Games activity at the foreign language lesson as one of the basic ways of learning English at primary school - Педагогика курсовая работа
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Games activity at the foreign language lesson as one of the basic ways of learning English at primary school
Disclosure of the concept of the game. Groups of games, developing intelligence, cognitive activity of the child. The classification of educational games in a foreign language. The use of games in the classroom teaching English as a means of improving.
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Games activity at the foreign language lesson as one of the basic ways of learning English at primary school
Among the different types of games holds a special place role-playing game.
As you know, of great importance in the educational process is learning motivation. It helps to enhance the thinking is of interest to a particular kind of occupation, to perform a particular exercise.
The strongest motivating factor is the training methods that satisfy the need for students to study material novelty and variety of the exercises. Using a variety of teaching techniques helps to perpetuate the memory of linguistic phenomena, creating a more stable visual and auditory images, maintaining interest and activity of students.
The lesson of foreign language is seen as a social phenomenon, where the classroom - a particular social environment in which teachers and students enter into definite social relations with each other, where the learning process - the interaction of all present .
The success in training - is the result of collective use of all opportunities for learning. And students should make a significant contribution to this process. Ample opportunities to revamp the educational process is the use of role-playing games. Role play - methodological procedure relating to a group of active methods of teaching practical language skills.
Role-playing is a contingent of actors playing real practical activity, creates conditions for real communication. The effectiveness of training is due primarily to an explosion of motivation, increased interest in the subject.
Role-play motivates speech activity, as students find themselves in a situation where the need is updated to say anything, ask to find out to prove something to share with someone.
Students clearly convinced that the language can be used as a means of communication.
The game will intensify the desire to contact the guys with each other and the teacher creates the conditions of equality in the speech partnership breaks the traditional barrier between teacher and student.
The game allows a timid, diffident students to speak and thus to overcome the barrier of uncertainty. In the usual discussion students, leaders tend to seize the initiative, and the timid prefer to remain silent. In the role-play, each gets a role and must be an active partner in speech communication.
In games, pupils master the elements of communication such as the ability to start a conversation, keep it, to suspend the interlocutor at the right moment to agree with his opinion or disprove it, specifically the ability to listen to the interlocutor, to ask clarifying questions, etc.
Role-playing teaches to be sensitive to the social use of language. A good conversationalist is often not the one who enjoys the best structures, and those who can most clearly recognize (interpret) the situation in which there are partners, to consider the information that is already known (from the situation, experience) and choose the linguistic resources that will be most effective for communication.
Almost all the training time devoted to role-play voice for the practice is not only talking but also listening to the most active, as it is to understand and remember the replica partner, correlate it with the situation, determine how relevant the situation and the problem of communication and properly respond to the cue.
Games have a positive effect on the formation of students' cognitive interests, contribute to the conscious development of a foreign language. They contribute to the development of qualities such as independence, initiative, foster a sense of collectivism. Students actively, enthusiastically working to help each other, listen carefully to their comrades, but the teacher manages the educational activity
Basic requirements for the role-playing games :
1. The game should stimulate motivation to exercise, to cause the student interest and desire to do the job well, it should be based on the situation adequately the real situation of communication.
2. Role-playing game should be well prepared in terms of both content and form, clearly organized. It is important that the students were convinced of the need to perform well a certain role. Only under this condition, their speech is natural and convincing.
3. Role-playing should be taken as a group.
4. It certainly is conducted in a friendly, creative atmosphere, causes the pupils a sense of satisfaction and joy. The freer the student feels in a role play, the more initiative, he will be in communication. Over time, he will feel confident in their abilities, that he may fulfill different roles.
5. The game is organized so that students can active verbal communication to maximize the use of piloted language material.
6. The teacher will certainly believe in the role mothers play in their effectiveness. Only under this condition, it can achieve good results.
7. Greater significance is the ability to teachers to make contact with the children. Creating a supportive, friendly atmosphere in class - a very important factor, whose value can not be overestimated.
During the game, the teacher sometimes takes some role, but did not start that game does not become a traditional form of work under his leadership. It is desirable that the social status of this role would have helped him gently to direct verbal communication in the group.
Usually, the teacher takes a role only in the beginning, when students have not mastered this kind of work. In the future there will be no need for this.
During the game strong help the weak students. The teacher also manages the process of communication: it is suitable to one, then another student who needs help, makes the necessary adjustments to the job.
During the game, the teacher does not correct the error, but only for the students quietly write them to the next lesson to discuss the most common.
Role-playing can be used as the initial stage of learning, and the advanced.
Psychological studies show that during the period from the fourth to tenth grade, when carried out to study a foreign language, students develop through several stages of age. It is also noted that the most important changes in the mental characteristics of the individual at this stage of its development due to the dominant activity, characteristic of this stage. Primary school age, which starts learning a foreign language, not only precedes the earlier, pre-school age period, but also an older form of the dominant activity. This early form of the dominant activity is the role-playing game. In the early school years, ie seven - eleven years old, the dominant activity is teaching.
