COMMUNICATIVE GAMES IN LEARNING TO SPEAK ENGLISH
Burxanova Muyassar Shamshiddinovna,
an English teacher of Namangan region,
Yangikurgan district, school № 38
burxanova [email protected]/tel: +998 97 5918586
Annotation
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”
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| bitter | tasty | healthy | sour | sweet |
| Apple |
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| water |
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| carrot |
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| potatoes
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| meat |
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| porridge
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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?
