class. Importance and advantages of games The importance of games in language teachingChildren always like to play games. Once they hear that it is time to play a game, they will be active and exciting. No doubt that games play an important role in children English teaching. Games, will attract students’ attention and maintain their interest, will help and encourage many learners to sustain their interest and work, and will also help the teacher to create contexts in which the language is useful and meaningful. Gamebased teaching has been advocated by many scholars. John Dewey (1913) claimed games were intergral to schooling since they provided active and positive learning experiences. Games can be found to give practice in all the skills (reading, writing, listening and speaking), in all the stages of the teaching and learning sequence. Advantages of games in language teachingMany scholars point out the advantages of games in language teaching, just like Anthony D . Smith (1988) suggested:1)Games are a wele break from the usual routine of the language class.2)They are motivating and challenging.3)Learning a language reqires a great deal of effort. Games help students to make and sustain the effort learning.4) Games provide language practice in the skillspeaking, writing, listening and reading.5) They encourage students to interact and municate.6) They create a meaningful context for language use.Games are an extremely valuable method for children learning a second language for it encourages the abilities to think and create and lets students develop and practice new language and behavioral skills in a vivid and funny setting, and can create a harmonious classroom environment during learning.As for ESL teachers, they should consider the advantages of games: the ability to capture students’ attention。畢業(yè)論文（設(shè)計(jì)）On Applying Gamesteaching Approach toArouse Children’s Interest in English 12. Brief introduction of games 3 Definition of games 3 Characteristics of games 3 Importance and advantages of games 4 The importance of games in language teaching 4 Advantages of games in language teaching 5 Types of games in English teaching 6 Questionaire for children on games in learning English 73. Importance of interest in English learning 10 Definition of interest 10 The relationship between interest and games 104. Psychological theroy on children 11 Psychological feature of children 11 Feature of children’s attention 13 The relationship between games and chlidren’s psychological feature 13 application of games teaching approaches 14 Process of games teaching approaches 14 When and how to choose the games 14 How to deal with the language used in class 15 Students’ particication in games 15 Role of teacher 16 Control 16 Classroom dynamic 16 Example of class procedures by using games teaching approaches 17 Suggestions 226. Conclusion 23 Summary 23 Implication for further study 25References 26As English bees more and more accepted as an international language, it is increasingly emphasized in primary curricalum by our go