Spelling games 6th graders

(Baby J. Goethe "Forest king”, translated by V.A. Zhukovsky)

8. The prince who believed the soothsayer, and parted ways with his horse. But the magician's predictions came true: death came from horse.

(Prince Oleg from A.S. Pushkin’s ballad “The Song of the Prophetic Oleg” and the chronicle “The Tale temporary years")

8. A young Russian gentleman who pretended to be for a Frenchman, wanted to take revenge on his neighbor, but then changed his mind, falling in love with his daughter

(Vladimir Dubrovsky, novel "Dubrovsky" by A.S. Pushkin)

a guest was sitting - a short, plump man with small, always laughing little eyes ... Under his nose, a short and thick mustache stuck out; but they're so unclear flickered through the tobacco atmosphere, which seemed like a mouse that he had caught and kept in his mouth, undermining the monopoly of the barn cat.

(Vinokur from the story of N.V. Gogol "May Night, or the Drowned Woman")

dressed in a torn sermyaga and bast shoes, and he himself was frightened by the invention of Gleb Gavrilovich.

(Klim from short story by A.P. Chekhov "I oversalted")

4th competition: Lake Poetic. "Yeralash"

Qualification work "The game, its purpose in teaching a foreign language"

Municipal educational institution

"Komsomolskaya secondary school"

Adamovsky district of the Orenburg region

Qualification work

for II category

Topic:

"Game" Game, its appointment in a foreign language of younger age " .

Completed by: English teacher

Ogaryova Yu.S.

Komsomolsky village, 2010

CONTENTS

Introduction………………………………………………………… 3-4

………5-6

2. Classification of games…………………………………………………7

2.1 Phonetic games………………………………… …….….8-9

2.2 Spelling games…………………………….…..10-11

2.3 Alphabet games……………………………. 12

2.4 Lexical games……………………………………....13-14

2.5 Grammar games………………………………………... 15

2.6 Role play…………………………………………….16-22

Conclusion…………………………………………….……… .23-24

References………………………….25-26

INTRODUCTION

The educational possibilities of games have been known for a long time. Many prominent educators rightly paid attention to the effectiveness of using games in the learning process. And this is understandable. In the game, the abilities of a person, a child in particular, are manifested especially fully and sometimes unexpectedly. nine0009

Game is a specially organized activity that requires emotional and mental strength. The game always involves making a decision - what to do, what to say, how to win? The desire to solve these questions sharpens the mental activity of the players. What if the child speaks in a foreign language? Are there rich learning opportunities here? Children, however, do not think about it. For them, the game is primarily an exciting activity. This is what attracts teachers, including teachers of a foreign language. Everyone is equal in the game. It is feasible even for weak students. Moreover, a student who is weak in language training can become the first in the game: resourcefulness and ingenuity here are sometimes more important than knowledge of the subject. A sense of equality, an atmosphere of enthusiasm and joy, a sense of the feasibility of tasks - all this enables the children to overcome shyness that prevents them from freely using the words of a foreign language in speech, and has a beneficial effect on learning outcomes. The linguistic material is imperceptibly assimilated, and along with this, a feeling of satisfaction arises - "it turns out that I can already speak on an equal footing with everyone. " nine0009

Children's play is a broad concept. This is also a role-playing game, when the child imagines himself a pilot, and the chairs - a supersonic aircraft, and we are present at a small home performance. This is also a game according to pre-established rules (hide and seek, forfeits, etc.) where a kind of competition takes place between the players in one form or another.

From the point of view of the organization of verbal material, the game is nothing but a speech exercise.

The game is also considered as a situational-variative exercise, where an opportunity is created for repeated repetition of a speech sample in conditions as close as possible to real speech communication with its inherent features - emotionality, spontaneity, purposefulness of speech influence. nine0009

Games contribute to the fulfillment of important methodological tasks:

Creation of children's psychological readiness for verbal communication;

Ensuring the natural necessity of repeated repetition of language material by them;

Training students in choosing the right speech option, which is a preparation for situational spontaneity of speech in general.

