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Role-playing games in a foreign language. Role-playing games in teaching foreign languages

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Bukhara State University

Department of Foreign Languages

Role-playing games in teaching foreign languages

Umarova D.K., Zhabborova D.Sh.,

Mirzaeva M.R., teachers

Uzbekistan

As you know, the motivation of learning plays a great role in the organization of the educational process. It contributes to the activation of thinking, arouses interest in a particular type of activity, in the performance of a particular exercise. The most powerful motivating factor is teaching methods that satisfy the need of schoolchildren for the novelty of the material being studied and the variety of exercises performed. The use of a variety of teaching methods helps to consolidate linguistic phenomena in memory, create more stable visual and auditory images, and maintain students' interest and activity.

A foreign language lesson is considered as a social phenomenon, where the classroom is a certain social environment in which the teacher and students enter into certain social relations with each other, where the learning process is the interaction of all those present. At the same time, success in learning is the result of the collective use of all opportunities for learning. And trainees should make a significant contribution to this process. The use of role-playing games provides ample opportunities for enhancing the educational process.

role-playingthe game- a methodological technique belonging to the group of active methods of teaching practical knowledge of a foreign language.

A role-playing game is a conditional reproduction by its participants of the real practical activities of people, creates conditions for real communication. The effectiveness of training here is primarily due to an explosion of motivation, an increase in interest in the subject.

Schoolchildren are clearly convinced that language can be used as a means of communication. The game activates the children's desire to contact each other and the teacher, creates conditions for equality in speech partnership, destroys the traditional barrier between the teacher and the student.

The game provides an opportunity for timid, insecure students to speak and thereby overcome the barrier of uncertainty. In a typical discussion, student leaders tend to take the lead, while timid ones tend to remain silent. In a role-playing game, everyone gets a role and must be an active partner in verbal communication.

In games, schoolchildren master such elements of communication as the ability to start a conversation, support it, interrupt the interlocutor, agree with his opinion or refute it at the right time, the ability to purposefully listen to the interlocutor, ask clarifying questions, etc.

Role play teaches you to be sensitive to the social use of a foreign language. A good interlocutor is often not the one who uses the structures better, but the one who can most clearly recognize (interpret) the situation in which the partners are, take into account the information that is already known (from the situation, experience) and choose those linguistic means that will be most effective for communication.

Almost all study time in a role-playing game is devoted to speech practice, while not only the speaker, but also the listener is as active as possible, since he must understand and remember the partner’s remark, correlate it with the situation, determine how relevant it is to the situation and the task of communication, and respond correctly to the response.

Games have a positive effect on the formation of cognitive interests of schoolchildren, contribute to the conscious development of a foreign language. They contribute to the development of such qualities as independence, initiative; fostering a sense of community. Students actively, enthusiastically work, help each other, listen carefully to their comrades; The teacher only manages learning activities.

Basic requirements for role-playing games:

1. The game should stimulate the motivation of learning, arouse the student's interest and desire to do the task well, it should be carried out on the basis of a situation that is adequate to the real situation of communication.

2. The role-playing game must be well prepared in terms of both content and form, clearly organized. It is important that students are convinced of the need to perform well in a particular role. Only under this condition will their speech be natural and convincing.

3. The role play must be accepted by the entire group.

4. It is certainly held in a benevolent, creative atmosphere, evokes a sense of satisfaction and joy in schoolchildren. The freer the student feels in the role-playing game, the more initiative he will be in communication. Over time, he will have a sense of self-confidence, that he can play different roles.

5. The game is organized in such a way that students can use the language material being worked out with maximum efficiency in active speech communication.

6. The teacher certainly believes in the role-playing game, in its effectiveness. Only under this condition will he be able to achieve good results.

7. The teacher's ability to establish contact with the children is of great importance. Creating a favorable, friendly atmosphere in the classroom is a very important factor, the importance of which can hardly be overestimated.

In the course of the game, the teacher can sometimes take on some role, but not the main one, so that the game does not turn into a traditional form of work under his guidance. It is desirable that the social status of this role would help him unobtrusively direct verbal communication in the group.

Usually the teacher takes on roles only at the beginning, when the students have not yet mastered this type of work. In the future, this will no longer be necessary.

During the game, strong students help the weak ones. The teacher, on the other hand, manages the process of communication: he approaches one or another student who needs help, makes the necessary adjustments to the work.

During the game, the teacher does not correct the mistakes, but only writes them down unnoticed by the students in order to discuss the most typical ones in the next lesson.

The role-playing game can be used both at the initial stage of learning and at the advanced stage.

Psychological studies show that in the period from the fourth to the ninth grade, when the study of a foreign language is carried out, the development of schoolchildren goes through several age stages. It is also noted that the most important changes in the mental characteristics of a person at a given stage of its development are due to the leading activity characteristic of this stage. The younger school age, at which the study of a foreign language begins, is preceded not only by an earlier, preschool age period, but also by an earlier form of leading activity. This early form of leading activity is role-playing. At primary school age, i.e. at seven - eleven years, teaching becomes the leading activity.