The transition from one activity to another lead is in the form of interaction between old and new ways of behavior. Earlier-formed personality traits persist in a period when there are active and formed new personal property, and during the most recent full development are prerequisites for the emergence of personality traits corresponding to the transition to new leadership of the age and the next step. The game as a form of reflection leading activity may correspond to the achieved age, to return to earlier forms of behavior, ahead of the appropriate age and contribute to the preparation stage for a new leading activity. These and other theoretical situation is still not used to the proper organization of educational role-playing game in the foreign language lessons.
The game can be used to remove the monotony when developing language material and to enhance the voice of the students. I give priority to the work of students in pairs and groups, strongly support the desire of children to communicate in English. In order to maintain a constant interest in the subject, I use an unusual form of lessons, methods and techniques that cause children to strengthen their knowledge in different situations, and educational games in this very helpful.
Lived, was in a medicine (medicine), and no it was not necessary, because no one was ill (be ill), and all were healthy (healthy), but once the girl's sore throat (sore throat) and she went to the doctor (a doctor), and he ordered her medicine and she recovered (recover), etc.
Also, students like the form of tasks:
I tell kids the word in Russian, they have it translated into English and emphasize that the letter to which I point, and then the underlined letter of the new word is obtained, which is usually well remembered.
This type of exercise allows you to check the assimilation traversed vocabulary and learn a new word, it is best to use this kind of work during the transition from one topic to another. After a test of knowledge is much more interesting and more effective than an ordinary dictation or control the work.
I really like this method as Total Physical response. This method aims to teach a foreign language through movement. It was developed by the American scientist James Asher. In my work I use a Jazz-chants (rhythmic poetry of words with the show). Children move and portray it. what they say, a comparison of movements and words, gives a deeper understanding and memorizing vocabulary and, in addition, students are taught to them with pleasure.
My cat has three eyes Three eyes has my cat And had it not three eyes It wouldn't be my cat
I have developed a variety of festivals, where students get together and play different classes. One of the developments I represent.
Good afternoon, dear boys, girls and our guests! We are very glad to see you today. Welcome to the country of seasons!
Who made the first calendar? We don't know. People in all countries know the seasons of the year. How many seasons are there in the year? We say that there are 4 seasons but people in some countries say that they have 5 or 7 seasons. The seasons are not the same in all countries. The seasons in our calendar are spring, summer, autumn and winter. Each season has 3 months. What are winter (spring, autumn, summer) months in Russia?
Today we have the season-competition. There are 4 teams: spring, summer, autumn and winter.
1. Introduce yourselves, please. What is the best season?
2. Your task is to make up the sentences. Each right sentence is 2 points.
3. Your task is to find rhymes to the words on the topic “Seasons”. Each rhyme is 1 point.
4. Let's draw a snowman. One member from each team. Who will be the best and the quickest? (3 points)
5. Your next task is to find mistakes in the sentences and correct them. Each mistake is 1 point.
We celebrate the New Year in February.
6. Who is the cleverest? Guess our riddles. Each right answer is 1 point.
when nobody likes to sit in his room,
this is the season we all like best.
7. Let's cut the snowflakes. Who is the quickest? The best snowflake will get a prize.
1. It's the coldest season of the year.
2. It's the season when children go to school.
3. It' the season which is colder than summer but warmer than winter.
4. What fruit do children like to eat in autumn?
6. It's the season when pupils have long holidays.
7. What is spring, summer in another words?
9. Much water, usually in autumn and in spring.
10. It's blue in spring, where the sun shines.
11. It's white and cold. It's much in winter.
9. Your task is to guess the words. (1 point)
While our jury is summing up, let's sing a song “We wish you a merry Christmas”.
The jury announced the winners and award them.
Our party is over. Thank you very much for your participation and attention. Merry Christmas and a Happy New Year!
Using the game as a form of learning, the teacher must be sure whether its use should determine the goal of the game in accordance with the objectives of the educational process. Educational games should be a system that presupposes a certain sequence, and their gradual complication. The participants should be provided with teaching materials, game assignments, instructions, training materials, etc. Using his work teaching the game, every teacher should be aware of these requirements. The teacher should constantly improve the learning process, allowing children to assimilate effectively and program material. It is therefore important to use the elements and game play in the classroom. Indeed, the use of games up for information overload and organize the mental and physical rest.
If you find the right approach, the training of a difficult and tedious necessity can become a fascinating journey into the world of unfamiliar language. One of these approaches is the game, the strongest factor in psychological adaptation of children in the new language space, which can solve the problem of the natural introduction of the child to the fascinating world of language. After all, just look in the happy eyes of their students that go to the tutorial to understand that you are on the right track and should go further, so as not to lost the joy in his eyes, and disappeared interested students to the subject.
1. Маслыко Е.А., Бабинская П.К. Настольная книга преподавателя ИЯ: Справочное пособие. - Мн., 1996
2. Перкас С.В. Ролевые игры на уроках английского языка. Ино-странные языки в школе. № 4, 1999
3. Стронин М.Ф. Обучающие игры на уроке английского языка. М., Просвещение, 1984
4. Дзюина Е.В. Игровые уроки и внеклассные мероприятия на английском языке. М., Вако, 2007
5. classes.ru - Репетитор по английскому языку.
6. alleng.ru - Образовательные ресурсы Ин-тернета - английский язык.
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