Games activity at the foreign language lesson as one of the basic ways of learning English at primary school

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he lesson, each pupil, increase the authority of knowledge and individual responsibility for the results of the school pupils work. These problems can be successfully addressed through technology learning game has great significance in the life of a child, has the same significance as an adult activity, work, service. The game only seems outwardly carefree and easy. In fact, it imperiously demands that playing gave her the maximum of its energy, intelligence, persistence, self-sufficiency.forms of learning can be used at all levels of learning, from the reproductive activity by transforming the main goal - creative-search activities. Creative-search activity is more effective if it is preceded by reproducing and transforming activity in which students learn the techniques of teaching.

From the opening game concepts can identify a number of general provisions:

1. The game is an independent type of developmental activities for children of different ages.

. Children play is the freest form of their activity, which is realized, we study the world, offers a wide scope for personal creativity, activity, self-knowledge, self-expression.

. The game - the first stage of the childs preschool, primary school of his conduct, and equitable regulatory activities of primary school children, teenagers, young adults, changing their goals as they grow older students.

. The game is the practice of development. Children play because they evolve and develop so that they are playing.

. The game - the freedom of self-discovery, self-development based on the subconscious mind and creativity.

. The game - the main sphere of communication between children, it solved the problem of interpersonal relations, human relations experience is gained.


2.2 There are several groups of games, developing intelligence, cognitive activity of the child


Group I - subject game, as the manipulation of toys and objects. Through toy - items - children learn the shape, color, size, material, animal world, a world of people, etc.

Group II - Game creative, role playing, in which the plot - a form of intellectual activity.creative role playing games in training - not just entertainment or a way to welcome the organization of cognitive material. The game has great heuristic and persuasive potential, it throws up something that "seems one", and brings that to the teachings and life resists comparison and balancing. Scientific prediction, guessing the future can be attributed to "the ability to imagine a game of imagination as the integrity of the system, which from the point of view of science or common sense, systems are not. "

Group III is a didactic game., they require the students ability to decipher, unravel, unravel, and most importantly - to know the subject. The more skillful didactic game is made, the most cleverly hidden didactic purpose. Operate the game of knowledge embedded in student learning unintentionally, unwittingly playing.


2.3 The classification of educational games in a foreign language


Despite the fact that a childs play has been written so many, the questions of the theory of it so complicated that a single classification of games still do not exist., for the number of participants in the game are divided into individual, pair and group. And the first target to communicate with the text, and the other to communicate with partners. The nature and form of the game produce substantive, moving with a verbal component, scene, or situational, games, competition, intellectual (tests, puzzles, crosswords, chaynovody, etc.), interaction (communication), complex, etc. By way of organization of the game There are computers, writing on message boards, etc. In terms of complexity of the actions distinguish simple and complex games, the duration of the - not long and lengthy.pgames helping to learn the various aspects of language (phonetics, vocabulary, etc.) are divided into phonetic, lexical, grammatical and stylistic., the educational game - is focused on the zone of proximal development of the game, combining teaching with the aim of appealing to the motive of the child., introducing the game into a lesson, it is important for the result of didactic teaching, but may not be the motivation for the work of children. The game has to change the style of the relationship between children and adults the teacher, who can not impose anything: a child can play only when he wants and when he is interested, and those who cause him sympathy.teacher can not only be the organizer of the game - he has to play with your child, because children have great pleasure in playing with adults, and because game atmosphere collapses under the gaze of the observer.

The main purpose of phonetic games - staged (correction) pronunciation, practice in pronunciation of sounds in words, phrases, practicing intonation. They are used regularly, mostly at the initial stage of learning a foreign language (water-remedial course) as an illustration and exercises to practice the most difficult to pronounce sounds and intonations. As we move forward phonetic games are implemented at the level of words, sentences, Rhymes, tongue twisters, poems and songs. The experience gained in games of this type can be used by students in the classroom in the future in a foreign language.

Lexical games have focused students attention solely on the lexical material and are designed to assist them in acquiring and expanding vocabulary, and to work to illustrate the use of words in communication situations. There are different types of vocabulary games

Battle Ships - A Vocabulary Game

Level: Easy to Medium


Divide the students in to groups of four or five. Then ask the student to make the name for their ships for example with the names of animals, cities, movie stars or let them find their own favourite names.them to choose the Captain and the Shooter. The captains duty is to memorize his ships name, so he can reply if somebody call his ships name. The shooters duty is to memorize the names of the ships of their enemies, so he can shoot them by calling their ships name.


Arrange all the captains in a circle, the ships crews must line up behind their captains. The shooter is the last crew member in line.teacher must decide a lexical area of vocabulary, this vocabulary will be used to defend their ships from the attacks. Every students (except the shooters) must find their own words. The lexical area for example, "Four Legged Animals". Give the students 1-2 minutes to find as many possible words as they can and memorize them.the game by calling a ships name, for example the ship name is "THE CALIFORNIAN". The captain of THE CALIFORNIAN must reply with a word from the lexical area given, for example he says "TIGER" followed by his crews behind him one by one, "COW"; "SHEEP" until it is the shooter turns and he calls out the name of another ship and the captain of the ship called must reply and his crews must do the same thing. No word can be repeated.the captain is late to reply (more than 2 seconds) or his crew can not say the words or a word repeated or the shooter shoots the wrong ship (his own ship or the ship that has already been sunk) the ship is sunk, and the crew members can join the crew of another ship.teacher can change the lexical area for the next round.the last round there will be two big groups battling to be the winner.

Grammar games are designed to provide students practical skills to apply knowledge of grammar, increase their mental activities to the use of grammatical structures in natural communication situations.

Tell Me Everything You Know

Here are the basics:

. Write a sentence on the board and set a time limit.

2. Students write down everything that they can about the grammar of the sentence.

3. When the time is up, students individually share their observations. If anyone else in the room has the same observation, they must cross if off of their list. If they are the only ones who have made that particular observation, they get a point.

4. Whoever has the most points wins.

Stylistic games aim to teach students to distinguish between formal and informal styles of communication, as well as the right to use each of them in different situations.

Verbal games teach the ability to use language resources in the process of committing an act of speech, and repelled from the specific situation in which speech acts are carried out.

Proper Noun Exercise Verbally, give as as many proper names of the nouns as you can think of for those listed below. Do this as quickly as you can!


boys = Douglas, Edward, John, Peter, Andrew, Alexander, Joshua, Caleb


girls heroes books Books of the Bible weekdaysholidays apostles nicknames presidents animal pet names Bible characters amusement parks

Role-playing game.the different types of games holds a special place role-playing 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.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,