The transition from one leading activity to another takes place in the form of interaction between old and new modes of behavior. Previously formed personality traits are preserved during the period when new personal properties appear and are actively formed, and during the period of the most complete development of the latter, prerequisites are created for the emergence of personality traits corresponding to the transition to a new leading activity and the next age stage. The game as one of the forms of reflection of the leading activity can correspond to the age reached, return to earlier forms of behavior, get ahead of the corresponding age stage and contribute to the preparation for a new leading activity. These and some other theoretical provisions are still insufficiently used for the correct organization of an educational role-playing game in foreign language lessons.

In a situation, it is necessary to provide information about the social relationships of partners, for example, official / informal. The roles section contains a list of roles. The description of the role is given in the role card, while the information can be presented in detail: information is given about the person (kind, honest, lazy, etc.), about his life and speech experience, habits, hobbies, etc. However, the information should not be presented in too much detail, because in this case the participant in the game is deprived of the opportunity to show creativity. The description can be brief so that the student can imagine the image of the character whose role he will play.

Students need to be given time to get into role. Each participant in the role-playing game performs speech actions due to the situation of communication, but each of them has a certain freedom of action, speech acts.

The roles are assigned by the teacher, they can be chosen by the students themselves. It depends on the characteristics of the group and the personal characteristics of the students, as well as on the degree of their knowledge of a foreign language.

Discussing the game, evaluating the participation of schoolchildren in it, the teacher should show tact, especially when evaluating the results of the first role-playing game. A negative assessment of the activities of its participants will inevitably lead to a decrease in activity. It is advisable to start discussing the results of the game with good moments and only then move on to disadvantages.

If there is such an opportunity, you need to record the course of the game on a disk, and then, together with the students, listen to either the entire game or its individual fragments. When analyzing the game, you can write the necessary information from the disk to the board. game role dialogic foreign preschooler

The background materials of the game give the teacher a clear idea of what did not work out in the game, what language forms were used inappropriately to the situation, what fell out of sight during the preparation of the game. All this gives the teacher the opportunity to take into account the shortcomings in the subsequent role-playing games.

In the organization of educational game communication, it is important to create conditions for such a performance of the game task, in which not the attachment of a replica would be achieved, but the interaction of partners, since communication is precisely the interaction of participants. The solution of this problem is connected with the study of the patterns of the emergence of communication in a joint ongoing activity, the identification of the features of the speech interaction of partners, taking into account the restrictions imposed by foreign speaking on the form of the content of speech communication, the search for ways to overcome such restrictions and increase the independence of students' statements.

There is an assumption that the role-playing game can be effectively used in foreign language lessons, taking into account the main provisions of the theory of leading activity and the content of the age periods of development of schoolchildren, research on communication problems and speech activity.

Consider one of the fourth-graders' lessons, they were offered a plot: “Your younger brother (sister, baby from a neighboring apartment) - a preschooler - is looking forward to going to school. He especially likes your portfolio, in which there are so many interesting things. Show him your briefcase, show him your study supplies.” An example of one of the dialogues: Please, show me your bag Rustam. - Here you are. - May I open it? - Yes, you may. - But I can't.

Help me please. - Now you may take the books out. - Oh, thank you! look.

There are nice pictures in this book. And what "s that? - It" s my pencils, and I must do an exercise. I think it "s very interesting to go to school. I wont to become a pupil very mach. Role-playing game participants not only exchange remarks, but also act with real objects, move around the class.

In plot role-playing games with an object, photo albums, books and magazines, illustrations, household items, a doll with a set of clothes, and toys are used. The topics of verbal communication include talking about family members, about professions, about phenomena and objects of the surrounding world, about clothes, about the daily routine, etc.

Observations show that the fourth-graders still retained some features of the previous age period, when the leading activity was a children's role-playing game. The ability to play is expressed in the fact that fourth grade students willingly accept an imaginary game situation, an unrealistic, fabulous or fantastic plot. This allows you to use story role-playing games of fairy-tale content in the lessons. For example, in order to work out in oral expression some questions about the weather, natural phenomena, seasons, a role-playing game based on the plot of the fairy tale "Teremok" is used.

The "inhabitants of the tower" ask the "guests" questions and only after the correct answers are allowed to enter. Questions asked may include: Who are you? What season is it now? Is it warm or cold now? When is it cold? When does it rain? etc. The participants of the game not only willingly accept the plot offered to them, but also play with masks, costumes with interest, depending on the role they change their gait, gestures, voice timbre.

The age period of fourth-graders, immediately preceding adolescence, is characterized by the fact that schoolchildren have an increased interest in interpersonal communication in educational and labor activities. Under these conditions, the importance of plot role-playing games of everyday content increases, reflecting different aspects of a student's life (study, work, leisure), reproducing fragments of his real life experience. In addition to the forms of gaming communication that correspond to certain age characteristics of students and their leading activities at a particular age stage, role-playing games of everyday content were organized at foreign language lessons with schoolchildren of younger, middle and older age, designed to form norms of speech etiquette, education of a culture of behavior. Schoolchildren learn to properly greet each other and adults, address the interlocutor, express gratitude, apologize, etc.

