Content Introduction

Conclusion

The theme of the work is devoted to the game as a means of increasing efficiency in teaching writing. A theoretical analysis of the literature (Belyaev B.V., Galskova N.D., Gez N.I., Vygotsky L.S., Rodkin K.A.) made it possible to see what difficulties may arise when teaching writing, how they can be solved. It became clear to us the need to motivate students in learning French. We were able to understand the place of the game in the educational process, the purpose of its use and its necessity.

The game is one of the methods of overcoming the passivity of students. In the game, the child is fully revealed and the material that he needs to learn becomes more interesting and easier. During the game, teachers teach children to be kinder, listen to other people, respect other people's opinions, strive for knowledge - to learn new things. This is so necessary in adult life.
With the help of the game, it is easier for teachers to get in touch with students, establish good relations with them, and teach them to respect each other.
S. A. Shmakov, the author of one of the most significant monographs on the problems of the game: "The games of students - a phenomenon of culture", as a conceptual idea, believes that in the game children do everything as if three of them: their mind, their subconscious, their imagination - everything it participates in the playful self-expression of a growing person. The game reveals the child's need for self-development. The game, according to Shmakov, is, on the one hand, a model, a model of life, social adulthood. On the other hand, it is a source of fun, cheerfulness, joy, a major tone of life.
The educational value of the game, its comprehensive influence on the development of the child is difficult to overestimate. The game is organically inherent in childhood and, with skillful guidance from adults, can work wonders. She can make the lazy one industrious, the unknowing - knowledgeable, the inept - a craftsman. Like a magic wand, the game can change the attitude of children to what seems to them as a couple too ordinary, boring, bored.
The game is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude towards work, and for correcting some deviations in the behavior of individual children, and for many other things. If the children in the team have all these qualities, then the learning process will go more interesting, faster, better. There will be no need for children to be forced to do something, to teach, it will be interesting for them themselves, they will begin to strive for knowledge.
Experimental training, as well as the analysis of the work, showed us the correctness of the fact that the use of game elements can improve the efficiency of teaching spelling, as well as the formation of skills in building a French sentence at the middle stage of learning.
It should be emphasized that games cannot replace systematic study and intensive training. The teacher must apply them in moderation, purposefully and smoothly, and also remember that the game is only one of the various means of teaching foreign languages.