The article is about using games in foreign language lessons in primary school. The game arouses the interest and using different activities give students the opportunity to express themselves in an activity that is fascinating to them, contributes to more rapid and lasting memorization of foreign words and sentences.
Keywords: methods of teaching, game, the period, communicative competence, activity, to move, communication
Статья посвящена использованию игр на уроках иностранного языка в начальной школе. Игра вызывает интерес, и использование различных видов деятельности дает студентам возможность выразить себя в увлекательной для них деятельности, способствует более быстрому и длительному запоминанию иностранных слов и предложений.
Ключевые слова: методы обучения, игра, период, коммуникативная компетентность, активность, движение, общение
Nowadays the President Shavkat Mirziyoyev pays great attention to teaching English language in Uzbekistan. So, teaching English language should be based on communicative competence. This is not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The main goal of teaching foreign languages is the formation and development of the communicative competence of students in 4 skills. Games in foreign language lessons in primary school help to learn English with pleasure: playing, children have the opportunity to move, warm up during the school day, relax from a long sitting at a desk, and, moreover, fix vocabulary with some kind of action: catch the ball, touch the object, stand up. The initial stage in secondary school is understood as the period of learning a foreign language, which allows laying the foundations of communicative competence necessary and enough for their further development and improvement in the course of studying this subject. The initial stage, as a rule, includes classes 1–4 of general educational institutions. To lay the foundations of communicative competence, it takes a long enough period, because students need from the first steps to become familiar with the target language as a means of communication. This means that they must learn to understand foreign language by ear (listening), to express their thoughts by means of the language being studied (speaking), to read, that is, to understand the foreign language text read to themselves, and to write, that is, to learn how to use graphics and spelling of a foreign language when performing written tasks aimed at mastering reading and oral speech, or be able to express in writing their thoughts. They can be used for students of any age, but they will be especially relevant for children 6–11 years old.
Activity 1. Catch aball
The game is used when working on any topic. A teacher asks the children stand in a circle. The teacher throws the ball to one of the students and names any word on the topic in English or Uzbek. The player, catching the ball, pronounces the equivalent of the given word and returns the ball to the teacher. The teacher throws the ball to another student and says a new word.
Teacher: тўп.
Рupil 1: A ball.
Тeacher: қўғирчоқ
Pupil 2: A doll.
Activity 2. Aclock
A teacher asks the students to divide into two teams. The teacher, moving the hands of the clock, each time addresses the students with the question: “What time is it?”. The winner is the team that correctly answered more questions.
Activity 3. Competition captains
A teacher takes a bag and gives to each captain of the team, in which 2 toys. One has a fox and a monkey, for example, and the other has an elephant and a cat. Captains must describe each toy without naming it. Guess the guys on the other team. Example: “It’s an animal. It lives in Africa. It’s brown. It lives in the trees. It likes bananas.” (A monkey).
Activity 4. Please, show me...
Teacher lays out on the table pictures of already known animals. Teacher offers the children a request for “Please, show me...” (for example, a monkey) to show a picture of a dog, and so on.
Activity 5. Broken phone
Teacher divides the children into two teams and explains the instruction of the activity. Speak a word or phrase clearly on the ear of the first team; say another word or phrase in the ear of the second team. Children chained into your ear what you said, trying to «not spoil the line». The team wins if the word or phrase was correctly transferred from the first child to the last.
Options: It is a little doll.
It is a big doll.
Activity 6. There is/ are… in the box
Teacher puts in the box objects whose names are known to the students. Teacher asks the students “What is in the box?”. After this, the students in turn call these items in English using the “There is (are)...” speech cycle.
— There is a pen in the box.
— There are three pens in the box.
To sum up I came to this conclusion: using such kind of different activities at the English lessons makes friendly English atmosphere of the necessary verbal communication that the teacher creates in the classroom. It is important that students become accustomed to such communication, are addicted and become participants in the same process together with the teacher. The game contributes to the development of cognitive activity of students in the study of a foreign language. It carries with it a considerable moral principle, for it makes mastering a foreign language joyful, creative and collective.
References:
- The Resolution No 1875 of the President of the Republic of Uzbekistan on 10 December2012.
- Бутко Г. В. Языковые игры на уроках английского языка в 4 классе // ИЯШ. — 1987. — № 4. — С.63–65.
- Гудкова Л. М. Игры на уроках английского языка в младших классах // ИЯШ. — 1988. — № 4. — С.54–55.