1. Definition of the initial stage.

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 sufficient for their further development and improvement in the course of studying this subject. The initial stage, as a rule, includes grades 2-4 of educational institutions. To lay the foundations of communicative competence, a sufficiently long period is required, because students need to familiarize themselves with the language being studied as a means of communication from the first steps. This means that they must learn to understand foreign speech by ear (listening), express their thoughts by means of the language being studied (speaking), read, that is, understand a foreign text read to themselves, and write, that is, learn to use the graphics and spelling of a foreign language when performing written tasks aimed at mastering reading and speaking, or be able to express their thoughts in writing. Indeed, in order to lay the foundations for each of the listed types of speech activity, it is necessary to accumulate linguistic means that ensure the functioning of each of them at an elementary communicative level, which allows moving to a qualitatively new stage of their development in the future. nine0009

The initial stage is also important because the success in mastering the subject at subsequent stages depends on how the learning goes at this stage. The English methodologist G. Palmer, who attached great importance to the beginning in the study of a foreign language, wrote: "Take care of the first two stages and the rest will take care of itself."

In addition, it is at the initial stage that the methodological system that forms the basis of teaching a foreign language is implemented, which from the first steps allows the teacher to enter this system and carry out the educational process in accordance with its main provisions. nine0009

As you know, the construction of the initial stage can be different in relation to the language material, its volume, organization; consistency in the formation and development of oral and written speech; taking into account the conditions in which the educational process is carried out; revealing the potential of the subject itself in solving the educational, educational and developmental tasks facing the school.

2. Classification of games.

Games can be divided into two sections. nine0009

The first section consists of grammatical, lexical, phonetic and spelling games that contribute to the formation of speech skills. Hence its name "Preparatory Games". The section is opened by grammar games, which occupy more than a third of the manual in terms of volume, since mastering the grammatical material, first of all, creates the opportunity for the transition to active speech of students. It is known that the training of students in the use of grammatical structures, which requires their repeated repetition, tires the children with its monotony, and the efforts expended do not bring quick satisfaction. Games will help make boring work more interesting and fun. Grammar games are followed by lexical games that logically continue to “build” the foundation of speech. Phonetic games are designed to correct pronunciation at the stage of formation of speech skills and abilities. And, finally, the formation and development of speech and pronunciation skills to some extent contribute to spelling games, the main purpose of which is to master the spelling of the studied vocabulary. Most of the games of the first section can be used as training exercises at the stage of both primary and further consolidation. nine0009

Consider some examples of such games.

2.1. Phonetic games

I hear - I don’t hear . Purpose: formation of phonemic hearing skills.

Game progress: students are divided into teams. The teacher pronounces the words. If he calls a word that has a long vowel … or …, the trainees raise their left hand. If the named word also contains consonants … or …, everyone raises both hands. The teacher writes down the mistakes of the players on the board. The team that made the fewest mistakes wins. nine0009

2. Wide and narrow vowels . Purpose: the formation of phonemic hearing skills.

Game progress: the teacher names the words. The trainees raise their hand if the sound is pronounced widely. If the vowel is pronounced narrowly, you cannot raise your hand. The team with the fewest mistakes wins.

3. Right or wrong. Purpose: formation of correct phonemic hearing sensitive to distortions.

Game progress: the teacher names individual words or words in sentences, phrases. The trainees raise their hand while reading the selected sound in sound combinations. Then he asks each student in both teams to read certain sound combinations, words, phrases and sentences. If the sound is read correctly, the trainees raise their hand with a green card (flag), if the sound is incorrect, they raise their hand with a red card (flag). The team that, after scoring, most correctly assesses the presence or absence of errors wins. nine0009

4. What is the word? Purpose: formation of the skill of establishing adequate sound-letter correspondences.

Game progress: students are offered a set of 10-20 words. The teacher begins to read at a certain speed the words in an arbitrary sequence. Students must do the following:

Option 1. Find the words spoken by the teacher in the list and put a serial number next to each of them as they are pronounced by the teacher. nine0009

Option 2. Mark in the list only those words that were spoken by the teacher.

