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Narbutayeva Zarnigor Maxammadqulovna, Sirdaryo viloyati Guliston shahar, 10- maktab ingliz tili fani o’qituvchisi
Educational games are divided into situational, competitive, rhythmic music and art. Situational games include role-playing games that simulate situations of communication on one or another occasion. Role-playing is a game activity in which children act in certain roles, various life situations are played out, for example: the seller-buyer, the doctor-patient, the actor and his admirer, etc. They, in turn, are divided into games of a reproductive nature, when children reproduce a typical, standard dialogue, applying it to a given situation and improvisational games that require the use and modification of various models.
Standard dialogs for example:
Show me (show me) - when the teacher calls the subject, and the child must go to the card with the image of the desired word and point to it.
What’s this? The teacher shows the words, the children call the words.
What's missing? (which is missing)
What does not belong? (which is too much)
"Magic mirror" - the goal: the development of attention. To the mirror fit children in masks of animals. In the magic mirror reflected several animals. Children need to tell whom they see and in what quantity. For example: I see a dog. I see five dogs.
The most competitive games include learning vocabulary and literacy. The winner is the one who is better at speaking the language material.These are all sorts of crosswords, “auctions”, desktop-printed games with linguistic tasks, command execution. Crosswords can be on any topic: animals, fruits, vegetables, furniture, toys, etc. Teams are different. In the classroom, children can play the game: “Simon says” - the goal of this game is to develop cognitive interests. Children stand next to the teacher. The task of the children is to fulfill the commands of the teacher. For example: Hands up! Sit down! Jump! Run! Etc. In the process of this game uses the lexical material of various topics.
Rhythm and music games are all kinds of traditional games such as round dances, songs and dances with a choice of partners that contribute not so much to mastering communicative skills as improving the phonetic and rhythmic melodic aspects of speech and immersion into the spirit of language, for example: '' Nuts and May '' , “What's your name”, “I like my friends”, “Heard, shoulders, knees and toes”, etc.
Artistic, or creative, games are a kind of activity that stands on the border of the game and artistic creation, the path to which is for the child through the game. They, in turn, can be divided into
Dramatization (i.e. setting small scenes in English) “In the forest” - for example: in the forest there is a chanterelle and a bear, and a small dialogue is played out (Hello! I’m fox. I can run. I like fish); "Little Red Riding Hood" and others.
Fine games, such as graphic dictation, coloring pictures, etc. Coloring pictures, it is soothing, not always informative, but very common occupation. For example, you can show the finished picture. While the child is engaged with the contour, the teacher repeatedly repeats the word, names the details. Thus, we will lay the foundation, as in the new language is called what the child did himself. Graphic dictation - for example: in the classroom it is said to the children what color they paint, and then the resulting images are compared with what the teacher dictated.
Verbal creative (collective composition of little fairy tales, rhyme selection)
On the border of situational improvisational games and creative dramatizations,
there is such an activity as improvisation on the theme of a famous fairy tale, which has already been lost in a well-established form. For example, the game “Turnip” or “Zumrad and Kimmat”, in which, depending on the number of players and the mastering of new vocabulary, new characters and replicas appear.
When choosing or inventing a game for inclusion in a lesson, you must observe the following rules:
Before you start the game, answer the following questions: what is the goal of the game, what should the child learn in it? What speech action should he perform? Does the child know how to build such a statement, is there any additional difficulty? Having answered these questions, try yourself to become a child and think up in what interesting situation a statement could arise on such a model. Think how to describe this situation to the child in such a way that he would immediately accept it ... Enjoy playing with your child yourself! The game must be educational, and it must be a game.
Therefore, introducing a game in class, its didactic result is important for the teacher, but it cannot be an incentive for children's activities. Consequently, the game should change the very style of relationships between children and an adult teacher who cannot impose anything: a child can play only when he wants it and when it interests him, and with those who cause him sympathy. The teacher cannot be only the organizer of the game - he should play with the child, because children enjoy playing with adults with great pleasure and because the game atmosphere is destroyed under the gaze of a bystander. And so, we can say that the basis of any game is role-playing. A child in a role-playing game can play the role of himself, an English child or an adult, a fairy-tale character or an animal, a living object, etc. — the possibilities here are unlimited.
Thus, the game is an oriented game for the zone of proximal development, combining the pedagogical goal with the motive of activity that is attractive to the child.
References:
Einhorn, K. (2001). ESL activities and mini-books for every classroom. USA.
Blanka Frydrychova Klimova / Procedia - Social and Behavioral Sciences 93 (2013) 503 - 507
Frydrychova Klimova, B. (2011). Motivation for learning English at a university level. Procedia — Social and Behavioral Sciences, Vol. 15(1), 2599 - 2603, Elsevier Ltd.
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