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38GAMES IN THE TEACHING OF ENGLISH
Nargiza Tulyaganovna Bakirova
Teacher of school 252, Yashnabad district, Tashkent
ABSTRACT
In this article, it is spoken about a skillful combination of games of different types which makes the English lesson interesting, allow students to be active throughout the class, so that the motivation to study the subject does not fade and students achieve high results in learning.
Keywords: games, educational, create, difficulties, interest, develop, activity,
lesson
INTRODUCTION
Every person needs to know a foreign language. English is the language of international communication. The language acts as a means of learning about the world's pictures, familiarizing with the values created by other peoples. At the same time, language is the key to discovering the uniqueness and originality of one's own national identity and the historical achievements of representatives of other cultures. Teaching a foreign language at the initial stage meets many difficulties since in most cases children are not yet familiar with the studied realities in their native language. Therefore, the task of a teacher in such a situation is to interest children in learning a foreign language and make the training session the most "easily digestible" for the child. The most optimal form of organizing educational activities for children of primary school age is the game, since, at this stage of development, the game is the main activity of the child.
METHODOLOGY
Many teachers believe that at the early stage of mastering a foreign language, it is the game that is the most effective form of learning. With the help of the game, students develop an interest in foreign language communication, carry out international, aesthetic education, create a foreign-language information base (dictionary, speech cliches, phrases), form speech mechanisms. Game methods and techniques perform two main functions in a foreign language lesson. The first function is to improve and consolidate knowledge. At the same time, the child does not just reproduce knowledge in the form in which they were learned, but transforms, transforms them, learns to operate them regardless of the game situation. The essence of the second function is that children learn simultaneously knowledge and skills of different content. Games created by
adults and used during classes for the purpose of teaching and upbringing are called educational or didactic. Didactic games are games that arise on the initiative of an adult. There are several classifications of didactic games. The authors of the first of them are Friedrich Froebel and Maria Montessori.
In primary classes, you can organize English language learning. Games with objects (toys, natural materials, etc.) are most accessible to children, since they are based on direct perception, correspond to the child's desire to act with things and thus get acquainted with them.
For example, when studying the topic "Acquaintance", students practice language material ("What's your name?", " How are you?", "Where are you from?", etc.) using dolls and toys. Students are endowed with the roles of the different entities (the characters) speak to the studied phrase. Various dolls and animals are used in the study of flowers, clothing, and human body parts. Children learn to build the simplest sentences in English:
- Hello, I'm a bear. My name is Tom. I've got a jacket. It's yellow. I've got jeans. They are blue.
- Hello, I'm a mouse. My name is Mary. I'm grey. I've got two eyes, a small nose, and two big ears. I've got a long tail.
Another example. The teacher instructs the class to name everything in the study room, grouping nouns by type: parts of the room, furniture, and study supplies. This type of games in the classroom contributes to the development of communication skills.
Board-printed games, as well as games with objects, are based on the principle of visibility, but in these games, children are given not the object itself, but its image. Like a didactic toy, a Board-printed game is only good if it requires the independent mental activity of students.
For example, in the game " Fox "one student is chosen for the role of driving - "Fox". "Fox" is sitting in the corner on a chair, "sleeping". Children approach the "Fox" and say:
- Foxy, Foxy, Let us play! "Fox", "waking up", answers:
- I am hungry! Runaway!
Children run away. The Fox runs around the room, trying "to tag" some of the guys, he is driving.
Game "Fishing" - two "catchers" are chosen from among the children. They hold a "fishing net" (a large headscarf) by the ends and raise their hands up. Under the net "fish swim" (other children). They all say the rhyme in unison: Fish is tasty, Fish is fat,
Fish is here -In my net.
At the end of the rhyming, the "catchers" cover the child who is running between them with a handkerchief. The caught player replaces one of the drivers. The game continues.
Games-instructions. They are based on actions with objects, toys, and verbal instructions (to put together all objects of the same colour, arrange objects by size and shape). The game is a warm-up on the repetition of verbs. The teacher gives commands: "Students, let's run! (jump, swim, hop, fly, dance, etc.)".
DISCUSSION
Children perform movements corresponding to verbs until the next command from the teacher. Students stand in a line. The teacher stands in front of them and names the parts of the face and body. Children should cover or show only those parts of the body that the teacher names.