Option 3. Write down by ear the words that are not in the list and try to find them in the dictionary, and if they are unknown to the students, write out their meanings, establish whether there were spelling errors when writing them.

The winner is the one who completed the task with the highest quality.

5. Who is faster? Purpose: formation and improvement of the skills of establishing sound-letter correspondences and the meanings of words by ear..

Game progress: students are given cards on which the first column contains words in a foreign language, the second - their transcription, the third - the translation of words into Russian. Words in a foreign language are numbered in order. Each student must, as soon as the teacher pronounces a particular word, put its number next to the corresponding transcription and translation into Russian (or connect all three correspondences with a continuous line). The winner is the one who quickly and better establishes the correspondence between the foreign word, transcription and translation. nine0009

6. Who will read it correctly? Purpose: formation of the skill of pronunciation of a coherent statement or text.

Game progress: a small poem or an excerpt from it (counter, tongue twister) is written on the board. The teacher reads and explains the meaning of words, sentences, draws attention to the difficulty of pronouncing individual sounds. The text is read several times by the students. After that, two or three minutes are given for memorization. The text on the board is closed and the trainees must read it by heart. Two or three readers are allocated from each team. Points are awarded for error-free reading; One point is deducted for each mistake. The team with the most points wins. nine0009

2.2. Spelling games.

The letters fell apart . Purpose: the formation of the skills of combining letters in a word.

Game progress: the teacher writes words in large letters on a sheet of paper and, without showing it, cuts it into letters, saying: “I had a word. It broke into letters. Then he shows the letters and scatters them on the table: “Who will guess what word it was faster?” The first person to spell the word correctly wins. The winner comes up with his own word, informs the teacher or writes and cuts it himself and shows everyone the scattered letters. The action is repeated. nine0009

Service letter . Purpose: formation of the skill of understanding the place of a letter in a word.

Game progress: Students are given cards and asked to write as many words as possible in which the specified letter is in a certain place.

For example, the teacher says: “Today we have the letter “o” on duty, it comes first. Who will write more words in which the letter "o" is in the first place?

The task execution time is regulated (3-5 minutes). nine0009

3. Of the two - the third . Purpose: formation of word-formation and spelling skills.

Game progress: this game is very close to guessing charades. Therefore, the words given in its description can also be used to play charades. Compound nouns are selected, which can be divided into two parts, and each of them can be an independent word. Parts of the word are written on pieces of paper and distributed to the participants in the game. nine0009

Everyone must find a partner who has the second part of the word written on a piece of paper. The pair that does it faster than the others wins.

4. Insert letter. Purpose: checking the assimilation of spelling within the studied lexical material.

Game progress: two teams are formed. The board is divided into two parts. For each command, words are written, each of which has a missing letter. Representatives of the teams alternately go to the board, insert the missing letter and read the word. nine0009

For example: eng . c…t, a…d, a…m, p…n, r…d, s…t, r…n, t…n, o…d, t…a, l…g, h…n, h …r, h…s, f…x, e…g, e…t, d…b (cat, and, arm, pen, red, car, sit, ran, ten, old, tea, leg, hen, her , his, fox, egg, eat, bed).

5 . Picture. Purpose: checking the assimilation of the spelling of the studied lexical material.

Game progress: each participant receives a picture of objects, animals, etc. Representatives of the teams go to the board, divided into two parts, and write down the words corresponding to the objects shown in the picture. After the student has written the word, he must read it and show his picture. The team that writes down all the words faster and with fewer errors wins. nine0009

2.3. Games for working with the alphabet.

1. 5 cards . Purpose: control of the assimilation of the alphabet.

Game progress: the teacher shows each of the game participants 5 cards with letters of a foreign alphabet. The winner is the one who correctly and without pauses names all 5 letters.

2. Who is faster? Purpose: control of learning the alphabet.

Game progress: students are given 3-5 cards with letters and are invited to carefully consider them. Then the teacher calls the letter, and those who have a card with the named letter quickly pick it up and show it to the others. A late participant in the game does not have the right to raise a card. The teacher walks between the rows and collects the cards. The winner is the one who is faster than others without cards. nine0009

3 . The first letter is . Purpose: training focused on mastering the alphabet.