The nature of the speech interaction of the game participants is influenced by the number of game roles. For example, in the polylogue, compared to the dialogue, the number of interrogative phrases for each participant was more uniform. This explains the failure of attempts, well known to teachers, to achieve a uniform number of questions and answers from each participant in the dialogue without violating the naturalness of communication. The naturalness of dialogical communication increases if one participant in the game, in accordance with his role, reports something, argues, encourages action, and the other asks, evaluates, responds to a request, etc. For educational purposes, it was important to diversify the communicative types of replicas of each participant in the game. In dialogic communication, each phrase is accompanied by a response addressed directly to the student who uttered the phrase. A polylogue remark is not necessarily accompanied by a response, which can be addressed to another participant in the game. This should also be taken into account when organizing verbal communication.

Game communication approaches natural if students master typical ways of speech interaction.

The effectiveness of the role-playing game as a methodical method of teaching increases if the teacher correctly determines the duration of the verbal communication of the participants. The duration of optimal performance of primary school students in communication reaches five minutes.

The expediency of using role-playing games in grades 1-4 is due to the fact that children prefer the group form of educational work. For them Team work and communication acquire personal significance, they strive to master new forms and methods of communication, to know other people in communication, to organize relationships with peers and adults. With all the variety of plots in games, the same content is hidden in principle - human activity and human relations in society. An essential psychological feature of children's role play is its non-utilitarian character, which determines the attractiveness of the play process itself. Participation in it is accompanied by diverse and strong emotions associated with a test of one's own strength, self-affirmation.

The role-playing game is based on interpersonal relationships that are realized in the process of communication. As a model of interpersonal communication, the role-playing game evokes the need for communication, stimulates interest in participating in communication in a foreign language, and in this sense, it fulfills motivational function.

The role-playing game can be attributed to educational games, since it largely determines the choice of language tools, contributes to the development of speech skills and abilities, and allows simulating the communication of students in various speech situations. In other words, a role-playing game is an exercise for mastering the skills and abilities of dialogic speech (DR) in interpersonal communication. In this regard, role-playing provides an educational function.

Role-playing games bring up conscious discipline, diligence, mutual assistance, activity of a teenager, readiness to engage in various activities, independence, the ability to defend one's point of view, take the initiative, find the best solution under certain conditions, i.e. can talk about educational role play features.

Role-playing game forms the ability of schoolchildren to play the role of another person, to see themselves from the position of a communication partner. It focuses students on planning their own speech behavior and the behavior of the interlocutor, develops the ability to control their actions, to give an objective assessment of the actions of others. Therefore, the role-playing game performs in the learning process AR orienting function.

Adolescents strive for communication, for adulthood, and role-playing gives them the opportunity to go beyond their context of activity and expand it. By ensuring the fulfillment of the desires of adolescents, the role-playing game thereby realizes compensatory function.

Examplesrole-playinggames

An exerciseinimitations

Role-playing game "Twins"

Assignment to the first partner. You are a member of school amateur performances. Dream of becoming a professional actor. Interested in all theatrical genres.

Assignment to the second partner. You are a classmate and closest friend of the future actor. You imitate him in everything. They called you twins.

I"m interested in opera I"m interested in opera, too.

Examples of variable elements that will be typed in italics later:

1 - opera and ballet, 2 - drama, 3 - comedy, 4 - tragedy, 5 - musical comedy, 6 - variety show, 7 - classical music, 8 - folk music, 9 - pop music.

An exerciseinsubstitution

Role-playing game "Theatre-Goers".

Task for the first partner (girl): You are Malvina. Love the theatre. Tell me which theater you were in yesterday.

Assignment to the second partner (boy): You are Pinocchio. Tell me which theater you went to last week.

I went to the Opera and Ballet Theater And I went to the Puppet Theater last yesterday, week.

An exerciseon theassimilationDEquestion answer

Role-playing game “Interview”.

Assignment to the first partner: You are a reporter for the Digest newspaper. After the performance, talk to the theater critic, find out if he liked the performance.

Assignment to the second partner: You are a famous theater critic. You didn't like the show.

Did you enjoy the ballet “Swan Lake” Not very much. I didn't like the dan - by Tchaikovsky? sing.

The role-playing game can be attributed to educational games, since it largely determines the choice of language tools, contributes to the development of speech skills and abilities, and allows simulating the communication of students in various speech situations. In other words, a role-playing game is an exercise in mastering the skills and abilities of DR in an interpersonal environment. In this regard, role-playing provides educational function.

In role-playing games, conscious discipline, diligence, mutual assistance, activity of a teenager, readiness to be involved in various activities, independence, the ability to defend one's point of view, take the initiative, and find the best solution in certain conditions are brought up.

role-playingthe game- the leading type of activity of preschoolers. Formation in children up to school age conditionally dynamic position - an analogue of role-playing behavior - leads to the possibility of a much easier and earlier emergence of intellectual operations, which, under conditions of spontaneous formation, appear much later. Role play is essential for the entire course of the intellectual development of preschoolers. The game in its expanded form contains the need for decentration, which is achieved relatively easily due to the fact that it does not involve intellectual mechanisms, but includes emotional moments. Play is essential for the development of voluntary forms of action and behavior, due to the orientation towards the pattern of action contained in the role assumed by the child, i.e. covert control. Such control is carried out in two forms: firstly, in the form of external control by those who play one after another and, secondly, in a weakly outwardly expressed form of a kind of self-control.

Of paramount importance for understanding the role-playing function in development is the clarification of its significance for the development of the need sphere, for the emergence of new needs that are formed in the game.