Games-assumptions. "What would...?" or "What would I do...?" etc. The didactic content of the game is that children are given a task and create a situation that requires an understanding of the subsequent action. These games require the ability to relate knowledge to circumstances and establish causal relationships.
Puzzle games are used to test knowledge and resourcefulness. The main feature of riddles is a logical problem. The methods of constructing logical tasks are different, but they all activate the child's mental activity. Children like puzzle games. The need to compare, remember, think, guess is the joy of mental labour. Solving riddles develops the ability to analyze, generalize, form the ability to reason, draw conclusions, and make conclusions. The origin of riddles goes back to the distant past. Riddles were created by the people themselves and reflect the wisdom of the people. Riddles were included in rites, rituals, and holidays. They were used to test knowledge and resourcefulness. This is the obvious pedagogical orientation and popularity of riddles as smart entertainment. One face, two hands, it goes, yet stands (a clock). Two brothers, but they don't see each other (eyes). It doesn't have legs, but it jumps (a ball).
Clean, but not water, white, but not snow, sweet, but not ice-cream (sugar). What is white when it's dirty and black when it's clean? (blackboard) What has four legs but cannot walk? (a table)
The child, playing, always tends to go forward, not back. In games, children seem to do everything together: their subconscious, their mind, their imagination work synchronously. The most intensive development of many functions occurs before the age of 7-9 years of a child's life, and therefore the need for play at this age is especially
strong, and play becomes an activity that controls development. It forms the personal qualities of the child, his attitude to reality, to people.
Game-exercise "Making up a word". Description: the teacher tells students a word in Uzbek, they translate it into English and emphasize the letter that the teacher points to, and then from the underlined letters a new word is obtained, which is usually well remembered. Purpose: checking the assimilation of the passed vocabulary and familiarization with a new word. Reflection: it is best to use this type of work when moving from one topic to another because such a test of knowledge is much more interesting and effective than an ordinary dictation or test work.
Game-exercise "Guess the word". Description: students are divided into teams. The teacher reads out the characteristic of the word, the task of students is to guess which word is in question and pronounce it correctly. Purpose: repetition of lexical units, familiarization with their synonyms. Reflection: this exercise is extremely necessary when learning a new vocabulary because it makes it possible to understand the meanings of words and their synonyms.
Game methods were selected in accordance with the stages of learning the vocabulary of a foreign language, each of which can be used certain game techniques. The value of the didactic game as an educational tool is that by influencing the collective of children playing, the teacher through the collective influences each of them. Organizing the life of students in the game, the teacher forms not only game relationships, but also real ones, fixing useful habits in the norms of behaviour of students in different conditions and outside the game - thus, with the right guidance of students, the didactic game becomes a school of education. Game methods are one of the most effective methods of teaching a foreign language since their psychological and pedagogical basis is a game activity, which makes a great contribution to the mental development of the individual. The game activates thought processes and increases motivation to learn a foreign language. Game material: cards. (A game for learning lexical material) The teacher describes the situation, and the students depict it on paper, for example, "Description of the picture ".
RESULT
There is the sun in the sky. There are three red flowers. There are seven yellow butterflies".
When the children finish their drawings, the teacher checks whether they match the description. Game material: coloured pencils, paper. Game for learning the construction of There is/There are)
The teacher asks students to look around the classroom and gives the task to list the items in it as follows: the first player names the largest item in the room, the second names the smaller item, the next-even smaller, and so on.
So, on command, the players take turns saying sentences with words that correspond to
an ever-narrowing circle of attention. For example:
Pupil 1: There is a window in the classroom.
Pupil 2: There is a table in the classroom.
Pupil 3: There is a picture in the classroom.
Pupil 4: There is a vase on the table... Students who make mistakes and do not name a smaller subject compared to the previous one are out of the game.
CONCLUSION
Thus, the game can be considered as a situational-variable exercise, where it is possible to repeatedly repeat the speech pattern in conditions that are as close as possible to real speech communication with its inherent characteristics - emotionality, spontaneity, purposefulness, and speech influence. The essence of the didactic game is that children solve mental problems proposed to them in an entertaining way, find solutions themselves while overcoming certain difficulties. The child perceives the mental task as a practical, playful one; this increases his mental activity.
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