Games activity at the foreign language lesson as one of the basic ways of learning English at primary school

Games activity at the foreign language lesson as one of the basic ways of learning English at primary school

Contents

• Introduction
• 1. Relevance of the theme of course work
• 2. Classification of games
• 2.1 Disclosure of the concept of the game
• 2.2 There are several groups of games, developing intelligence, cognitive activity of the child
• 2.3 The classification of educational games in a foreign language
• 3. The use of games in the classroom teaching English as a means of improving
• Conclusion
• Bibliography
• The Adverb Game

Introduction

At present time the problem of increased psycho-emotional stress on students. Application of game forms of training helps to reduce pressure on the students' information. During the game, the child unconsciously possessed training material.

About training opportunities for games has long been known. Many prominent educators rightly drawn attention to the effectiveness of games in the learning process. And this is understandable. We believe that in the game are especially full of unexpected and sometimes a person’s ability, especially a child.

At school the special place occupied by such forms of employment that provide an active part in the lesson, each pupil, increase the authority of knowledge and individual responsibility for the results of the school pupils work.

In the present method and practice of teaching children in elementary school focuses on the optimal combination of different forms, methods and teaching aids. This allows us to more effectively address training and education objectives of the program

But learning tasks performed in class, often determine the monotony of intellectual activity of students by implementing a training goal — securing knowledge, and skills development. This adversely affects the development of students and the future of learning.

In recent years, significantly changed the priorities of primary education. Today, his main goal — the development of creative student’s personality. Ask the children — they love stories and games? Sure, all the answer — yes.

english educational game teaching

1. Relevance of the theme of course work

The game — one of the most important means of intellectual and moral education of children. Great importance to the game as an educational tool attached AS Makarenko, «What child is in the game, is that in many ways it will work when she grows up. Therefore, education of the future leader is, above all in the game. «Lessons from the use of games and game situations are an effective means of training and education, as the rest of the traditional construction of the lesson and the introduction of the game story attracted the attention of the entire class. The content of the game — it’s always a number of learning tasks. In the game pupils get into a situation that allows them to critically assess their knowledge in an active step, cause this knowledge into the system.

These important conclusions I came not once, but in the process of accumulation of knowledge and experience with younger students. The urgency of this problem is caused by the need for improving methods of psycho-pedagogical influence on the emerging personality of the child to develop self-sufficiency of children, intelligent, communicative and creative abilities.

I will single out three aspects of relevance.

The social aspect.

Under the conditions of modern life, most parents can not provide free time to communicate with children and their development (working late, at the best time to check homework.) Educational and cultural level of the parents is low (higher education in 21% of parents of students). Hence we see that parents, in most cases, unable to develop the thinking of their children.

The scientific aspect.

In today’s school observed intensification of the educational process, the complexity of programs designed for the use of logical reasoning and creative abilities of pupils of primary school.

The practical aspect.

The game helps to develop visual, auditory perception system of the students. Make the lesson interesting and accessible, helping to increase the activity of children to learn skills and improve the quality of education.

The game — especially the organized activities requiring mental and emotional stress forces. The game always involves making a decision — what to do, what to say, how to win? The desire to resolve these issues aggravates the mental activity of the players. And if the child is at the same time to speak a foreign language? Do not lurk there a rich learning opportunities? Children, however, do not think about it. For them, the game is first of all — fun. Therefore, in our view, the goal of the game forms of learning — not only the formation of pronunciation, vocabulary and grammar skills, but also the development of interest in the target language.

Games contribute to the implementation of important methodological problems:

The creation of the psychological readiness of children to the speech communication;

Provide a natural need for frequent repetition of linguistic material;

Coaching students in choosing the right version of the speech, which is preparing for the situational spontaneity of speech at all.

The purpose of this paper — to analyze the possibility of using gaming techniques as a means to enhance the cognitive activity of adolescent English language lessons.

