This article describes several types of games and their role in learning. The use of games in foreign language lessons helps the teacher to reveal more deeply the personal potential of each student, his positive personal qualities (hard work, activity, independence, initiative, ability to work in cooperation, etc.), to maintain and strengthen educational motivation.
Keywords: games, interesting, communication,
Games in foreign language lessons in primary school help to combine the pleasant with the useful: playing, children have the opportunity to move, stretch during the school day, relax from long sitting at the desk, and, also, the consolidation of vocabulary together with some action (to catch a ball, touch an object, get up) is much faster than with passive work. We offer you to get acquainted and actively use different games for foreign language lessons in your work. They can be used for students of any age, but they will be especially relevant for children 6-11 years old.
Activity 1. “Score”.
All participants sit in a circle. The host calls the number. Immediately after the number is called, exactly as many people as the number sounded should stand up. Perform the task in silence. Children can sit down only after they say "thank you".
Activity 2. "Chain". The game consists of a chain of pictures with actions (nouns, adjectives, prepositions). Walking along this chain, the student says simple sentences (possible at speed):
I like apples. I like plums. I like. He is strong. He is fat.
He was in the park yesterday. He was in.
We slept in the fridge yesterday. We ate soup yesterday.
We wear trousers in autumn. We wear sandals in summer.
He can jump in the kitchen. He is.
Recommendations: This game applies to any grammatical topic (He is going to., We'll.) if you put An x on the picture or? - negative or interrogative sentences are made accordingly. If you put time markers on the image, you can work out a mixture of times and different types of offers. You can give markers or pronouns as the child moves along the chain, working out the element of surprise and reducing the communication lag. This increases the effectiveness of the training. To increase the child's interest in the game, make very funny suggestions (for example, you can “mix up” the seasons, location, never, sometimes.).
Activity 3. "Four corners".
This is a mobile game that allows children to stretch, switch and focus their attention and become the basis for short statements. You can play as follows: prepare 4 signs with the words I love it, I like it, It's OK (or I don't mind it) and I hate it and hang one sign in each corner of the class. Then you name something, such as math tests, and ask the children to run as quickly as possible to the corner where the sign expresses their attitude to the name. Then ask the children to explain their attitude, such as I hate math tests because they are difficult or I like math tests because I like maths. Then you name a new topic and the children will regroup.
Activity 4. “Categories”
A good game for repeating and systematizing vocabulary: Categories. Divide the children into two teams. Name a category (for example, People). Each team writes down as many words related to this category as they can remember over some time (for example, 3 minutes or 5 minutes). Then you compare the lists. If a word is repeated in the lists, it is crossed out. For each original word, the team is awarded one point. The team with the most points wins.
Activity 5. “Continue the story game”
The teacher suggests that the children compose a story on a given topic, such as "Karim's Day". He says the first sentence and offers to continue the story. The one who caught the ball says the second phrase, etc. Not very interesting activity turns into an exciting game:
T: He gets up at 7 o clock Then …
P1: Then he makes his bed. Etc.
The game "Tell me about your family"
Thus, having studied the role of games in the learning process and considered the need for the use of didactic games in English lessons, we can conclude that the educational and developmental value of learning in the form of games lies in its content and focus on solving the tasks set by the teacher. The game is an excellent way to encourage students to work actively in the classroom. After a difficult oral exercise or other tedious activity, a fun game is a perfect opportunity to relax.
References:
1.Harfield, J. (1999). Beginners' Communication Games. Longman
2.Hong, L. (2002). Using Games in Teaching English to Young Learners. The Internet TESL Journal
3.Sigurðardóttir, S. D. (2010). The use of games in the language classroom.
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This article is about communicative games in learning to speak English. This means that students will be able to master a new means of communication, that is, to acquire skills and abilities to communicate using the language they are learning.
Keywords: games, teaching, speak, games, communicative, creative, active
Methods of communication techniques are used in communication games, in which students solve communicative and cognitive tasks using the means of the foreign language being studied. Therefore, the main goal of communication games is to organize foreign language communication in the course of solving a set communicative task or problem. Game technologies are one of the forms of education that allows you to make the process of learning a foreign language interesting and exciting. The communicative game promotes the use of knowledge in a new situation, that is, the material that students learn goes through a kind of practice, brings variety and interest to the learning process. The main goal of communication games is not to solve linguistic problems, but to organize unprepared communication. Successful completion of a communication game consists in completing a specific task (drawing a route on a map, filling in a diagram, or finding two matching images), rather than building the correct sentence structure (using language). The communicative game should be used on pre-worked out and brought to automatism language material. At an early stage of learning a foreign language, this condition is mandatory, otherwise, the communicative game will be impossible, and as a result, meaningless. Communication games involve working in pairs, groups large and small, and as a whole class, with participants being able to move freely through the class.