The same game can be used at different stages of the lesson. However, it all depends on the specific conditions of the teacher's work. It should only be remembered that for all the attractiveness and effectiveness of games, a sense of proportion must be observed, otherwise they will tire students and lose their freshness of emotional impact.

Most games are not related to any particular topic, so naturally they contain some percentage of vocabulary unfamiliar to students. It is recommended to enter it in the process of explaining the conditions of the game. Methods for introducing vocabulary can be different. One of them is visual visibility, which includes not only picture or object visibility, but also movement, gesture, facial expressions, etc. And finally, in some cases, you can use a single transfer. In any case, the time spent explaining an unfamiliar word will definitely pay off, because once the game is introduced, the teacher will use it many times, and the new vocabulary that the children will learn during the game will become active.

Getting acquainted with this or that game, the teacher should understand well its moving spring. If a theatrical action is planned, you need to take care of the details of the costume and props - they will make the game more complete and convincing. If this is a game exercise, then it all depends on the emotionality of the teacher. Most games are built around competition. The place of games in the lesson and the time allotted to the game depend on a number of factors: the preparation of students, the material being studied, the specific goals and conditions of the lesson, etc. So, let's say, if the game is used as a training exercise during the initial consolidation, then it can take 20-25 minutes of the lesson. In the future, the same game can be played for 3-5 minutes and serve as a kind of repetition of the material already covered, as well as relaxation in the lesson.

Literature

1. Stronin M.F. Educational games in the English lesson. M., Enlightenment, 1984

2. Kolesnikova O.A. Role-playing games in teaching foreign languages. Foreign languages at school, No. 4, 1989

3. Milrud R.P. Organization of role play in the classroom. Foreign languages at school, No. 3, 1987

4. Oleinik T.N. Role-playing game in teaching dialogical speech of sixth graders. Foreign languages at school, No. 1, 1999

5. Vereshchagin, Rogova. Teaching methodology English language at the initial stage in educational institutions. M., 1998

6. Play and its role in the mental development of the child. "Questions of Psychology". No. 6.

7. Perkas S.V. Role-playing games in English lessons. Foreign languages at school. No. 4, 1999

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INTRODUCTION

Relevance:

As you know, the motivation for learning activities is formed in the lower grades, so it is very important, especially at the initial stage of teaching a foreign language, to organize the educational process in such a way as not only to develop the student's cognitive interest, but also creative activity.

How can this be achieved?

Among the various methods of organizing classes, the greatest interest among schoolchildren is caused by games, game situations. The game is a real teaching tool that activates the mental activity of students, makes the learning process attractive and interesting, makes students worry and worry. This is a powerful incentive to master the language.

According to psychologists (A.A. Leontiev), motivation, created by the game, i.e. game motivation, should be presented in the educational process along with communicative, cognitive and aesthetic. All of these combined constitute the motivation for learning. D.B. Elkonin believes that the game performs four most important functions for a person: a means of developing the motivational-need sphere, a means of cognition, a means of developing mental ideas, and a means of developing voluntary behavior.

The game is a unique phenomenon of human culture, its source and peak. In none of his activities does a person demonstrate such self-forgetfulness, exposure of his psycho-physiological and intellectual resources, as in the game. That is why it is adopted in the system of professional training of people, that is why the game expands its principles, invading previously unpredictable areas of human life. Communication in any language requires a large vocabulary, which is accumulated over several years. It follows that learning a language should begin with early childhood. This caused teachers to search for new techniques that allow children to learn foreign languages effectively and efficiently, and most importantly, with interest. Given the fact that interest is the best stimulus for learning, it is necessary to try to use every opportunity to unload the child through play activities in the process of learning the language.

This paper shows the importance of playing in pedagogical process on the example of its use in English lessons at the initial stage.

The complexity of using the game in English classes is due to the lack of teaching aids on this particular topic, so the materials in the process of writing this thesis were taken from English textbooks and collections of games.

Purpose of the study: study of the game as a means of increasing the effectiveness of the educational process in teaching a foreign language at the initial stage.

Object of study: game as a process of teaching a foreign language in high school.

Subject of study: game as a means of increasing the effectiveness of the educational process in teaching a foreign language.

Research hypothesis: playing in a foreign language lesson increases the efficiency of mastering the material and increases the emotional state of students.

Based on the formulated hypothesis, the following tasks were identified.

Tasksresearch:

Analyze the concept of a game as a means of teaching a foreign language.

Highlight the main stages of the game.

Determine the types of games used in foreign language lessons.

Determine the initial stage of learning a foreign language and emphasize the importance of using the game at the moment.

Theoretical significance lies in the fact that the psychological, pedagogical and methodological foundations of the use of game techniques in teaching a foreign language are analyzed and the most effective forms of game learning for younger students are identified.

Practical significance thing is:

the results of the study can be used in teaching a foreign language.

the conclusions and materials of the study can be used in the development of school programs, foreign language textbooks.

This thesis consists of an introduction, three chapters, a conclusion, a list of references and an appendix.

In administered the relevance of the problem is substantiated, the object, subject, goal, tasks, research methods are determined; a working hypothesis is formulated, scientific novelty, theoretical and practical significance of the results of the study, and the main provisions submitted for defense are outlined.