To achieve this goal it is necessary to solve the following tasks:

A. To study the literature on the issue of the use of gaming techniques as a means of stimulating cognitive activity in adolescent English language lessons.

Two. To analyze the different approaches to the classification of gaming techniques.

Three. Highlight features of the use of gaming techniques in teaching young people English.

Object: The Game methods of teaching English.

Subject: The use of gaming techniques as a means of stimulating cognitive activity in adolescent English language lessons.

The objectives and functions of education.

Revealing the essence of the learning process involves the definition of its functions.

The learning process is designed to carry out educational, educational and developmental functions.

Isolation of these functions, the learning process carried out conventionally, as the distinction between the processes of education, training and personal development are relative, and some aspects are common. Conditional release of these functions is necessary in practice for teacher training and goal-setting process, the diagnosis of the results.

The educational function of the learning process involves the assimilation of the individual scientific knowledge, the formation of ad hoc and obscheuchebnyh skills.

Educational function of the learning process is to create a system of values?? and emotional relationship of personality to the world and the totality of its qualities.

Developing function of the learning process determines the development of general and special abilities of the individual and mental processes.

Characteristic features of the learning process be regarded as unacceptable in isolation performed. They are complexly interwoven cause and effect relationships, when one of the functions is a consequence of the other, while the cause of the third. Thus, the discipline of education, social activity creates the conditions for effective learning. A study, in turn, helps educate those qualities.

The main aims of education is considered to be:

creation of favorable conditions for the mental, moral, emotional and physical development of the individual all-round development of their skills, ensuring students receive a strong knowledge and principles of science and the ability to replenish their own;

provide universal education to the level corresponding to the rapid development of science and makes it possible to adapt to the modern world;

implement the idea of?? the general, intellectual and moral development of the individual means of humanization of education;

educate citizens on the basis of a highly universal moral values?? that can lead an active life, work and creativity;

follow the international standards for the construction of programs for children with high intellectual ability: deepening the content of programs, the development of high-level thought processes, the development of understanding of students' own abilities;

form a person with a developed intellect and high culture, ready to be a conscious choice and development of vocational education programs.

The main aims in teaching students a foreign language are:

formation in children of primary communication skills in foreign languages??, foreign language skills to use to achieve their goals, the expression of thoughts and feelings arising in real communication situations;

creating a positive setting for the further study of foreign languages; revival of interest in the life and culture of other countries;

education of active-creative and emotional-aesthetic attitude to the word;

development of linguistic abilities of students with their age-appropriate structure for the older preschoolers;

decentration of personality, it is possible to see the world from different perspectives.

2. Classification of games

2.1 Disclosure of the concept of the game

At school the special place occupied by such forms of employment that provide an active part in the lesson, each pupil, increase the authority of knowledge and individual responsibility for the results of the school pupils work. These problems can be successfully addressed through technology learning game forms.

The game has great significance in the life of a child, has the same significance as an adult activity, work, service. The game only seems outwardly carefree and easy. In fact, it imperiously demands that playing gave her the maximum of its energy, intelligence, persistence, self-sufficiency.

Game forms of learning can be used at all levels of learning, from the reproductive activity by transforming the main goal — creative-search activities. Creative-search activity is more effective if it is preceded by reproducing and transforming activity in which students learn the techniques of teaching.

From the opening game concepts can identify a number of general provisions:

1. The game is an independent type of developmental activities for children of different ages.

2. Children play is the freest form of their activity, which is realized, we study the world, offers a wide scope for personal creativity, activity, self-knowledge, self-expression.

3. The game — the first stage of the child’s preschool, primary school of his conduct, and equitable regulatory activities of primary school children, teenagers, young adults, changing their goals as they grow older students.

4. The game is the practice of development. Children play because they evolve and develop so that they are playing.

5. The game — the freedom of self-discovery, self-development based on the subconscious mind and creativity.

6. The game — the main sphere of communication between children, it solved the problem of interpersonal relations, human relations experience is gained.

