2。1。3The characteristics of games in English teaching 

     The characteristics of games can be summarized as follows(He 37):

     Firstly, game is an active and voluntary activities of children which can stimulate children’s intrinsic motivation。 Secondly, game can reflect the life by imaginary scenarios。 What’s more, game lays emphasis on the process rather than the results。 Last but not least, students feel pleasant and relaxed in the games。

     Thus the characteristics of the game in English teaching can be concluded as follows(He 37) : 

     On the one hand, the game designed by teacher should be consistent with the teaching content, which means the aim of the game is to achieve the teaching objectives。 And  teachers are playing the key role。 They are not only the organizer but also the controller so as to keep the game in order。 On the other hand, when teachers design different games, they should take children’s physical and mental development into consideration。 It’s easy to attract students to take active participate in the teaching process with interesting games。   

2。2 Classifications of games 文献综述

     The German educator Friedrich Froebel explained the classification in his books。 “Games can be classified into three categories: physical game, sensory game and spiritual game”。 （Froebel 45）。 

     According to the explanation of Hadfield Jill, “Games can be pided into two types: competitive games and co-operative games”。 (Jill, 78) 

     “Taking the characteristics and spirit of games into consideration, games can be classified into twelve kinds, they are picture games, psychology games, magic tricks, caring and sharing games, card and board games, sound games, story games, word games, true of false games, memory games,question and answer games, guessing and speculating games, respectively”。(Andrew& David & Michael 167)。   

2。3 Psychological basis of game-based teaching Approach文献综述

     The development of game-based teaching approach depends on the support of relevant theories。 Multiple Intelligence written by Howard Gardner points that everyone’s intelligence is multiple, which consists of language, logic, spatial relationships, music, movement, interpersonal communication, introspection, observation, and all of the nine kinds of intelligence。 (Hao 52)。 Different intellectual structures were shown in different students。 The aim of education is to promote the development of various intelligence。 The Game-based Teaching Approach provides the real scene for language learning, motivates students quite a few skills that they are adept at and promotes students common development of multiple intelligence。 The Game-based Teaching Approach is based on the Constructivism Learning Theory, which highlights that under certain situations, the learners make meaningful construction of knowledge with the help of teachers or peers。 The Game-based Teaching Approach is guided by this theory, and it creates a good learning situation to help students make meaningful constructions。 When it comes to the subject teaching theory, teaching content is not the same, as a result, the design of game teaching should conform to the rules of subject teaching。 Therefore, in elementary school English teaching, the design and the application of the game should be based on the teaching objects of primary school English。 Game Education Theory pointed out that games can promote students’ physical and mental development。 American educator John Dewey also attached importance to the role of games in teaching and he stressed that we could promote learning by different activities(Chen 2)。 In China, the educators who were represented by Mr Chen Heqin have a heated discussion about the difficulty of games, the classifications of games and the relationship between games and ages, which enriches game educational theory。