Uchinchi renessans: ilm-fan va ta’lim taraqqiyoti istiqbollari

 
Keywords
: grammar, children, young learners, game, motivation. 
A lot of experienced textbook and methodology manuals writers have argued 
that games are not just time-filling activities but they have a great educational value. 
We hold that most grammar games make learners use the language instead of 
thinking about learning the correct forms. The grammar games should be treated as 
central, not peripheral to the foreign language teaching program. Games, as Richard 
Amato thinks, are to be fun, but he warns against overlooking their pedagogical value, 
particularly in foreign language teaching programs. There are many advantages of 
using games in grammar: 1) games can lower anxiety, thus making the acquisition of 
input more likely, 2) games are highly motivating and entertaining, and they can give 
shy students more opportunities to express their opinions and feelings, 3) they also 
enable learners to acquire new experience within the foreign language that are not 
always possible during a typical lesson, 4) games add diversion to the regular 
classroom activities, break the ice and introduce the new ideas, 5) in the easy, relaxed 
atmosphere which is created by using games the students remember things faster and 
better. Here some examples: 
The activities listed below have been prepared for the pupils at the age of 8-9. 
Activity 1: “Memory” 
Class description: 10 pupils at the age of 9-10,

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“Uchinchi renessans: ilm-fan va 
ta’lim taraqqiyoti istiqbollari”
 
 
ISSN 2181-1784 
522 
w
www.oriens.uz
2021
 January
 
Level: elementary, Materials: 5 sets, each consisting of 10 cards with pictures 
of clothes and 10 cards with names of clothes 
Aims: to practice the vocabulary students learnt during the previous lesson * to 
practice asking questions “What have you got?” and answering them “I have got…..” 
Procedure: 
Learners, in pairs, get a set of 20 elements. 
There are 10 elements with names of clothes on one side and they are colored 
red on the other side. 
There are also 10 elements with pictures of clothes on one side and they are 
colored blue on the other side. 
Learners have to match the right word with the right picture. 
The rules are the same as for playing MEMORY. 
At the end, the T asks: Aziz, what have you got? 
And, Aziz answers: I’ve got a pair of socks, a t-shirt, and a baseball cap. 
Activity 2: “What’s in the box?” 
Class description: 10 pupils at the age of 9-10 Level: elementary 
Materials: big cards with pictures of clothes on them and 1 big box 
Aims: to practice the vocabulary students learnt during the previous lesson * to 
practice asking questions “Is it a…” and answering them “Yes, it is/No, it isn’t” 
Procedure: 
The Teacher shows cards with pictures of clothes on them and asks: “Is it a 
shirt?”etc., and students answer: “Yes, it is/No, it isn’t” 
The Teacher chooses 1 student to come up to the front, take one card without 
showing it to the others and put it into the box. 
The rest of the group asks questions: “Is it a…?”, and the chosen student 
answers: “Yes, it is/No, it isn’t.” 
The first person to guess what’s in the box comes to the front, chooses the next 
item, and puts it into the box. 

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