2.2 There are several groups of games, developing intelligence, cognitive activity of the child

Group I — subject game, as the manipulation of toys and objects. Through toy — items — children learn the shape, color, size, material, animal world, a world of people, etc.

Group II — Game creative, role playing, in which the plot — a form of intellectual activity.

The creative role playing games in training — not just entertainment or a way to welcome the organization of cognitive material. The game has great heuristic and persuasive potential, it throws up something that «seems one», and brings that to the teachings and life resists comparison and balancing. Scientific prediction, guessing the future can be attributed to «the ability to imagine a game of imagination as the integrity of the system, which from the point of view of science or common sense, systems are not. «

Group III is a didactic game.

Typically, they require the student’s ability to decipher, unravel, unravel, and most importantly — to know the subject. The more skillful didactic game is made, the most cleverly hidden didactic purpose. Operate the game of knowledge embedded in student learning unintentionally, unwittingly playing.

2.3 The classification of educational games in a foreign language

Despite the fact that a child’s play has been written so many, the questions of the theory of it so complicated that a single classification of games still do not exist.

Thus, for the number of participants in the game are divided into individual, pair and group. And the first target to communicate with the text, and the other to communicate with partners. The nature and form of the game produce substantive, moving with a verbal component, scene, or situational, games, competition, intellectual (tests, puzzles, crosswords, chaynovody, etc.), interaction (communication), complex, etc. By way of organization of the game There are computers, writing on message boards, etc. In terms of complexity of the actions distinguish simple and complex games, the duration of the — not long and lengthy.

Language pgames helping to learn the various aspects of language (phonetics, vocabulary, etc.) are divided into phonetic, lexical, grammatical and stylistic.

Thus, the educational game — is focused on the zone of proximal development of the game, combining teaching with the aim of appealing to the motive of the child.

Therefore, introducing the game into a lesson, it is important for the result of didactic teaching, but may not be the motivation for the work of children. The game has to change the style of the relationship between children and adults the teacher, who can not impose anything: a child can play only when he wants and when he is interested, and those who cause him sympathy.

A teacher can not only be the organizer of the game — he has to play with your child, because children have great pleasure in playing with adults, and because game atmosphere collapses under the gaze of the observer.

The main purpose of phonetic games — staged (correction) pronunciation, practice in pronunciation of sounds in words, phrases, practicing intonation. They are used regularly, mostly at the initial stage of learning a foreign language (water-remedial course) as an illustration and exercises to practice the most difficult to pronounce sounds and intonations. As we move forward phonetic games are implemented at the level of words, sentences, Rhymes, tongue twisters, poems and songs. The experience gained in games of this type can be used by students in the classroom in the future in a foreign language.

Lexical games have focused students' attention solely on the lexical material and are designed to assist them in acquiring and expanding vocabulary, and to work to illustrate the use of words in communication situations. There are different types of vocabulary games

Battle Ships — A Vocabulary Game

Level: Easy to Medium

Preparation:

Divide the students in to groups of four or five. Then ask the student to make the name for their ships for example with the names of animals, cities, movie stars or let them find their own favourite names.

Ask them to choose the Captain and the Shooter. The captain’s duty is to memorize his ship’s name, so he can reply if somebody call his ship’s name. The shooter’s duty is to memorize the names of the ships of 'their enemies', so he can shoot them by calling their ship’s name.

Activity:

Arrange all the captains in a circle, the ships' crews must line up behind their captains. The shooter is the last crew member in line.

The teacher must decide a lexical area of vocabulary, this vocabulary will be used to defend their ships from the attacks. Every students (except the shooters) must find their own words. The lexical area for example, «Four Legged Animals». Give the students 1−2 minutes to find as many possible words as they can and memorize them.

