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THE ROLE OF GRAMMAR GAMES IN THE PROCESS OF LEARNING ENGLISH
Practical significance of the work that this work can be used: - in High Schools and scientific circles of linguistic kind it can be successfully used by teachers and philologists as modern material for writing research works dealing with using of grammar games; it can be used at schools, lyceums and colleges by teachers of English as a practical manual for teaching English grammar.
Theoretical value is that the results and games offered in the work: The investigated problem of using games at English language lessons is one of the main contribution to the theory of English grammar teaching.
Structure and content of the work: The present material consists of three parts: introduction, the main two parts: theoretical and practical, conclusion and references.
Actuality of the research Communicative competence leads language teachers to seek task-oriented activities that engage their students in creative language use. Games, which are task-based and have a purpose beyond the production of correct speech, serve as excellent communicative activities. On the surface, the aim of all language games is for students to "use the language"; however, during game play learners also use the target language to persuade and negotiate their way to desired results. This process involves the productive and receptive skills simultaneously. Standing on such ground, we have considered the theme of the work actual enough to make investigation.
PREPOSITIONAL CHAIN DRILL Procedure: 1. Review prepositions of place. 2. Take a small object, such as a pen, and do something with it, then describe your action. (Put the pen on the desk and say, "I put the pen on the desk.") 3. Give the pen to a pupil and ask him/her, "What did I do with the pen?" 4. The pupil answers and then does something different with the object that involves a different preposition of place.
5. The pupil then passes the object to the next pupil and asks, "What did we do with the pen?" That pupil repeats what the teacher did and what the first pupil did with the object. The second pupil then does something different with the object before passing it to the third pupil. Example: Teacher: I put the pen on the desk. What did I do with the pen? Alfredo: You put the pen on the desk. (to the next pupil, Damian) I put the pen above my head. What did we do with the pen?
WHO IS WHO? Procedure: in this game pupils are given pictures of famous people and they tell who is the youngest, most famous, etc. For example: The youngest famous among these people is Emma Watson. She is an actress. The aim of this game is to improve comparative and superlative degrees of adjectives
Conclusion Games should be an integral part of a lesson, providing the possibility of intensive practice while at the same time immensely enjoyable for both students and teachers. My research has produced some evidence which shows that games are useful and more successful than other methods of vocabulary presentation and revision. Having such evidence at hand, I wish to recommend the wide use of games with vocabulary work as a successful way of acquiring language competence.
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