Content Introduction

1.2.3 The role of the game in a foreign language lesson
The place and role of the game method in the educational process, the combination of game and learning elements largely depend on the teacher's understanding of the functions and classifications of various kinds of games.
The game, being a simple and close to a person way of cognizing the surrounding reality, should be the most natural and accessible way to master certain knowledge, skills and abilities. In none of his activities does a person demonstrate such self-forgetfulness, exposure of his psycho-physiological and intellectual resources, as in the game.
The essence of the game is to solve cognitive problems, set in an entertaining way. The very solution of a cognitive task is associated with mental stress, with overcoming difficulties, which accustoms the child to mental work. At the same time, logical thinking develops. By assimilating or clarifying this or that program material in the game, children learn to observe, compare, classify objects according to certain characteristics, develop memory, attention, learn to use clear and precise terminology, coherently tell, describe objects, name their actions and qualities, they show ingenuity and resourcefulness. In the game, students learn the color, shape, size, numerical and spatial relationships of objects. Everyone is equal in the game. It is feasible even for weak students. In the game, it is important to show resourcefulness and ingenuity. The game develops memory attention, imagination, relieves fatigue, increases efficiency. The game helps to overcome the psychological barrier and gain confidence in one's strength. This has a positive effect on learning outcomes. Imperceptibly assimilated language material. During the game, students acquire the experience of verbal communication.
I would like to highlight the goals of using games in foreign language lessons, there are six main goals:

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  the formation of certain skills;
  

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  development of certain speech skills;
  

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  learning to communicate;
  

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  development of the necessary abilities and mental functions;
  

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  cognition (in the sphere of the formation of one's own language);
  

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  memorization of speech material.
  

But the specifics of the game, as M.N. Skatkin, lies in the fact that “learning tasks appear before the child not in an explicit form, but are masked. When playing, the child does not set a learning task, but as a result of the game, he learns something. Children's play is, as the experience of teachers and theorists shows, one of the most effective teaching methods, the use of which makes a foreign language a favorite subject for preschoolers. Given the specifics of the game in the process of teaching children a foreign language, the teacher directs the course of the game and controls it.
Didactic games provide ample opportunities for varying game material, which contributes to a strong assimilation of lexical material.
Depending on the conditions, goals and objectives set by the teacher of a foreign language, the game (calm didactic, mobile or limited mobility) should alternate with other types of work.
In general, at all stages of personality development, the game is perceived as an interesting, bright, necessary activity for its life, and the older the child, the more he feels the developing and educating value of the game. In this regard, one can fully agree with the opinion of the famous teacher S.T. Shatsky, who wrote: “Play is the vital laboratory of childhood, which gives that flavor, that atmosphere of young life, without which this time would be useless for humanity. In the game, this special working out of vital material, there is the most valuable core of the rational school of childhood. [33]