Start the game by calling a ship’s name, for example the ship name is «THE CALIFORNIAN». The captain of THE CALIFORNIAN must reply with a word from the lexical area given, for example he says «TIGER» followed by his crews behind him one by one, «COW»; «SHEEP» until it is the shooter turns and he calls out the name of another ship and the captain of the ship called must reply and his crews must do the same thing. No word can be repeated.

If the captain is late to reply (more than 2 seconds) or his crew can not say the words or a word repeated or the shooter shoots the wrong ship (his own ship or the ship that has already been sunk) the ship is sunk, and the crew members can join the crew of another ship.

The teacher can change the lexical area for the next round.

In the last round there will be two big groups battling to be the winner.

Grammar games are designed to provide students practical skills to apply knowledge of grammar, increase their mental activities to the use of grammatical structures in natural communication situations.

Tell Me Everything You Know

Here are the basics:

1. Write a sentence on the board and set a time limit.

2. Students write down everything that they can about the grammar of the sentence.

3. When the time is up, students individually share their observations. If anyone else in the room has the same observation, they must cross if off of their list. If they are the only ones who have made that particular observation, they get a point.

4. Whoever has the most points wins.

Stylistic games aim to teach students to distinguish between formal and informal styles of communication, as well as the right to use each of them in different situations.

Verbal games teach the ability to use language resources in the process of committing an act of speech, and repelled from the specific situation in which speech acts are carried out.

Proper Noun Exercise Verbally, give as as many proper names of the nouns as you can think of for those listed below. Do this as quickly as you can!

Example:

boys = Douglas, Edward, John, Peter, Andrew, Alexander, Joshua, Caleb

Role-playing game.

Among the different types of games holds a special place role-playing game.

As you know, of great importance in the educational process is learning motivation. It helps to enhance the thinking is of interest to a particular kind of occupation, to perform a particular exercise.

The strongest motivating factor is the training methods that satisfy the need for students to study material novelty and variety of the exercises. Using a variety of teaching techniques helps to perpetuate the memory of linguistic phenomena, creating a more stable visual and auditory images, maintaining interest and activity of students.

The lesson of foreign language is seen as a social phenomenon, where the classroom - a particular social environment in which teachers and students enter into definite social relations with each other, where the learning process - the interaction of all present.

The success in training — is the result of collective use of all opportunities for learning. And students should make a significant contribution to this process. Ample opportunities to revamp the educational process is the use of role-playing games. Role play — methodological procedure relating to a group of active methods of teaching practical language skills.

Role-playing is a contingent of actors playing real practical activity, creates conditions for real communication. The effectiveness of training is due primarily to an explosion of motivation, increased interest in the subject.

Role-play motivates speech activity, as students find themselves in a situation where the need is updated to say anything, ask to find out to prove something to share with someone.

Students clearly convinced that the language can be used as a means of communication.

The game will intensify the desire to contact the guys with each other and the teacher creates the conditions of equality in the speech partnership breaks the traditional barrier between teacher and student.

The game allows a timid, diffident students to speak and thus to overcome the barrier of uncertainty. In the usual discussion students, leaders tend to seize the initiative, and the timid prefer to remain silent. In the role-play, each gets a role and must be an active partner in speech communication.

In games, pupils master the elements of communication such as the ability to start a conversation, keep it, to suspend the interlocutor at the right moment to agree with his opinion or disprove it, specifically the ability to listen to the interlocutor, to ask clarifying questions, etc.

Role-playing teaches to be sensitive to the social use of language. A good conversationalist is often not the one who enjoys the best structures, and those who can most clearly recognize (interpret) the situation in which there are partners, to consider the information that is already known (from the situation, experience) and choose the linguistic resources that will be most effective for communication.

Almost all the training time devoted to role-play voice for the practice is not only talking but also listening to the most active, as it is to understand and remember the replica partner, correlate it with the situation, determine how relevant the situation and the problem of communication and properly respond to the cue.

