Северо-Казахстанская область
Акжарский район
Бестерекская Средняя Школа
NEW TECHNOLOGIES IN TEACHING ENGLISH
Выполнила: учитель английского языка Амирханова
Сания Сатылгановна
Талшик, 2015 г.
CONTENTS
I.INTRODUCTION………………………………………………………………………..
1.1 The benefits of
using games in language-learning……………………………………..
1.2 The advantages of using
games…………………………………………………………
II.PRACTICAL PART……………………………………………………………………..
2.1 Lexical
Games………………………………………………………………………….
2.2
CONCLUSION……………………………………………………………………………..
BIBLIOGRAPHY………………………………………………………………………….
I.INTRODUCTION
Language learning is hard work ... Effort is required at every moment and must
be maintained over a long period of time. Games help and encourage many
learners to sustain their interest and work.'
Games also help the teacher to create
contexts in which the language is useful and meaningful. The learners want to take part and in order to do so
must understand what others are saying or have written, and they must speak or
write in order to express their own point of view or give information.'
The need for meaningfulness in language
learning has been accepted for some years. A useful interpretation of
'meaningfulness' is that the learners respond to the content in a definite way.
If they are amused, angered, intrigued or surprised the content is clearly
meaningful to them. Thus the meaning of the language they listen to, read,
speak and write will be more vividly experienced and, therefore, better
remembered.
If it is accepted that games can provide intense
and meaningful practice of language, then they must be regarded as central to a teacher's repertoire. They are
thus not for use solely on wet days and at the end of term!'
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. 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. This eases the fear of
negative evaluation, the concern of being negatively judged in public, and
which is one of the main factors inhibiting language learners from using the
target language in front of other people. In a game-oriented context, anxiety
is reduced and speech fluency is generated--thus communicative competence is
achieved.
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. The
competitive ambiance also makes learners concentrate and think intensively
during the learning process, which enhances unconscious acquisition of inputs.
Most students who have experienced game-oriented activities hold positive
attitudes towards them (Uberman 1998). An action research conducted by Huyen
and Nga (2003), students said that they liked the relaxed atmosphere, the competitiveness,
and the motivation that games brought to the classroom. On the effectiveness of
games, teachers in Huyen&Nga's (2003) reported that action research
reported that their students seem to learn more quickly and retain the learned
materials better in a stress-free and comfortable environment.
1.1 The benefits of using games
in language-learning
The benefits of using games in
language-learning can be summed up in nine points.
Games are learner centered.
-
promote communicative competence.
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create a meaningful context for language use.
-
increase learning motivation.
-
reduce learning anxiety.
-
integrate various linguistic skills.
-
encourage creative and spontaneous use of language.
-
construct a cooperative learning environment.
-
foster participatory attitudes of the students.
1.2 The advantages of using games
Many experienced textbook and methodology manuals writers have argued that
games are not just time-filling activities but have a great educational value.
W. R. Lee holds that most language games make learners use the language instead
of thinking about learning the correct forms. He also says that games should be
treated as central not peripheral to the foreign language teaching programme. A
similar opinion is expressed by Richard-Amato, who believes games to be fun but
warns against overlooking their pedagogical value, particularly in foreign
language teaching. There are many advantages of using games. "Games can
lower anxiety, thus making the acquisition of input more likely"
(Richard-Amato). They are highly motivating and entertaining, and they can
give shy students more opportunity to express their opinions and feelings
(Hansen). They also enable learners to acquire new experiences within a foreign
language which are not always possible during a typical lesson. Furthermore, to
quote Richard-Amato, they, "add diversion to the regular classroom
activities," break the ice, "[but also] they are used to introduce
new ideas". In the easy, relaxed atmosphere which is created by using
games, students remember things faster and better (Wierus and Wierus). Further
support comes from Zdybiewska, who believes games to be a good way of
practicing language, for they provide a model of what learners will use the
language for in real life in the future.
Games encourage, entertain, teach, and promote fluency. If not for any of these
reasons, they should be used just because they help students see beauty in a
foreign language and not just problems.
