CC BY
41The scientific heritage No 55 (2020)
5
DEVELOPING STUDENTS' SPEAKING SKILLS THROUGH ROLE-PLAY
Ibragimova R.
NamETI, reseacher
Abstract
This article is about developing students' speaking skills through role-play games. In this article it is spoken about types of role-playing games and how to use, how to imitate to the character of the games in practice for improving student's oral speech.
Keywords: reason, to talk , game, schoolchildren, communicative, ability.
The value of a game in the development and upbringing of the personality is unique, since the game allows each child to feel himself as a subject, to manifest his own "I". There is reason to talk about the impact of the game on the life selfdetermination of schoolchildren, on the formation of the communicative uniqueness of the individual, emotional stability, and the ability to be included in the increased role dynamism of modern society. A game always appears in two temporal dimensions: in the present and in the future.
On the one hand, it represents the personality momentary joy, serves the satisfaction of actual needs. On the other hand, the game is aimed at the future, as it either predicts or simulates life situations or fixes the properties, qualities, abilities, and abilities necessary for performing social, professional, and creative functions. Roleplaying game — It is a conditional reproduction by its participants of the real practical activity of people, creates the conditions for real communication.
Types of role-playing game:
1) Controlled role-play
Participants receive the necessary replicas.
2) Moderately controlled role-play (semi -controlled role-play)
Students receive a general description of the plot and a description of their roles.
3) Free role-play
Students receive communication circumstances.
4) Occasional role-playing game (small-scale role- play)
A separate episode is being played.
5) Long-term role-playing game (large- scale role-play) Forms of role-playing game:
— presentation; - interview; — distance travel; — press conference; - round table; — teleconference; - excursion; — fairy tale; — report; — club of interests, etc.
I work with students from grades 3 to 8. I will begin examples of roleplaying games that I use in elementary school. So at one of the lessons in the 3rd grade
I conducted the role-playing game "Visit to my friend".
Activity. Visit to my friend
Purpose: The practice of conducting a dialogue of etiquette character: say hello, offer refreshments, thank for the treat / politely refuse the treat.
Good morning, Jasur!
OK! Here you are. Help yourself!
Good morning, Zumrad!
No, thank you. But I would like some tea.
Thank you, Jasur.
You are welcome.
Would you like some soup?...
Students read the phrases to themselves and arrange the numbers so that they get a conversation between friends Jasur and Zumrad. Then they listen to the audio recording of their conversation, check whether they completed the task correctly; listen to the recording again, repeat each replica of the dialogue, observing the desired intonation. After that, I show the students small finger puppets and propose a dialogue between Jasur and Zumrad. During this game, the guys have 100% attention. Everyone wants to play, talk for Jasur and Zumrad. Students change their voice by saying the words of Jasur or Zumrad, and try to prove that it is the heroes who say it, not them.
So, when participating in role-playing games, the foundations of communicative competence are laid, which allow students to communicate in foreign languages in the lessons, which is the main goal of teaching a foreign language.
References
1. Budden, Joanna. 2004. "Role play", British Council
2. Huang, Irene Y. 2008. "Role play for ESL/EFL Children in the English Classroom"
3. Randi, M. A. F., & Caravalho, H. F. C. (2013). Learning through role-playing games: An approach for active learning and teaching