Games have a positive effect on the formation of students' cognitive interests, contribute to the conscious development of a foreign language. They contribute to the development of qualities such as independence, initiative, foster a sense of collectivism. Students actively, enthusiastically working to help each other, listen carefully to their comrades, but the teacher manages the educational activity

Basic requirements for the role-playing games:

1. The game should stimulate motivation to exercise, to cause the student interest and desire to do the job well, it should be based on the situation adequately the real situation of communication.

2. Role-playing game should be well prepared in terms of both content and form, clearly organized. It is important that the students were convinced of the need to perform well a certain role. Only under this condition, their speech is natural and convincing.

3. Role-playing should be taken as a group.

4. It certainly is conducted in a friendly, creative atmosphere, causes the pupils a sense of satisfaction and joy. The freer the student feels in a role play, the more initiative, he will be in communication. Over time, he will feel confident in their abilities, that he may fulfill different roles.

5. The game is organized so that students can active verbal communication to maximize the use of piloted language material.

6. The teacher will certainly believe in the role mothers play in their effectiveness. Only under this condition, it can achieve good results.

7. Greater significance is the ability to teachers to make contact with the children. Creating a supportive, friendly atmosphere in class — a very important factor, whose value can not be overestimated.

During the game, the teacher sometimes takes some role, but did not start that game does not become a traditional form of work under his leadership. It is desirable that the social status of this role would have helped him gently to direct verbal communication in the group.

Usually, the teacher takes a role only in the beginning, when students have not mastered this kind of work. In the future there will be no need for this.

During the game strong help the weak students. The teacher also manages the process of communication: it is suitable to one, then another student who needs help, makes the necessary adjustments to the job.

During the game, the teacher does not correct the error, but only for the students quietly write them to the next lesson to discuss the most common.

Role-playing can be used as the initial stage of learning, and the advanced.

Psychological studies show that during the period from the fourth to tenth grade, when carried out to study a foreign language, students develop through several stages of age. It is also noted that the most important changes in the mental characteristics of the individual at this stage of its development due to the dominant activity, characteristic of this stage. Primary school age, which starts learning a foreign language, not only precedes the earlier, pre-school age period, but also an older form of the dominant activity. This early form of the dominant activity is the role-playing game. In the early school years, ie seven — eleven years old, the dominant activity is teaching.

The transition from one activity to another lead is in the form of interaction between old and new ways of behavior. Earlier-formed personality traits persist in a period when there are active and formed new personal property, and during the most recent full development are prerequisites for the emergence of personality traits corresponding to the transition to new leadership of the age and the next step. The game as a form of reflection leading activity may correspond to the achieved age, to return to earlier forms of behavior, ahead of the appropriate age and contribute to the preparation stage for a new leading activity. These and other theoretical situation is still not used to the proper organization of educational role-playing game in the foreign language lessons.

3. The use of games in the classroom teaching English as a means of improving

Currently, the main principle of the modern educator is not only focused on the impact of each student, his personal settings, but also optimization of the joint activities of students. Great help in providing this training and educational games. They activate the learning process and compared with the traditional form of the classes have some advantages.

Recently, in pedagogy, as well as in many other fields of science, is changing the practices and working methods, in particular, all the more widespread of various games.

First of all, the implementation of gaming techniques directly related to the number of common social and cultural processes to search for new forms of social organization and cultural relations between the teacher and students. The need to improve students' communication culture in the didactic process is dictated by the need to improve the cognitive activity of students, stimulate their interest in the subject.

Tuning the processes occurring in a country that embraced all spheres of our lives: increased contacts with foreign countries, the opportunity to communicate with other people at all levels (inter-state communication, tourism, student exchanges and student, etc.) This, in turn, necessitated the study of foreign languages. Сommunication in any language requires a large vocabulary, which is accumulated over several years. It follows that to study the language should begin in early childhood. This caused a search for new methods of teachers to enable children to effectively and efficiently, and most importantly with interest to learn a foreign language. Given the fact that interest is the best stimulus to learning, to try to use every opportunity to relieve the child through play activities in learning the language.