There are many factors to consider while discussing games, one of which is
appropriacy. Teachers should be very careful about choosing games if they want
to make them profitable for the learning process. If games are to bring desired
results, they must correspond to either the student's level, or age, or to the
material that is to be introduced or practiced. Not all games are appropriate
for all students irrespective of their age. Different age groups require
various topics, materials, and modes of games. For example, children benefit
most from games which require moving around, imitating a model, competing
between groups and the like. Furthermore, structural games that practice or
reinforce a certain grammatical aspect of language have to relate to students'
abilities and prior knowledge. Games become difficult when the task or the
topic is unsuitable or outside the student's experience.
Another factor influencing the choice of a game is its length and the time
necessary for its completion. Many games have a time limit, but the teacher can
either allocate more or less time depending on the students' level, the number
of people in a group, or the knowledge of the rules of a game etc.
Games are often used as short warm-up activities or when there is some time
left at the end of a lesson. Yet, as Lee observes, a game "should not be
regarded as a marginal activity filling in odd moments when the teacher and
class have nothing better to do". Games ought to be at the heart of
teaching foreign languages. Rixon suggests that games be used at all stages of
the lesson, provided that they are suitable and carefully chosen. At different
stages of the lesson, the teacher's aims connected with a game may vary:
Games also lend themselves well to revision exercises helping learners recall
material in a pleasant, entertaining way. All authors referred to in this
article agree that even if games resulted only in noise and entertained
students, they are still worth paying attention to and implementing in the
classroom since they motivate learners, promote communicative competence, and
generate fluency. However, can they be more successful for presentation and
revision than other techniques? The following part of this article is an
attempt at finding the answer to this question.
Here
we can’t help speaking about the games which arouse pupils’ interest to the
language, they make the atmosphere of the lesson more emotional, more lively.
They give the possibility to even a weak pupil to take an active part in the
game.
1.3
Organizing games
It is very important that before organizing a game the teacher must introduce
some words and expressions to the pupils.
Introduction:
Let’s
play a game.
Today
I am going to teach you how to play a game called…
Now
we’ll play a guessing game.
This
game will give you practice in the use of…
Do
you know how to play this game?
Has anyone played this game before?
No? I’ll explain it to you then.
Now, the rules are quite simple.
Arrangement of the classroom:
Put your chairs together.
We can put 2 chairs back to back.
Play in twos (threes, fours, fives…)
Split into 2 teams.
Split into pairs.
Play with the boy (girl) sitting next to
you.
You’ll be the team captain.
I’ll be the referee.
Taking turns:
You’ll take it in turns to begin…
Now it’s your turn to come out.
Now it’s your turn to ask questions.
You do it first (next).
It’ll be your turn next.
Scoring, winning, and losing.
You can keep the score, Marina.
That’s one point for you.
That’s another point for you.
That’s right. One point for your team.
No point for your team if I hear anybody
whispering.
A point for team B instead.
One point is awarded for every correct
sentence.
The team which answers the most questions
wins.
Some expressions for guessing games:
Guess what this is.
Guess what I am drawing.
Each team can also make a guess at the
word.
One point for a guess…and so on.
II.PRACTICAL PART
2.1 Types of games
As you know there are different
kinds of games: lexical, grammar, role plays, the ABC games, phonetics games
and so on.
Lexical Games
1. The aim of the game is drilling the
usage of the prepositions and the question ‘Where was…?’
There are some objects on the table: a
book, a pen, and a pencil-box. Then the teacher puts the pen into the book, the
pencil-box in the table. Then he/she puts these objects on the table and asks:
T. - Where was the book?
P1 - The book was on the table.
T. - Where was the pen?
P2 - The pen was in the book.
T. – Where was the pencil-box?
P3 - The pencil-box was in the table.
A. Guessing Game “Who Am I?”
Today we’ll learn a new game. It’s called
“Who Am I?” Has anyone played it before? No? I’ll explain it to you then. Now I
am showing the pupils a card with the name of a character out of the book. And
you have to guess who you are. You can ask the pupils any questions except of
course the name of the character. You can ask questions like for example:
Am I an adult or a child?
Am I a man or a woman (a boy or a girl)?
Am I a pupil?
Am I working?
Am I married or single?
Am I old or young?
Do I live in the country in a city?
ABC games
Dd
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Bb
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Ii
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Ee
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Gg
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Ff
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Aa
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Hh
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Cc
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Ss
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Tt
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1. Out You Go!