The role of the teacher in the game: monitoring, resource centre, the teacher must move from group to group, listen, provide the necessary information, (that is, provide language assistance) to notice mistakes, but not interrupt or correct.
Activity 1. “ Choose possible qualities”
Students are offered 5-6 thematically related nouns and 4-5 adjectives that convey their possible qualities. For example, for nouns on the topic of “Food”, you can choose the adjectives "sweet”, "bitter" and so on. The lexical material is presented as a table:
Theme: “Food”
bitter
tasty
healthy
sour
sweet
Apple
water
carrot
potatoes
meat
porridge
According to these criteria, students rank items or phenomena and then discuss their options in groups. For example, if they believe that meat is the healthiest food, they put the number 1 in the “meat " column. Then choose the least useful product, and put the number 2 in the table opposite it, and so on until all the columns of the table are filled in.
Activity 2. “Meet your partner. (Meet a friend) ”
The teacher suggests that the participants of the game make a trip at a certain time, observing the specified conditions. The task of the game participants is to find a companion. To this end, everyone first chooses the conditions that suit them, and then approaches the participants in the game one by one, asking about their interests and plans, and tries to persuade them to go with them. The game can continue as long as the majority will not find a mate. For example, You can go...
to France
for a fortnight
to England
for a month
2) by air
4) in spring
by car
in summer
by train
in autumn
1) to Italy
3) for a week
Activity 3. “Interview”.
The purpose of this reception is to interview as many participants as possible to find out their opinions, opinions, and answers to questions. The interview is preceded by the preparation of a questionnaire in the form of a table in which the answers are recorded. For example:
Name
Favorite books?
Favoriteactivities?
Kate
books about animals
swimming
Olga
fairy tales
playing the piano
Activity 4. “Role play”.
The situation of role-based communication is a stimulus to the development of spontaneous speech associated with the solution of certain problems and communicative tasks. Participants in the game must be placed in such conditions that it is necessary to find out the social, emotional and cognitive aspects of interpersonal relationships. For role-playing games, you need to have a single story that corresponds to the communicative situation and role-playing relationships between the participants of communication. When a student accepts a role, he or she plays himself or some hero in a specific situation.
For example Famous people. (Outstanding people.)
Each student chooses a celebrity, which can be told in the first person, without calling his last name. The others ask him questions:
Are you a man or a woman? What do you do? What is the colour of your hair?
The task of the "celebrity" is to answer questions somewhat vaguely so that his role is not so quickly solved. If students guess who they are talking about, they write the name on a piece of paper and give it to the teacher. When several correct answers are given, the teacher stops the game and calls the name of the student who first gave the correct answer. Summarizing the results can be carried out in the form of a discussion of the following issues: Was it difficult to guess? How did you guess the name so quickly?
Activity 5. “ Detective Story game” ("game of detectives").
Choose two "detectives", the rest - "suspects". "Suspects" are given cards; one of them says: "I broke a cup yesterday at 7: 45", the other cards are empty. "Detectives" should find out "who broke the Cup yesterday". They can ask questions such as "What did you do at ... o'clock?", "Who played football at ... o'clock?", "What time did you come back home?" – That is any questions with the exact time. Each suspect is responsible for its order of the day. The game ends when the "detective" asks a question, calling (in this case) the time 7:45. The "criminal" (the one who came across a card with the words "I broke a cup yesterday at 7:45") must confess.
Activity 6. “Appearance and clothes”
Since in the third quarter students are introduced to the vocabulary on the topic "Appearance and clothes" and learn to ask questions such as "What colour...?", "What kind of...?", it would be advisable to hold a game A right-hand sitting friend of mine ("My friend sitting on the right" The name of the game cannot be called.).
The meaning of the game is that you select several people from the class and ask them to leave – they become guessers. The others must sit in a circle. Each person answering the guesser's questions must describe the appearance and clothing of the person sitting to his right. The guesser enters the class and stands in the centre of the circle. He is told that he can ask any questions to name the one who was asked. The game ends if he understands what the point is, or, after questioning everyone in a circle, can not name the intended person.
In conclusion, we can say that communication games allow the student to speak more freely. Communicative games are necessary exercises when teaching a foreign language, as they bring the process of activating lexical and grammatical material closer to the conditions of real communication. Also, these exercises help to increase the motivation and activity of students in the classroom.
References:
1.Florez, M. A. C. (1991). Communication language Teaching: The State of Art. TESOL, Quarterly
2.Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language