The use of games in the English lessons promotes communicative activity character education lessons focus on the psychological development of students rechemyslitelnoy means the language is spoken, optimization of intellectual activity of students in the learning process, the complexity of learning, development and intensification of its forms of group work. We all know that is easier to memorize something that is interesting, but it is interesting that exciting, does not cause boredom. In an entertaining form of a game you can work out and repeat the course material, greatly add to your active vocabulary, and strengthen the skills to get the correct spelling of English words.

The game — a huge incentive to succeed where sometimes ineffective many traditional exercises. The lesson can be an unforgettable journey into the world of the English language, to enable not only strong, but weak students show their creativity. Even the most insignificant success — a huge step towards knowledge.

In my work I want to dwell in detail on the use of language games in English class and share their experiences and best practices in this area.

it is difficult to remember the spelling, especially if they are not written by the rules. And during the game, the competition is faster. Many well known since childhood game «Hangman»: given the first and last letters of the word, and dashes denote missing letters. Who will restore the first floor — the one and the winner.

The game can be used to remove the monotony when developing language material and to enhance the voice of the students. I give priority to the work of students in pairs and groups, strongly support the desire of children to communicate in English. In order to maintain a constant interest in the subject, I use an unusual form of lessons, methods and techniques that cause children to strengthen their knowledge in different situations, and educational games in this very helpful.

The theme — Medicine.

Lived, was in a medicine (medicine), and no it was not necessary, because no one was ill (be ill), and all were healthy (healthy), but once the girl’s sore throat (sore throat) and she went to the doctor (a doctor), and he ordered her medicine and she recovered (recover), etc.

Also, students like the form of tasks:

I tell kids the word in Russian, they have it translated into English and emphasize that the letter to which I point, and then the underlined letter of the new word is obtained, which is usually well remembered.

This type of exercise allows you to check the assimilation traversed vocabulary and learn a new word, it is best to use this kind of work during the transition from one topic to another. After a test of knowledge is much more interesting and more effective than an ordinary dictation or control the work.

I really like this method as Total Physical response. This method aims to teach a foreign language through movement. It was developed by the American scientist James Asher. In my work I use a Jazz-chants (rhythmic poetry of words with the show). Children move and portray it. what they say, a comparison of movements and words, gives a deeper understanding and memorizing vocabulary and, in addition, students are taught to them with pleasure.

For example:

My cat has three eyes Three eyes has my cat And had it not three eyes It wouldn’t be my cat

I have developed a variety of festivals, where students get together and play different classes. One of the developments I represent.

Seasons

Good afternoon, dear boys, girls and our guests! We are very glad to see you today. Welcome to the country of seasons!

Who made the first calendar? We don’t know. People in all countries know the seasons of the year. How many seasons are there in the year? We say that there are 4 seasons but people in some countries say that they have 5 or 7 seasons. The seasons are not the same in all countries. The seasons in our calendar are spring, summer, autumn and winter. Each season has 3 months. What are winter (spring, autumn, summer) months in Russia?

Today we have the season-competition. There are 4 teams: spring, summer, autumn and winter.

1. Introduce yourselves, please. What is the best season?

Приветствие команд. (5 points)

Let’s sing a song «Jingle Bells»

2. Your task is to make up the sentences. Each right sentence is 2 points.

3. Your task is to find rhymes to the words on the topic «Seasons». Each rhyme is 1 point.

4. Let’s draw a snowman. One member from each team. Who will be the best and the quickest? (3 points)

5. Your next task is to find mistakes in the sentences and correct them. Each mistake is 1 point.

There are 11 months in the year.

We celebrate the New Year in February.

March is the second spring month.

There are 31 days in September.

June comes after August.

There are 5 seasons.

Winter is the warmest season.

In summer it snows.