AT first chapter"Game as a means of learning a foreign language" examines the didactic foundations of early learning a foreign language, reveals the concept, meaning of the game and its impact on the development of younger students.

In second chapter"Methods of using gaming technology in teaching a foreign language" analyzed the methodological foundations of the game, determined the goals of its use in a foreign language lesson in primary school, the main types and forms of organization of games are considered.

AT third chapter experimental work is described, which proves the effectiveness of using games in foreign language lessons.

AT imprisonment generalizing conclusions arising from the study are given.

List of used literature includes 48 titles.

AT application examples of role-playing games are given.

CHAPTER 1. GAME AS A MEANS OF LEARNING A FOREIGN LANGUAGE

The definition of the concept of "game", the history of the emergence of games, the classification of the game

The game is a specially organized activity that requires tension of emotional and mental strength. To understand the nature of the game, its amazing educational potential is to understand the nature of a happy childhood, to understand your child, your pets. Games help children become creative individuals, teach them to be creative in any business. To be creative means to do it qualitatively, at a higher level. Creativity is a constant improvement and progress in any activity. Games bring children and adults the joy of creativity. Without the joy of creativity, our life turns into boredom and routine. A creative person is always passionate about something. The level of life depends on the creative possibilities of a person. Both adults and children can see the unusual in the ordinary. Creativity is inherent in children by nature itself. They love to compose, invent, fantasize, portray, reincarnate. Children's creativity quickly fades if there is no interest in it from others. Joint creative games bring together both adults and children. This is one of the main principles of effective education.

The child, playing, all the time strives to go forward, not backward. In games, children, as it were, do everything together, their subconscious, their mind, their fantasy "work" synchronously. The American psychologist D. Mead saw in the game a generalized model of the formation of what psychologists call "independence" - a person - the collection of one's "I". The game is the sphere of self-expression, self-determination, self-examination, self-realization. There is a branch of medicine and psychology - game therapy. The game can diagnose, to know the child. The game can encourage and approve the child. With the help of the game, you can correct, improve, develop important psychological properties in children.

The game always involves making decisions - how to act, what to say, how to win. The desire to solve these questions speeds up the mental activity of the players. What if the child thinks in a foreign language? Of course, there are rich learning opportunities here. Children, however, do not think about it. For them, the game - first of all - an exciting activity. Everyone is equal in the game. It is feasible even for weak students. A sense of equality, an atmosphere of enthusiasm and joy, a sense of the feasibility of tasks - all this enables the children to overcome shyness that prevents them from freely using the words of a foreign language in speech and has a beneficial effect on learning outcomes. The linguistic material is imperceptibly assimilated, and along with this, a feeling of satisfaction arises - it turns out that I can speak on an equal footing with everyone.

Thus, we consider the game as a situational-variative exercise, which creates the opportunity for repeated repetition of a speech sample in conditions as close as possible to real-speech communication with its inherent features - emotionality, purposefulness, and speech impact. Games contribute to the implementation of the following methodological tasks:

- creation of psychological readiness of children for verbal communication;

- ensuring the natural need for repeated repetition of language material by them;

- training students in choosing the right speech option.

The place of games in the lesson and the time allotted to the game depend on a number of factors in the preparation of students, the material being studied, the goals and conditions of the lesson, etc. For example, if the game is used as a training exercise during the initial consolidation, then 20-25 minutes of the lesson can be devoted to it. In the future, the same game can be played by repeating the material already covered. The same game can be used at different stages of the lesson.

It should be remembered that for all the attractiveness and effectiveness of games, a sense of proportion must be observed, otherwise they will tire the students and lose the freshness of the emotional impact. The game form of work carried out in the classroom can also arouse students' interest in a foreign language, contribute to the activation of their mental activity, as well as the development of speech activity. For example, to work with primary school students, along with the usual alphabet, you can place on a mobile stand a table with letters that are not in alphabetical order, but randomly, and invite the children to pronounce them in the correct sequence.

The game is feasible even for weak students. A sense of equality, an atmosphere of enthusiasm and joy, a sense of the feasibility of tasks - all this enables the children to overcome shyness that prevents them from freely using the words of a foreign language in speech, and has a beneficial effect on learning outcomes. The linguistic material is imperceptibly assimilated, and along with this, a feeling of satisfaction arises - "it turns out that I can already speak on an equal footing with everyone."

In the final qualifying work there is a theory of M.F. Stronin, who in his book "Educational Games in English Lessons" divides games into the following categories:

1. vocabulary games;

2. grammar games;

3. phonetic games;

4. spelling games;

5. creative games.

Usage various games in a foreign language lesson, it contributes to mastering the language in an entertaining way, develops memory, attention, ingenuity, maintains interest in a foreign language.

Games in foreign language lessons can and should also be used to relieve tension, monotony, when working out language material, and when activating speech activity. Of course, it must be taken into account that each age period is characterized by its own type of leading activity.

Games are best used in the middle or at the end of a lesson to relieve tension. It is important that working with games bring positive emotions and benefits, and in addition, serve as an effective incentive in a situation where the interest or motivation of children in learning a foreign language begins to wane.

The use of games in foreign language lessons helps the teacher to better reveal the personal potential of each student, his positive personal qualities (hard work, activity, independence, initiative, ability to work in collaboration, etc.), maintain and strengthen learning motivation.