Game progress: students are divided into teams. The teacher calls out three words to each team in turn. The participants in the game must quickly name the first letters of these words. The winner is the one who correctly completed the task.

4. Damaged typewriter . Purpose: the formation of spelling skills.

Game progress: the teacher distributes all the letters of the alphabet among the students. Then he invites everyone to hit their "key", that is, to name their letter. After the students learn to automatically respond to the sound they hear or the written letter, they are invited to “print” the words, first presented by the teacher on the cards, and then spoken aloud. The one who makes the fewest mistakes wins.

5. Where is the letter? Purpose: formation of the skill of differentiation of sound-letter correspondences. nine0009

Game progress: the teacher writes a few words on the blackboard and invites the students to find three among them in which the letter ... reads like ... . Whoever does it wins.

2.4 Lexical games.

1 . Numbers. Purpose: repetition of cardinal numbers.

Game progress: two teams are formed. On the right and left on the board, the same number of numbers is written randomly. The teacher calls the numbers one by one. Team representatives must quickly find and cross out the named number on their half of the board. The team that completes the task faster wins. nine0009

2. Numbers. Purpose: consolidation of cardinal and ordinal numbers.

Game progress: two teams are formed. The teacher calls the ordinal or cardinal number. The first team must name the previous number, the second - the next (ordinal or cardinal number, respectively). For each mistake, the team receives a penalty point. The team with the fewest penalty points wins.

3 . Forbidden numeral . Purpose: consolidation of cardinal and ordinal numbers.

Game progress: the teacher calls the "forbidden" numeral. Students in chorus count (first quantitative, then ordinal numbers are called). "Forbidden" numerals cannot be called. The one who makes a mistake and pronounces it brings his team a penalty point. The team with the fewest penalty points wins.

4. Five words. Purpose: to consolidate vocabulary on a topic or one of the lessons passed.

Game progress: while a student from one team counts to five, a representative of the second team must name five words on the topic. A participant who fails to complete the task is eliminated from the game.

5 . Colors. Purpose: consolidation of vocabulary on the topics covered.

Game progress: The task is to name objects of the same color. The team that manages to name more objects, animals, etc. wins. one color. nine0009

6 . More words . Purpose: activation of vocabulary on the topics studied.

Game progress: two teams are formed. Each team must name as many words as possible for the letter given to it. The team with the most words wins.

The game can also be played in writing. Team representatives write the words on the board. In this case, when summing up, not only the number of words is taken into account, but also the correctness of their spelling. nine0009

7. Guess the name. Purpose: activation of vocabulary on the studied topic.

Game progress: each student receives a thematic drawing. He must examine it and tell what is depicted on it. The one who guesses the name of the picture first gets the next one and performs the same task. Whoever guesses the most names wins.

8. Sounding of the picture. Purpose: activation of vocabulary on the studied topic, development of dialogical speech skills. nine0009

Game progress: players form pairs. Each pair is given pictures, to which cards with the corresponding remarks are attached. With their help, you need to voice the pictures. The first pair to prepare the dialogue and reproduce it correctly wins.

9 Find the number. Purpose: development of lexical skills.

Game progress: one of the players calls any word that comes to his mind, preferably a short one. The second participant must name a word that rhymes with the first, the third must add another word to the rhyme, etc. Anyone who cannot name a word in rhyme gets a minus. When one of the players has three minuses, he leaves the game. The last one left wins. nine0009

You can choose only nouns in the nominative singular or any other words.

2.5. Grammar games.

1. Action image. Purpose: automation of the use of verbs in oral speech.

Game progress: players form pairs. One player depicts an action (mimic or pantomime), the other must comment on it using the studied verbs. nine0009

2. Cubes . Purpose: automation of the use of constructions in oral speech.

Game progress: for the game, cubes are made, on the sides of which pictures with the image of objects or animals are pasted. The students are divided into two teams. Participants take turns coming to the table, tossing the dice and naming a sentence with a construction being worked on, corresponding to the plot of the picture on one of the faces of the dice. For each correct guess, the team receives a point. The team with the most points wins. nine0009

3. Gifts . Purpose: consolidation of vocabulary on the topic, automation of the use of studied verbs in the future tense in oral speech.