6. Who is the cleverest? Guess our riddles. Each right answer is 1 point.

7. Let’s cut the snowflakes. Who is the quickest? The best snowflake will get a prize.

8. Let’s make a puzzle.

1. It’s the coldest season of the year.

2. It’s the season when children go to school.

3. It' the season which is colder than summer but warmer than winter.

4. What fruit do children like to eat in autumn?

5. It shines brightly in summer.

6. It’s the season when pupils have long holidays.

7. What is spring, summer in another words?

8. It may be cold, warm, cool.

9. Much water, usually in autumn and in spring.

10. It’s blue in spring, where the sun shines.

11. It’s white and cold. It’s much in winter.

9. Your task is to guess the words. (1 point)

While our jury is summing up, let’s sing a song «We wish you a merry Christmas».

The jury announced the winners and award them.

Our party is over. Thank you very much for your participation and attention. Merry Christmas and a Happy New Year!

Using the game as a form of learning, the teacher must be sure whether its use should determine the goal of the game in accordance with the objectives of the educational process. Educational games should be a system that presupposes a certain sequence, and their gradual complication. The participants should be provided with teaching materials, game assignments, instructions, training materials, etc. Using his work teaching the game, every teacher should be aware of these requirements. The teacher should constantly improve the learning process, allowing children to assimilate effectively and program material. It is therefore important to use the elements and game play in the classroom. Indeed, the use of games up for information overload and organize the mental and physical rest.

If you find the right approach, the training of a difficult and tedious necessity can become a fascinating journey into the world of unfamiliar language. One of these approaches is the game, the strongest factor in psychological adaptation of children in the new language space, which can solve the problem of the natural introduction of the child to the fascinating world of language. After all, just look in the happy eyes of their students that go to the tutorial to understand that you are on the right track and should go further, so as not to lost the joy in his eyes, and disappeared interested students to the subject.

Conclusion

Success depends on the use of games, primarily from the atmosphere necessary verbal communication, the teacher creates a classroom. Of course, foreign language lesson — it is not just a game. The credibility and ease of communication between a teacher and his disciples encountered by the general atmosphere of the game and the actual games, the guys have serious conversations, discussion of any real-world situations. Based on the foregoing, the following conclusions:

1. The game promotes the development of cognitive activity of students with learning a foreign language. It carries considerable moral principle, for mastering a foreign language makes a joyful, creative and collective.

2. The use of games in the classroom allows you to create and develop students' skills and ability to find the necessary information to convert it to develop its plans and decisions based on both the stereotypical, and in non-stereotypical situations.

3. The game delivers an emotional impact on students, activates the spare capacity of the individual. It facilitates the acquisition of knowledge, abilities and skills, contributes to their actualization.

4. The psychological impact of games shown in the intellectual growth of students. Pedagogically and psychologically judicious use of the lesson provides the requirements for the development of intellectual activity. And that leads to intellectual activity, mental and cognitive independence and initiative of students.

5. The social and psychological impact of the game reveals itself to overcome the fear of speaking in a foreign language and culture in shaping the dialogue, in particular cultural dialogue. The game generates interest in the language is spoken, to read the foreign press. It creates the ability to make decisions, evaluate their actions.

It is necessary to use widely of gaming in the study of forms of learning a foreign language. Since the «conduct of classes and extracurricular activities in the original, non-traditional form is not only directed at the development of the main types of speech activity, but also on the formation of associative thinking, memory and communication skills in the team, student creativity

Bibliography

1. Маслыко Е. А., Бабинская П. К. Настольная книга преподавателя ИЯ: Справочное пособие. — Мн., 1996

2. Перкас С. В. Ролевые игры на уроках английского языка. Ино-странные языки в школе. № 4, 1999

3. Стронин М. Ф. Обучающие игры на уроке английского языка. М., Просвещение, 1984

4. Дзюина Е. В. Игровые уроки и внеклассные мероприятия на английском языке. М., Вако, 2007

5. classes.ru — Репетитор по английскому языку.

6. alleng.ru — Образовательные ресурсы Ин-тернета — английский язык.