According to psychologists (A.A. Leontiev), the motivation created by the game, i.e. game motivation should be presented in the educational process along with communicative, cognitive and aesthetic motivation.

D.B. Elkonin believes that the game performs four important functions for a person:

a means of developing motivational-need areas;

means of knowledge;

a means of developing mental actions;

a means of developing voluntary behavior.

The game always involves deciding how to act, what to say, how to win. This sharpens the mental activity of students. It is in the game that children learn social functions, norms of behavior.

The game, as L.S. Vygotsky leads development. The developmental significance of the game lies in its very nature, because the game is always emotions, and where there are emotions, there is activity, there is attention and imagination, thinking works there.

Theoretical foundations for the use of gaming techniques in foreign language lessons in elementary school

The pedagogical process consists of two components: teaching and learning. The learning process is based on certain principles and has a clearly defined didactic structure. The didactic principles of visibility, scientific character and accessibility are well known.

The process of teaching a foreign language, like any other academic subject, is also subject to didactic principles. At the same time, in relation to the process of teaching foreign languages in high school, the following methodological principles are formulated:

Nurturing learning;

Communicative orientation;

Differentiated and integrated learning;

Accounting for the native language;

Consciousness;

Activities;

Availability and passivity;

strength;

Individualization.

The current system of teaching a foreign language in elementary school provides for the implementation of the following principles:

communicative orientation of training;

interconnected learning of the main types of speech activity;

a differentiated approach to their formation;

structural-functional approach to the organization of the material and the use of the modeling method at different levels of language and speech.

In the course of early teaching a foreign language, both general didactic principles and methodological principles are implemented. So, the authors of the foreign language program for grades 1-4 of elementary school Galskova N.D., Solovtsova E.I., Yakovleva L.N. formulated the following provisions.

When organizing the process of teaching a foreign language in primary school necessary:

To create a favorable atmosphere in the classroom and a sense of comfort for the student as the main subject;

To create motives for speech and non-speech actions of children both in teaching the means of communication and in the activities of communication;

Use techniques that enhance student interaction;

Rely on the knowledge, skills and needs of students;

Use visuals and use as many types of perception as possible.

In addition to the rules, it is necessary to observe the features of the organization of the educational process at an early stage of education:

The lesson should be considered not as a lesson, but as an organization of a joint business with children. For these purposes, it is necessary to widely practice collective, group forms of work, in the process of which the language organically merges into the activity and accompanies it. It is important to create conditions in which the child feels risky and free, experiences positive emotions.

Given the age and individual characteristics of children of primary school age, it is necessary to use a game as an important methodological technique that allows you to create a situation in which the child cannot “keep silent”.

The student masters a new language for him in the process of interacting with adult friends, heroes of fairy tales or stories, poems or songs. At the same time, it is important that the child is aware of the purpose and result of his actions, and also feels the desire and need to use a foreign language as a means of communication. To do this, you need to use information that is fascinating and accessible to children.

In the practice of teaching, it is necessary to use the possibilities of visual, musical and dance activities much more widely.

Learning, reproducing, staging poems, songs, fairy tales in a foreign language, the student joins the culture of the country of the language being studied. It is necessary from the first steps of learning to strive to acquaint children with the authentic language and authentic information that reliably reflects the realities of the culture of another people in all its diversity (for example, children's folklore).

Based on the above didactic and methodological principles, we can consider the didactic structure of the learning process, the components of which were identified by Yu.K. Babanskiy.

He identifies 6 structural components: goals, content, forms, methods, conditions and results, without which there is no learning process.

In turn, each structural component individually or all together, in order to achieve the planned result, requires very specific didactic conditions, which are understood as a set of objective and subjective factors that determine the learning process and ensure the achievement of the planned result.

One of the most important structural components of the learning process at the initial stage is the learning objectives at the initial stage: developmental, educational, educational and practical.

The primary, leading goal of early learning a foreign language is developmental. This is the essential feature of teaching a foreign language. Developing goals provide for both the holistic development of the individual and the development of his mental functions, qualities and properties.

The second important component of the educational process is its content. According to I.L. Bim, the content of training includes:

Linguistic and speech material of different levels of organization and rules for its design and operation, elements of linguistic experience, "linguistic culture";

The subject content transmitted with the help of these units within the framework of the topic, in relation to situations of communication;

Subject and mental actions with foreign language material, on the basis of which knowledge, skills, abilities are formed, in line with the main types of speech activity.

Among those identified by Yu.K. Babansky three large groups of teaching methods:

methods of organization and implementation of educational and cognitive activities;

methods of stimulation and motivation of educational and cognitive activity;

methods of control and self-control of the effectiveness of educational and cognitive activity.

Of particular importance for the early learning of a foreign language are the special methods of the second group - educational games and educational discussions, i.e. game discussion teaching methods. For this reason, a significant place in this work is occupied by game methods of early teaching a foreign language.

As for the forms of education, their existence is directly related to the existence of various teaching methods.

The choice of the most appropriate techniques, forms and methods of teaching is carried out by the teacher. Criteria for the optimal choice of teaching methods were studied by Yu.K. Babansky. He believes that the successful choice of teaching methods is determined by six factors:

regularities and principles of training;

learning objectives;

learning opportunities for students;

features of external conditions;

level of professional qualification of teachers.