Game progress: two teams are formed. Two rows of words are written on the board: 1) the name of the gift, 2) a list of verbs. The players must say, using the verbs from the list, what they will do with the gifts received on their birthday. Each participant in the game comes up with one proposal. The team that completes the task faster and makes sentences without errors wins. nine0009

2.6 Role play.

The second section is called Creative Games. The purpose of these games is to promote the further development of speech skills and abilities. The ability to show independence in solving speech-thinking tasks, quick reaction in communication, maximum mobilization of speech skills - the characteristic qualities of speech skills - can, in our opinion, be manifested in auditory and speech games. Games of the second section train students in the ability to use speech skills creatively. A role-playing game occupies a special place among the "Creative Games". nine0009

Role-playing game - is a methodological technique belonging to the group of active methods of teaching practical knowledge of a foreign language.

A role-playing game is a conditional reproduction by its participants of the real practical activities of people, creates conditions for real communication. The effectiveness of training here is primarily due to an explosion of motivation, an increase in interest in the subject.

Role play motivates speech activity, as students find themselves in a situation where the need to say something, ask, find out, prove, share something with the interlocutor is actualized. nine0009

Schoolchildren are clearly convinced that language can be used as a means of communication.

The game gives timid, insecure students the opportunity to speak and thus overcome the barrier of uncertainty. In a typical discussion, student leaders tend to take the lead, while timid ones tend to remain silent. In a role-playing game, everyone gets a role and must be an active partner in verbal communication.

Practically all study time in the role-playing game is devoted to speech practice, while not only the speaker, but also the listener is as active as possible, since he must understand and remember the partner's remark, correlate it with the situation and correctly respond to the remark. nine0009

Basic requirements for role-playing games:

• The game should stimulate the motivation of learning, arouse the interest and desire of the student to perform the task well, it should be carried out on the basis of a situation adequate to the real situation of communication.

• The role-playing game should be well prepared in terms of both content and form, clearly organized.

• It is certainly held in a benevolent, creative atmosphere, it evokes a sense of satisfaction and joy in schoolchildren. The freer the student feels in the role-playing game, the more initiative he will be in communication. Over time, he will have a sense of self-confidence, that he can play different roles. nine0009

• The game is organized in such a way that students can use the language material being worked out with maximum efficiency in active speech communication.

Discussing the conducted game, evaluating the participation of schoolchildren in it, the teacher should show tact, especially when evaluating the results of the first role-playing game. A negative assessment of the activities of its participants will inevitably lead to a decrease in activity. It is advisable to start discussing the results of the game with good moments and only then move on to disadvantages. nine0009

In the organization of educational game communication, it is important to create conditions for such a performance of the game task, in which not the attachment of a cue would be achieved, but the interaction of partners, since communication is precisely the interaction of participants. The solution of this problem is connected with the study of the patterns of the emergence of communication in a joint ongoing activity, the identification of the features of the speech interaction of partners, taking into account the restrictions imposed by foreign speaking on the form of the content of speech communication, the search for ways to overcome such restrictions and increase the independence of students' utterance. nine0009

There is an assumption that the role-playing game can be effectively used in foreign language lessons, taking into account the main provisions of the theory of leading activity and the content of the age periods of development of schoolchildren, research on communication problems and speech activity.

Let's consider one of the lessons of fourth-graders, they were offered a story: “Your younger brother (sister, baby from a neighboring apartment) - a preschooler - is looking forward to going to school. He especially likes your portfolio, in which there are so many interesting things. Show him your briefcase, show him your study supplies.” An example of one of the dialogues: Please, show me your bag Dima. – Here you are. May I open it? – Yes, you may. – But I can't. Help me please. – Now you may take the books out. – Oh, thank you! look. There are nice pictures in this book. And what's that? - It's my pencils, and I must do an exercise. I think it's very interesting to go to school. I wont become a pupil very much. Role-playing game participants not only exchange remarks, but also act with real objects, move around the class. nine0009

Photo albums, books and magazines, illustrations, household items, a doll with a set of clothes, toys are used in role-playing games with an object. The topics of verbal communication include talking about family members, about professions, about phenomena and objects of the surrounding world, about clothes, about the daily routine, etc.