The Adverb Game

This grammar game never gets old. I’ve played this in classrooms, elementary school classrooms, and college classrooms, and it’s always a total hoot.

This game focuses on adverbs that describe the manner in which something is done. It does not work for adverbs that tell time or location.

Here are the steps:

1. One student volunteers to leave the room.

2. The student chooses a manner adverb. For example: quickly.

3. The student returns to the classroom and the other students give this student orders such as, «Walk around the room.» or «Stand up.» or «Shut the door. «

4. The person who has chosen the adverb has to follow his classmate’s orders in the manner of his chosen adverb. (He must walk around the room quickly.)

5. After the student has been given at least three orders, his classmates can guess his adverb.

While playing this game, I have been ordered to pick my nose while my adverb was loudly. That was interesting.

Possible adverbs to use:

quickly, slowly, angrily, happily, quietly, loudly, strongly, sheepishly, calmly, lazily, sleepily, fearfully, silently, painfully, seriously, dramatically, gracefully, stiffly, jerkily, drunkenly

Comparatives

One example of a routine exercise on the comparison of adjectives is a series of items like:

A car, a jet plane (fast, slow) in response to which the student has to produce sentences like The jet plane is faster than the car or The car is slower than the jet plane. The more imaginative teacher gives only the items car and jet plane and invites students to make their own comparisons. One way of making this exercise by giving the class things to compare that have nothing to do with one another, like an elephant and a potato. The students then have to tax their imaginations to find points of comparison, the objective is more interesting and the results often entertaining. Another possibility: the teacher writes up on the blackboard seven or eight nouns round a theme scattered in a rough circle, for example:

steak water macaroni sugar bread yoghurt curry eggs

The students are then asked to compare any one item on the board with any other. The comparison is recorded by a line drawn by the teacher to link the two; the aim is to join each item with all the others, or with as many of them as possible. As a follow-up, for extra practice, the teacher indicates any one of the lines and asks the students to recall what the comparison was.

Noun Field Trip

In order for your scholar to really grasp the concept of common nouns, you may want to take several field trips to some of the places listed in the above box. Prior to going on the field trip, you may want to practice at home.

Examples:

Take your scholar into the kitchen. While s/he is standing there, have your scholar list off what s/he sees, e. g., stove, oven, ice box, counter, mixer, clock, faucet, sink, drawers, cupboard, mugs, dishes, flatware, plates, cups, saucers, cereal, fruit, vegetables, spices, timer, salt, pepper, microwave, bread machine, (coffee) pot, towels, dishcloths, dishwasher, etc.

Bathroom = tub, shower, toilet, curtain, floor, ceiling, sink, cabinet, towel, soap, shampoo, toothpaste, toothbrush, perfume, deodorant, etc.

Bedroom = bed, closet, shoes, clothes, slacks, toys, blanket, pillow, window, floor, hanger, etc.

As you are sitting in the car preparing to go on your field trip, have your scholar start to identify nouns s/he sees, e. g., dashboard, handle, lock, key, windshield, (steering) wheel, radio, pedal, etc. Next, as you drive, have your scholar identify nouns s/he sees while going to your field trip, e. g., cars, road, trees, flowers, birds, (license) plates, billboards, buildings, stores, police, accident (hopefully not, but it is a noun), signs, etc.

If you go to the mall, for example, take your scholar to different sections in a department store to identify the various nouns s/he sees. The linen department, for example, may have towels, washcloths, tablecloths, (napkin) rings, napkins, placemats, quilts, sheets, pillowcases, doilies, towels, runners, etc. Department stores offer many sections e. g., housewares, women/men/children sections, shoes, automotive, etc. Do not forget the specialized stores within a mall as they offer many opportunities to identify nouns.

Field trips to church, post office, fire department, police department, department of motor vehicles, zoos, restaurants, libraries, museums, amusement parks, etc. offer an almost endless variety of nouns to be identified.