BOSHLANG‘ICH TA’LIMGA XALQARO BAHOLASH DASTURLARINI JORIY ETISHNING ISTIQBOLLARI
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XALQARO MIQYOSIDAGI ILMIY-AMALIY KONFERENTSIYA MATERIALLARI
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
1.
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.
2.
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.
3.
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.
