Statement of intent literature review procedures and process

COLLECTION OF GAMES ON THE FORMATION OF SPEAKING SKILLS OF THE 4^TH GRADE PUPILS

By engaging in games in English lessons, pupils imagine themselves as someone else in a particular situation, behave properly according to the rules of this game. Social (doctor, salesman), interpersonal (friends, classmates), psychological (neutral, positive, negative characters) roles played by students contribute to the fact that they learn to communicate and discuss issues, understand and evaluate the feelings of other people, solve problems. The ultimate goal of any role-playing game in English lessons the goal of the language is to gain new knowledge and develop them into skills. Goal learning involves the successful formation of a communicative skill through active teaching methods and techniques.
Game technologies in English lessons are included in all textbooks and manuals. As a rule, each lesson in the textbook is devoted to a specific topic, this is the material that needs to be learned and consolidated. Most often, we resort to role-playing games at the very end of studying a topic in order to track the level of students on the topic they have passed, however, there are exceptions. In the case of using games as the final stage of work on the topic, students need to have vocabulary and grammatical constructions that have already been learned. To successfully master the material, students should get acquainted with speech use samples, work out phonetic, spelling and auditory tasks together with the teacher and independently when doing homework or independent tasks.
The life environment of younger schoolchildren is a role-playing game that can be organized in foreign language lessons, where each child gets a special role and must learn to interact with other participants in the game (S. El-Shamy 2001; 3). The game promotes the formation of strong-willed qualities, self-discipline, organization, creative initiative. The nature of the role situation is determined through the plot corresponding to the chosen communicative situation, and the role relationships between the communication participants. Accordingly, the context of the role-playing game may vary depending on the topic of the lesson and its purpose pursued by the teacher.
Teachers and psychologists distinguish the following purposes of using the game in a foreign language lesson:

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  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 necessary abilities and mental functions;
  
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  cognition (in the sphere of the formation of the actual language);
  
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  memorization of speech material.
  

Due to the expected language level of 4^th grade pupils, the presence of the third type seems impossible or very difficult for them. The use of role-playing games, in which students receive the necessary replicas, contributes to the assimilation of the material, teaching the correct construction of conversational speech. The task of students in this case is only to study their replicas and show them in front of the class, because in foreign language lessons in grades 4, organized role-based communication is used, which allows more successfully form students' communicative skills through acting out individual specially designed "life" situations.
The purpose of the collection of tasks developed by us is to provide practical and theoretical assistance to teachers of a foreign language at the school level and to provide an example of the introduction of role-playing games as the reception of training when using any class books in the course of their teaching activities. The thematic content of the collection is given in the table 1:

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