It is at the stage of early learning for the first time that various methods of teaching a foreign language and individual preferences of children “meet”.

Chapter I Conclusions

After analyzing the psychological and pedagogical literature, we came to the following conclusions:

Game technologies significantly increase the motivation to learn foreign languages;

The game is a means of activating the cognitive activity of students, contributing to its actualization;

The game contributes to the communicative and activity-based nature of learning, ensures the development of speech and thinking activity of students.

As a result of the study, we have identified several types of games, in particular, organizational-activity, business, cognitive-didactic, creative story-role-playing games.

CHAPTER 2

2.1. The game as one of the effective means of teaching a foreign language in elementary school

Increasing the effectiveness of a foreign language lesson is a problem that worries all teachers. The level of knowledge, interest in the subject largely depends on the quality of the lesson. Teachers who work with enthusiasm, love their work and understand children are constantly looking for new approaches and methods of teaching a foreign language that would intensify the mental activity of students, would make the learning process high-quality, effective and at the same time attractive and interesting.

One of the ways to achieve the set goals is to give this or that type of educational activity non-standard, original forms. Recently great attention given to the use game forms teaching a foreign language.

The game is one of the effective means of creating a communicative orientation in a foreign language lesson. At a younger stage, she serves necessary component lesson. It significantly intensifies the learning process.

The very fact that the game arouses the interest and activity of children and gives them the opportunity to show themselves in activities that are exciting for them, contributes to a faster and more durable memorization of foreign words and sentences. This is also served by the fact that knowledge of the material is a prerequisite for active participation in the game, and sometimes a prerequisite for winning. The game provides an opportunity not only to improve, but also to acquire new knowledge, since the desire to win makes you think, remember what has already been passed and memorize everything new. Another condition of the game is its accessibility to children.

The game activates the children's desire to contact each other and the teacher, creates conditions for equality in speech partnership, destroys the traditional barrier between the teacher and the student.

It is also important that the teacher be able to captivate, infect students with the game. Obviously, for this you need to be enthusiastic yourself. The places of games in the lesson and the time allotted to them depend on a number of factors: the preparation of students, the material being studied, the specific goals and conditions of the lesson, etc. So, let's say, if the game is used as a training exercise during the initial consolidation, then it can take 20-25 minutes of the lesson.

In the future, the same game can be played for 3-5 minutes and serves as a kind of repetition of the material covered, as well as relaxation in the lesson. A number of grammar games, for example, can be effective in introducing new material.

Individual and silent games can be performed at any time of the lesson, it is desirable to conduct collective ones at the end of the lesson, since the element of competition is more pronounced in them, they require mobility, etc.

As for fixing mistakes during the game, it is desirable that the teacher does this without distracting students, encouraging their activities is necessary for the oral flow of the game, creating the right interpersonal relationships in the team.

When using language and speech games in the classroom, the teacher should remember the following:

The choice of the form of the game must be pedagogically and didactically justified.

The teacher must know for what purpose he conducts this or that game.

Games should involve as many students as possible.

Games should be appropriate for the age and language abilities of the students.

Language games serve the development of all types of speech activity.

The first is speaking. There are games that involve writing, as well as a number of tasks that can be performed orally or in writing at the discretion of the teacher.

It is not always possible to "fit" the language game into the subject of the lesson. But the teacher should try to do it.

The facilitator, usually the teacher, should be in the background if possible. Students can also play the role of leader.

The time spent on preparing and conducting the game and its benefits should be in a justified ratio with each other.

Among the many types of exercises, there are those that are the subject of pedagogical discussions: corrective exercises. Error-finding exercises are useful in that they give the joy of discovery and stimulate the activity of students.

Language games should be conducted predominantly in a foreign language.

We must not forget that games cannot replace systematic study and intensive training. They build on what has already been learned. The teacher must apply them in moderation, expediently and planned.

Most games are built around competition. In this case, the game is played in groups (the class is divided into teams), which must be equal in the number of students and in terms of their level of knowledge. It is better if the teacher himself divides into groups, taking into account the level of preparation of children and their priorities in communication.

In the course of independent work in each group there should be a well-prepared student who is able to control the correctness of the speech of his team members. Such a student can act as a "judge" instead of a teacher. Control over the answers in some games can be carried out by the teams themselves, evaluating each other. Estimates are compared and an objective one is set from the data.

In this case, the exact scoring determines the winners. Should be thought out and especially emphasized. It is advisable to introduce a table reflecting the number of points received by the participants in the game, and at the end of the quarter to sum up, determine the best in the game and, possibly, even give small prizes.

In order for the scoring to not take a lot of time during the game, you should make chips and distribute them during the game, this will not slow down its pace. In a number of games, the winner is determined by the accumulation method, i.e. those who fail to complete the task are eliminated from the game.

Practice has shown that this method also captivates the guys, they are no less interested in finding out who will win, they continue to take an indirect part in the game. However, here much depends on the creativity of the teacher: it is possible that the teacher will find a method of assessment that will correspond to the individual characteristics of the class.

Game techniques for teaching a foreign language can be used in pair work, but it is important that the work is controlled by the teacher, otherwise the children will lose the incentive to work and interest in the lesson.

