【正文】 Characteristics of preschool children..................................................................................4 Cognitive development of preschool children in English learning...........................4 Psychological feature of preschool children in English learning .............................5 Stephen Krashen’s theory of second language acquisition.................................................64 Problems in preschool English teaching.......................................................................................7 Problems of preschool children in English learning...........................................................7 Problems of teachers in using games..................................................................................95 Application of games in English teaching ..................................................................................10 Principles of games in English teaching ...........................................................................11 Design of games in English teaching................................................................................11 Suggestions for teachers in using games ..........................................................................126 Conclusion ..................................................................................................................................14Works Cited ...................................................................................................................................17Acknowledgements........................................................................................................................19Appendix I .....................................................................................................................................21Appendix II....................................................................................................................................22保定學(xué)院外語系 2022 畢業(yè)論文（設(shè)計）11 Introduction Nowadays, English is one of the indispensable language around the world. With the rapid development of economy and society, more and more people are learning English. With the advancement of science and technology, English bees an international language. People who are from different countries and cultures need to municate far more frequently in order to make a living. China should also therefore keep pace with the times. The object of study is preschool children whose age is from 3 to 6. Although many preschool children know nothing about English when they begin to learn it in kindergarten, they have a burning desire to learn every interesting thing. The advantages of preschool children in learning English are reflected in their strong imitative ability, thirst for knowledge, strong desire in the demonstration as well as light psychological burden. When teachers tell them to play a game, they are proactive and prepared to enjoy. At that time, they want to take an active part in the game and pay any attention to the content of the game. Moreover, it is demonstrated that preschool children learn best by doing, by acting throughout the whole world. This study focuses on games in preschool children’s English teaching. Hence, it is a convenient method for teachers in English teaching. This thesis first gives a review of definition of games and the characteristics of games, and then it presents a rather detailed depiction of the classification of games. It introduces some scholars’ illustration of using games in the teaching process. It also can be obviously explained different scholars’ different opinions and aims to divide games into a multitude of definitions. What is more, games are fit for the development of cognitive and psychological characteristics of preschool children. When they move into primary schools, they would continue their learning. At that time, learning English would bee easy and pleasant. Consequently, kindergartens are a key period to develop preschool children’s intelligence and help them to form good learning habits. According to the questionnaire of preschool children, an important problem is that preschool children’s interest in English learning is decreasing. This thesis shows that games are used to aim at raising preschool children’s interest and improving their learning ability. It is using games in English class that are an effective approach for preschool children to study English. During the study, some findings and significance of games in English teaching will be presented. Additionally, this thesis explains why preschool children learn English with lack of The Application of Games to Preschool Children English Teaching2interest and how to resolve the problem. Meanwhile, it is needed for teachers to create innovative games with appropriate methods. This thesis also gives some advices for teachers to choose appropriate games to cultivate preschool children’s interest and anize teaching effectively.2 Literature review It has been universally acknowledged that English is an essential tool for munication now in China. There has been a trend of teaching preschool children at younger ages throughout the whole nation. It goes without saying that playing games in English teaching is a better way. First and foremost, different people hold different definitions on games. “Games are different kinds of activities. They are highly structured and include specific rules to be followed” (Bernard and Olivia 271). In addition, “A game could be any activity that formulized a technique into units that can be scored in some way” (Brown 197). Besides, According to Longman Dictionary Language Teaching and Applied Linguistics, “game” in language teaching can be defined as an anized activity that usually has the following characters: a particular task or objective。 petition between players