The player thinks of some word. He draws
on the blackboard or a sheet of paper as many squares as there are letters in
the word. The players in turn call out some letters. ‘Is there T in it?’ or
‘Has it B in it?’ someone asks. If the word contains this letter the player
writes it in its proper square, if not, the one who gave it drops out of the
game. The one who guessed the greatest number of letters wins. The other name
of this game is “The Hanger”. The word is “ C H R I S T M A S”
2. The game is called ‘The Invitation’.
One of the pupils leaves the classroom. The rest of the pupils decide where
they are going to go. Pupil 1 must guess their decision.
P1 – Let’s go to the yard.
P2 - Thank you, I don’t want.
P1 – Let’s go to the cinema.
P3 - I am not well.
P1 – Let’s go to my friend’s birthday
party.
P4 - Oh, with great pleasure.
Grammar Games:
1. A Boaster.
The pupils were studying the Future Simple
Tense. They were to boast what they were going to do in summer.
T. - In summer all of you will go to some
place. Let us boast.
P-s - In summer I shall go to Paris. In
July I shall go to Hollywood.
T. - Express your doubt.
P-s - Will you go to Paris? Will you go to
Hollywood?
T. - Disagree with him (her).
P-s - You will not go to Paris in summer.
You will not go to Hollywood in July.
2. Think of the Future.
The teacher says a statement and throws a
ball to a pupil. The pupil must catch the ball and give the answer very
quickly.
Teacher:
Pupil:
You are in a lovely place.
I shall sit and listen to the
Ann. Birds.
The flowers are dry. --
I shall water them.
I see many berries. --
You will pick them.
3. The teacher asks a question: “What is
spring?”
The members of the teams must say as many
sentences as they can: “ Spring is a season. It comes after winter. It has
three months. They are March, April and May. It is not cold in spring. The sky
is often blue. The trees are green, etc.”
4. Don’t forget.
There are 8 or 10 toys (objects) on the
table. The pupils have a look on them for 1-2 minutes. Then the table is
covered with a cloth. The pupil’s task is to name all the objects.
5 .The teacher gives the beginning of the
story and the pupils must finish it.
E.g. Yesterday I was at home. I was
waiting for my friend Nick who promised to come, but did not come. I was lonely
and decided to go out. I put on my cap and overcoat and went out into the yard.
But as soon as I closed the door I heard a terrible cry. I turned round and
saw…
How would you have finished the story if
you had been the author?
CONCLUSION
Games are fun and children like to play
them. Through games children experiment, discover, and interact with their
environment. Games add variation to a lesson and increase motivation by
providing a plausible incentive to use the target language. For many children
between four and twelve years old, especially the youngest, language learning
will not be the key motivational factor. Games can provide this stimulus. The
game context makes the foreign language immediately useful to the children. It
brings the target language to life.
The game makes the reasons for speaking
plausible even to reluctant children.
Through playing games, students can learn
English the way children learn their mother tongue without being aware they are
studying; thus without stress, they can learn a lot.
Even shy students can participate
positively.A game must be more than just fun. A game should involve "friendly"
competition. A game should keep all of
the students involved and interested.A game should encourage students to focus
on the use of language rather than on the language itself. A game should give students a chance to learn, practice,
or review specific language material.
Dear teachers, don’t be afraid to play with you children, because the game
arouses children’s interest to English, their outlook, even the weak pupil can
remember the words and grammar structures through the game. Don't forget, the
atmosphere must be always friendly, you must keep the score, because the game
is always a competition. The teacher must know the aims and tasks of each game.
BIBLIOGRAPHY:
1.Games for
Language Learning' (2nd. Ed.) by Andrew
Wright, David Betteridge and Michael Buckby. Cambridge University Press, 1984.
2. Афанасьева О., Михеева И. «English
Language Course», М.: «Фолиант»,
2001
3.Соловова
Е.Н. Методика обучения иностранным языкам. Базовый курс лекций. М.,2002.С.46.
4.Сахарова
Н.Г.Эффективный подход к обучению фонетике английского языка // Школа. -2005. -
№ 1. - С. 56-60.
5.Полат Е.С.
Новые педагогические и информационные технологии в системе образования. – М.,
2000.
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