Games activity at the foreign language lesson as one of the basic ways of learning English at primary school
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.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.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.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.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.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.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;a natural need for frequent repetition of
linguistic material;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.. To analyze the different approaches to
the classification of gaming techniques.. 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.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.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.educational function of the learning process involves the assimilation
of the individual scientific knowledge, the formation of ad hoc and
obscheuchebnyh skills.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.function of the learning process determines
the development of general and special abilities of the individual and mental
processes.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;universal
education to the level corresponding to the rapid development of science and
makes it possible to adapt to the modern world;the idea of the general, intellectual and moral development
of the individual means of humanization of education;citizens on the basis of a
highly universal moral values that can lead an
active life, work and creativity;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;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;a positive setting for the
further study of foreign languages; revival of interest in the life and culture
of other countries;of active-creative and emotional-aesthetic attitude to the
word;of linguistic abilities of students with their age-appropriate structure
for the older preschoolers;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.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.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.
. 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.
. 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.
. The game is the practice of development.
Children play because they evolve and develop so that they are playing.
. The game - the freedom of self-discovery,
self-development based on the subconscious mind and creativity.
. 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.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., 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., 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.pgames helping to
learn the various aspects of language (phonetics, vocabulary, etc.) are divided
into phonetic, lexical, grammatical and stylistic., 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., 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.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.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.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.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.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.teacher can change the lexical area for the next round.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:
. 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
girls
|
heroes
|
books
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Books of the Bible
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holidays
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apostles
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nicknames
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presidents
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animal pet
names
|
|
|
|
Bible
characters
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amusement
parks
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Role-playing game.the different types of
games holds a special place role-playing game.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.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.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.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.clearly convinced that the language can be used
as a means of communication.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.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.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.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.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.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.
. 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.
. Role-playing should be taken as a group.
. 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.
. The game is organized so that students can
active verbal communication to maximize the use of piloted language material.
. The teacher will certainly believe in the role
mothers play in their effectiveness. Only under this condition, it can achieve
good results.
. 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.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., 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.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.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.playing can be used as the
initial stage of learning, and the advanced.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.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., 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.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.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.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.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.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.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.
e. g.
|
E - - T
(Elephant)
|
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P - - E
(Police)
|
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.theme - Medicine., 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., students like the form of tasks: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.
e. g. FISH
|
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ELEPHANT
|
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MOUSE
|
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GOOSE
|
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GOAT
|
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BEAR
|
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HARE
|
|
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.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.
Seasonsafternoon, dear boys, girls and our
guests! We are very glad to see you today. Welcome to the country of
seasons!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?we have the
season-competition. There are 4 teams: spring, summer, autumn and winter.
. Introduce yourselves, please. What is the best
season?
Приветствие команд. (5 points)’s sing a song
“Jingle Bells”
. 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.
Bruit - fruit
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rice - ice
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Reason - season
|
ball - fall
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Hinter - winter
|
our - flower
|
Bring - spring
|
remember -
November
|
Drummer -
summer
|
such - March
|
Leather -
weather
|
day - May
|
Bold - cold
|
soon - June
|
No - snow
|
train - rain
|
4. Let’s draw a snowman. One member from each
team. Who will be the best and the quickest? (3 points)
. Your next task is to find mistakes in the
sentences and correct them. Each mistake is 1 point.are 11 months in the
year.celebrate the New Year in February.is the second spring month.are 31 days
in September.comes after August.are 5 seasons.is the warmest season.summer it
snows.
. Who is the cleverest? Guess our riddles. Each
right answer is 1 point.
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|
|
|
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This is the
season
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When children
ski
|
|
|
|
|
|
when days are
cool
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And Father
Frost
|
|
|
|
|
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when we eat
apples
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Brings New Year
tree
|
|
|
|
|
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and go to
school
|
(winter)
|
|
|
|
|
|
(autumn)
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The little old
woman
|
|
|
|
|
|
This is the
season
|
Has 12 children
|
|
|
|
|
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when snowdrops
bloom
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Some short,
some long,
|
|
|
|
|
|
when nobody
likes to sit in his room,
|
Some cold, some
hot.
|
|
|
|
|
|
This is the
season
|
Who is she?
|
|
|
|
|
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When birds make
their nests,
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(Year)
|
|
|
|
|
this is the
season we all like best.
|
|
|
|
|
|
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(spring)
|
7. Let’s cut the snowflakes. Who is the quickest?
The best snowflake will get a prize.
. Let’s make a puzzle.
1. It’s the coldest season of the year.
2. It’s the season when children go to
school.
. It’ the season which is colder than
summer but warmer than winter.
. What fruit do children like to eat in
autumn?
. It shines brightly in summer.
. It’s the season when pupils have long
holidays.
. What is spring, summer in another words?
. It may be cold, warm, cool.
. Much water, usually in autumn and in
spring.
. It’s blue in spring, where the sun
shines.
. It’s white and cold. It’s much in
winter.
9. Your task is to guess the words. (1 point)
a) p, i, r, s,
g, n
|
(spring)
|
b) i, n, a, r
|
(rain)
|
c) e, s, o, n,
a, s
|
(season)
|
d) t, a, m, n,
u, г
|
(autumn)
|
e) o, t, m, n,
h
|
(month)
|
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.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:
. 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.
. 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.
. 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.
. 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.
. 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.
.
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.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:
. 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.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: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 Triporder 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.= tub, shower, toilet, curtain, floor, ceiling, sink, cabinet,
towel, soap, shampoo, toothpaste, toothbrush, perfume, deodorant, etc.= bed,
closet, shoes, clothes, slacks, toys, blanket, pillow, window, floor, hanger,
etc.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.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.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.