Observations show that the fourth graders still retained some features of the previous age period, when the leading activity was a children's role play. The ability to play is expressed in the fact that students willingly accept an imaginary game situation, an unrealistic, fabulous or fantastic plot. This allows you to use story role-playing games of fairy-tale content in the lessons. For example, in order to work out in oral expression some questions about the weather, natural phenomena, seasons, a role-playing game based on the plot of the fairy tale "Teremok" is used. The "inhabitants of the tower" ask the "guests" questions and only after the correct answers are allowed to enter. Questions asked may include: Who are you? What season is it now? Is it warm or cold now? When is it cold? When does it rain? etc. The participants of the game not only willingly accept the plot offered to them, but also play with masks, costumes with interest, depending on the role they change their gait, gestures, voice timbre. nine0009

In addition to the forms of gaming communication that correspond to certain age characteristics of students and their leading activities at a particular age stage, role-playing games of everyday content were organized at foreign language lessons with schoolchildren of younger, middle and older age, designed to form norms of speech etiquette, to cultivate a culture of behavior. Schoolchildren learn to properly greet each other and adults, address the interlocutor, express gratitude, apologize, etc. nine0009

In dialogic communication, each phrase is accompanied by a response addressed directly to the student who uttered the phrase.

Game communication approaches natural if students master typical ways of speech interaction.

The effectiveness of the role-playing game as a teaching method increases if the teacher correctly determines the duration of the verbal communication of the participants. The duration of optimal performance of primary school students in communication reaches five minutes. nine0009

The expediency of using role-playing games in grades 2-4 is due to the fact that children prefer the group form of educational work. For them, joint activities and communication acquire personal significance, they strive to master new forms and methods of communication, to know other people in communication, to organize relationships with peers and adults.

With all the variety of plots, the games hide essentially the same content - human activity and people's relationships in society. nine0009

Role play examples.

For example, in the 2nd grade it is very interesting and effective to conduct lessons on the topic “Let's get to know each other”

Students are divided into two groups. One group receives business cards:

