The role of games in learning English
The game - the real and eternal value leisure culture, social practices of people in general. games are not just time-filling activities but they have a great educational value.
Games offer students a fun-filled and relaxing learning atmosphere. After learning and practicing new vocabulary, students have the opportunity to use language in a non-stressful way (Uberman 1998). While playing games, the learners' attention is on the message, not on the language. Rather than pay attention to the correctness of linguistic forms, most participants will do all they can to win.
Games are also motivating. Games introduce an element of competition into language-building activities. This provides valuable impetus to a purposeful use of language (Prasad 2003). In other words, these activities create a meaningful context for language use. Most students who have experienced game-oriented activities hold positive attitudes towards them.
Methods of communication methods used in communicative games, during which students solve communicative and cognitive tasks means to study foreign languages.
Communicative games have a high degree of visibility and allow to strengthen the studied language material in speech situations, modeling and simulating the actual process of communication.
1) Communication of the game, which are based on reception ranking.
This method involves the distribution of certain items in order of importance, the importance of their preference. During the game there is usually a discussion,
• The student works independently, writes his solution to the problem, and then these solutions are discussed in pairs or groups;
• Students in small groups, trying to find a common solution that will have to be justified in the final general discussion;
• All students whose answers match, gather in groups to give as many arguments in defense of his options.
2) communication games that are based on the deliberate creation of differences in the amount of information the students, that is based on the principle of informatization gap (the gap in information).
This technique involves the uneven distribution of certain information between partners in dialogue that stimulates the activity of speech and the desire to find out unknown facts.
In the first case, one partner has access to certain information, which does not have a second. The objective of the second participant is to obtain the missing information to successfully complete the assignment received.
3) Games that involve grouping or selection of suitable options.
In this case, each student gets one piece of information and the need to find a partner for dialogue is lacking. This method can be used in the preparation of proposals, stories, dialogues from disparate replicas based on specified parts.
Jokers in the pack. (Comic map)
To carry out this game and you need to print a proactive response cues on separate cards and distribute them to students.
1. Mum, will the pancakes be long? A. It is swimming.
2. Which is faster, heat or cold? B. No, dear, round.
3. What is fly doing in my soup? C. Heat, because you can catch cold.
The task of the participants of the game - to find a second replica of jokes and play it. You can give additional task: to determine the most witty joke or the best pair, faked his own joke [24, C.46].
Type of Game: Guessing game
Duration: 10 minutes
Skill: Speaking comprehension
Aims: warming up, getting to know one another, using gestures and mime.
Level: from lower-intermediate upwards. Any group of students whose members already know one another by name.
Tell the students to work in pairs to find out as many things about each other as possible -occupation, hobbies, family...- within a set time (approx. 3 minutes), but only by means of mime, gestures and/or sign-language andwithout speaking a word.
To introduce the game, you should set an example by showing how non-verbal information about yourself can be conveyed:
- Making swirling movements with your arms and nodding enthusiastically, you signify: "I enjoy swimming".
- Pointing to your wedding-ring, you signify: "I am married."
- Swinging your arms from left to right then back again, with your hands joined together, you signify: "I have a baby."
There should be no talking at all during the "dumb interview". At the end of the interview, the students should report to the class what they think they have found out about their partners; any misunderstanding can then be cleared up immediately.
With weak groups, you should define precisely the language functions (preferably those you are sure the students can manipulate) you want to see used during the interview (ability, likes and dislikes, possession...) to avoid frustration and lack of confidence.
You should also make sure the students are properly paired up so that each and every one can benefit from the game (do not leave two very weak students work together, otherwise the game may run dry at report time!).
The advantages of using games.
1. Games can lower anxiety, thus making the acquisition of input more likely.
2. Games are highly motivating and entertaining, and they can give shy students more opportunities to express their opinions and feelings.
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