This article is about training games in English language lessons. In this article, it is spoken about the effectiveness of the use of educational games and their use, results, and types of games.
Keywords: game, the educational process, classes, methods, simple, lively, contribute, material, knowledge, initiative.
Эта статья об обучающих играх на уроках английского языка. В этой статье говорится об эффективности использования обучающих игр и их использовании, результатах и видах игр.
Ключевые слова: игра, учебный процесс, занятия, методика, простой, живой, вклад, материал, знания, инициатива.
A game helps to make the lesson more interesting and fun. The game is a traditional, recognized method of training and education. This is a unique means of non-violent learning for children. The game meets the natural needs and desires of the child, and therefore with its help he will learn with pleasure. I would like to note the great potential of the game as a means of teaching English. The game activity in the English class not only organizes the process of communication in a foreign language, but also brings it as closes as possible to natural communication. The game develops mental and volitional activity.
Thanks to the games, all cognitive processes of students are activated: attention, memory, thinking, and creative abilities are developing. Learning games help relieve fatigue, overcome language and psychological barriers. A game introduced into the educational process in English classes, as one of the teaching methods, should be interesting, simple and lively, contribute to the accumulation of new language material and consolidate previously acquired knowledge. It should be borne in mind that the game process makes the learning process much easier; Moreover, skillfully developed game is inseparable from the teachings. The use of games in English classes helps the teacher to more deeply reveal the personal potential of each student, his positive personal qualities (diligence, activity, independence, initiative, ability to work in cooperation, etc.), to preserve and strengthen learning motivation.Depending on the goals and objectives of the lesson, various games can be used, they can be offered in the process of consolidating educational material, at the stage of its activation in the speech of students. Games are used as separate elements of the lesson or the whole lesson can be held in the form of a game with elements of competition between groups.
Phonetic games: Objective: to train in the pronunciation of English sounds.
Among the phonetic games stand out games — puzzles, games — imitations, games — competitions, games with objects, games of attentiveness. The following games are helpful in making pronunciation:
What sound did I have in mind? (game — riddle)
The teacher names a string of words in which the same sound occurs. Guessing the first, gets the right to guess his riddle. For example: mother, father, daughter, teacher or fat, map, cap, sat, dad.
Spell the word (playing with the subject)
The leader throws the ball to the students in turn, calling the word in which the sound is heard. For example: fat, map, cap, sat, dad or mother, father, teacher.
True — false (game of attentiveness)
A) The teacher calls the sounds, pointing to the letters and letter combinations, and the students should find a mistake, if there is one.
B) The teacher shows the sound cards and calls them, and the students must raise their hand if they find a mistake, correct it, calling it correctly.
Lexical games: Objectives: — to train in the use of vocabulary;
– intensify verbal and cogitative activity;
– develop students' speech reaction.
When learning to read, it is advisable to use card games, riddles, crosswords, chinwords, games like “Find a word”, “Find a proverb”.
Secret Letters.
Words calling
Grammar Games: Objectives: — to learn to use the studied grammatical phenomena;
— develop students' speech creative activity.
Plural (parts of the body) Plurals.
The teacher throws the ball to the child, calling the noun (part of the body or something else) in the singular. The child calls this plural noun and throws the ball to the teacher.
Nonsense: The teacher names sentences that are not true, for example: “We wear school uniforms when we go to the theater.” Pupils correct phrases that are “wrong from their point of view”: “We do not wear school uniforms when we go to the theater.”Physical activities at the English lessons: Preserving and strengthening the health of children in the classroom is not possible without the use of modern health-saving technologies. This contributes to a variety of physical exercises. For example:
Hands up! Hands down!
Hands on hips! Sit down!
Hands up! To the sides!
Bend left! Bend right!
In conclusion, I would like to note that educational games are based on the principles of collective work, practical utility, competitiveness, maximum employment of each student and unlimited prospects for creative activity. During the game, logical thinking, the ability to search for answers to questions posed, the ability to communicate with each other develops. A game occupies a special place in the process of active learning, being both a method and a form of organization of training. The use of the game in English lessons is of great importance for the formation of new skills.
References:
- Creative games for the language class by Lee Sukim, (Forum) vol.33No 1,January-March 1995.
- Games for language learning, (second edition), by: Andrew Wright, David Betteridge and Michael Buckby. Cambridge university press, 1984.
- Using games in an EFL class for children. By: YinYong Mei and Jang YuJing,Daejin university ElT Research paper,Fall.2000.