9000 9000 9000 60009 What is your name? What is your surname? Where are you from? How old are you? How are you? After a certain time, movement resumes and polling continues. After that, the students of group 2 (interviewers) introduce the students of group 1, telling everything they remember about them: His/ Her name is. ........... Her/ His surname is. .... He/ She is from......... etc/. nine0009 Role-playing game "Twins" Task for the first partner. You are a member of school amateur performances. Dream of becoming a professional actor. Interested in all theatrical genres. Assignment to the second partner. You are a classmate and closest friend of the future actor. In all imitate him . you was nicknamed twins . I'm interested in opera. 1 I'm interested in opera , too. Examples of variable elements that will be typed in italics later: 1 - opera and ballet, 2 - drama, 3 - comedy, 4 - tragedy, 5 - musical comedy, 6 - variety show, 7 - classical music, 8 - folk music , 9 - pop music. 1 On the left is a replica of the first partner, on the right is the second. Role-playing game "Theatre-Goers". Task for the first partner (girl): You are Malvina. Love the theatre. Tell me which theater you were in yesterday. Assignment to the second partner (boy): You are Pinocchio. Tell me which theater you went to last week. I went to the Opera and Ballet Theater And I went to the Puppet Theater last yesterday. week. Interview role-playing game. Assignment to the first partner: You are a newspaper reporter Culture. After the performance, talk to the theater critic, find out if he liked the performance. Task for the second partner: You are a well-known theater critic. You didn't like the show. Did you enjoy the ballet “Swan Lake” Not very much. I didn't like the dancing by Tchaikovsky. Play is essential for the development of arbitrary forms of action and behavior, due to the orientation to the pattern of action contained in the role assumed by the child, i.e. covert control. Such control is carried out in two forms: firstly, in the form of external control by those who play one after another and, secondly, in a weakly outwardly expressed form of a kind of self-control. nine0009 Of paramount importance for understanding the function of role-playing in development is the clarification of its significance for the development of the need sphere, for the emergence of new needs that are formed in the game. Conclusion The same game can be used at different stages of the lesson. However, I think it all depends on the specific conditions of the teacher's work. It should only be remembered that for all the attractiveness and effectiveness of games, a sense of proportion must be observed, otherwise they will tire students and lose their freshness of emotional impact. nine0009 Most of the games are not related to any specific topic, therefore, naturally, they contain a certain percentage of vocabulary unfamiliar to students. I recommend introducing it in the process of explaining the conditions of the game. Methods for introducing vocabulary can be different. One of them is visual visibility, which includes not only picture or object visibility, but also movement, gesture, facial expressions, etc. And finally, in some cases, you can use a single transfer. In any case, the time spent on explaining an unfamiliar word will definitely pay off, because once the game has been introduced, I use it many times, and the new vocabulary that the guys will get acquainted with during the game will become active. nine0009 Getting acquainted with this or that game, the teacher should understand well its moving spring. If a theatrical action is planned, you need to take care of the details of the costume and props - they will make the game more complete and convincing. If this is a game exercise, then it all depends on the emotionality of the teacher. Most games are built around competition. The place of games in the lesson and the time allotted to the game depend on a number of factors: the preparation of students, the material being studied, the specific goals and conditions of the lesson, etc. So, let's say, if the game is used as a training exercise during the initial consolidation, then it can take 20-25 minutes of the lesson. In the future, the same game can be played for 3-5 minutes and serve as a kind of repetition of the material already covered, as well as relaxation in the lesson. A number of grammar games, for example, can be effective in introducing new material. nine0009 The success of the use of games depends, first of all, on the atmosphere of the necessary verbal communication that the teacher creates in the classroom. It is important that students get used to such communication, get carried away and become participants in the same process with the teacher. Of course, a foreign language lesson is not only a game. The trust and ease of communication between the teacher and the students, which arose due to the general game atmosphere and the games themselves, dispose the children to serious conversations, discussion of any real situations. nine0009 References: 1. Vereshchagina, Rogova. Methods of teaching English at the initial stage in educational institutions. M., 1998 2. Zimnyaya I.A. Psychology of teaching a foreign language at school. M., Enlightenment, 1991. Stronin M.F. Educational games in the English lesson. M., Enlightenment, 1984 3. Play and its role in the mental development of the child. "Questions of Psychology". № 6Ravinskaya V. Games as a means of education. Foreign languages ​​at school, No. 1, 1980g. 4. Kolesnikova O.A. Role-playing games in teaching foreign languages. Foreign languages ​​at school, No. 4, 1989 5. Komkov I.F. On some methods of primary teaching of foreign languages ​​at school, State Educational and Pedagogical Publishing House of the Ministry of Education of the BSSR, Minsk, 1963. 6. Livshits O.L. Role-playing game at foreign language lessons in 8th grades. Foreign languages ​​at school, No. 5, 1987 7. Milrud R.P. Organization of role play in the classroom. Foreign languages ​​at school, No. 3, 1987g. 8. Negnevitskaya E.I., Shakhnarovich A.M. language and children. M., Science, 1981 9. Oleinik T.N. Role-playing game in teaching dialogical speech of sixth graders. Foreign languages ​​at school, No. 1, 1999 10. Perkas S.V. Role-playing games in English lessons. Foreign languages ​​at school. No. 4, 1999 11. Ravinskaya V. Games as a means of teaching. Foreign languages ​​at school, No. Learn more Preschool social skill Pre k abc songs Social skills training children Teaching preschool numbers Kindergarten reading level 2 letter sight words for kindergarten Adjectives for third graders Adjectives for third graders Fun and learning Story for three year olds How do you teach a kid to read