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

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.

e. g.	E - - T (Elephant)
	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.

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.

e. g. FISH
ELEPHANT
MOUSE
GOOSE
GOAT
BEAR
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.

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.

Bruit - fruit	rice - ice
Reason - season	ball - fall
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)

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.

This is the season						This is the season
When children ski						when days are cool
And Father Frost						when we eat apples
Brings New Year tree						and go to school
(winter)						(autumn)
The little old woman						This is the season
Has 12 children						when snowdrops bloom
Some short, some long,						when nobody likes to sit in his room,
Some cold, some hot.						This is the season
Who is she?						When birds make their nests,
(Year)						this is the season we all like best.
						(spring)

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)

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.

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.