Of course, a foreign language lesson is not only a game, trust and ease of communication between a teacher and students, which arose due to the general game atmosphere and the games themselves, dispose the children to serious conversations, discussion of any real situations.

2.2. Classification of games used to teach English to younger students

Games can be divided into two sections.

The first section consists of grammatical, lexical, phonetic and spelling games that contribute to the formation of speech skills. Hence its name "Preparatory Games". The section is opened by grammar games, which occupy more than a third of the manual in terms of volume, since mastering the grammatical material, first of all, creates the opportunity for the transition to active speech of students. It is known that training students in the use of grammatical structures, requiring their repeated repetition, tires the children with its monotony, and the efforts expended do not bring quick satisfaction. Games will help make boring work more interesting and exciting. The grammatical games are followed by lexical games that logically continue to "build" the foundation of speech. Phonetic games are designed to correct pronunciation at the stage of formation of speech skills and abilities. And, finally, the formation and development of speech and pronunciation skills to some extent contribute to spelling games, the main purpose of which is to master the spelling of the studied vocabulary. Most of the games of the first section can be used as training exercises at the stage of both primary and further consolidation. The second section is called Creative games"The purpose of these games is to promote the further development of speech skills and abilities. The ability to show independence in solving speech-thinking tasks, quick response in communication, maximum mobilization of speech skills - the characteristic qualities of speech skills - can, as we think, be manifested in auditory and speech games Games of the second section train students in the ability to use speech skills creatively.

2.2.1 Phonetic games.

This type of games is aimed at the formation of phonetic hearing, the formation of the skill of establishing adequate sound-letter correspondences, the formation of the skill of pronunciation of a coherent statement or text.

I hear - I do not hear.

Game progress : trainees are divided into teams. The teacher pronounces the words. If he calls a word that has a long vowel … or …, the trainees raise their left hand. If the named word also contains consonants … or …, everyone raises both hands. The teacher writes down the mistakes of the players on the board. The team that made the fewest mistakes wins.

Wide and narrow vowels.

Purpose: the formation of phonemic hearing skills.

Game progress: the teacher calls the words. The trainees raise their hand if the sound is pronounced widely. If the vowel is pronounced narrowly, you cannot raise your hand. The team with the fewest mistakes wins.

Right wrong.

Purpose: the formation of correct phonemic hearing, sensitive to distortions.

Game progress: the teacher names individual words or words in sentences, phrases. The trainees raise their hand while reading the selected sound in sound combinations. Then he asks each student in both teams to read certain sound combinations, words, phrases and sentences. With the correct reading of the sound, the trainees raise their hand with a green card (flag), with an incorrect reading, their hand with a red card (flag). The team that, after scoring, most correctly assesses the presence or absence of errors wins.

2.2.2 Spelling games

This type of games is aimed at developing the skills of combining letters in a word, developing the skill of understanding the place of a letter in a word, developing word-formation and spelling skills, and testing the assimilation of spelling within the studied lexical material.

Of the two, the third.

Purpose: the formation of word-formation and spelling skills.

Game progress: this game is very close to guessing charades. Therefore, the words given in its description can also be used to play charades. Compound nouns are selected, which can be divided into two parts, and each of them can be an independent word. Parts of the word are written on pieces of paper and distributed to the participants in the game.

Everyone must find a partner for whom the second part of the word is written on a piece of paper. The pair that does it faster than the others wins.

Insert a letter.

Purpose: checking the assimilation of spelling within the studied lexical material.

Game progress: two teams are formed. The board is divided into two parts. For each command, words are written, each of which has a missing letter. Representatives of the teams alternately go to the board, insert the missing letter and read the word.

For example: English c…t, a…d, a…m, p…n, r…d, s…t, r…n, t…n, o…d, t…a, l…g, h…n, h… r, h…s, f…x, e…g, e…t, d…b (cat, and, arm, pen, red, car, sit, ran, ten, old, tea, leg, hen, her, his, fox, egg, eat, bed).

Alphabet games.

This type of game is used for beginners to learn a foreign language, to learn the alphabet. This type belongs to spelling games.

5 cards.

Game progress: the teacher shows each of the participants in the game 5 cards with letters of a foreign alphabet. The winner is the one who correctly and without pauses names all 5 letters.

Who quickly?

Purpose: control of the assimilation of the alphabet.

Game progress: students are given 3-5 cards with letters and are invited to carefully consider them. Then the teacher calls the letter, and those who have a card with the named letter quickly pick it up and show it to the others. A late participant in the game does not have the right to raise a card. The teacher walks between the rows and collects the cards. The winner is the one who is faster than others without cards.

First letter.

Purpose: training focused on mastering the alphabet.

Game progress: students are divided into teams. The teacher calls out three words to each team in turn. The participants in the game must quickly name the first letters of these words. The winner is the one who correctly completed the task.

Lexical games.

This type of games is aimed at: the development of lexical skills, the introduction, consolidation and control of lexical material, the activation of vocabulary on the topic studied and the development of dialogic speech skills.

Numbers.

Purpose: repetition of cardinal numbers.

Game progress: two teams are formed. On the right and left on the board, the same number of numbers is written randomly. The teacher calls the numbers one by one. Team representatives must quickly find and cross out the named number on their half of the board. The team that completes the task faster wins.

Five words.

Purpose: to consolidate vocabulary on a topic or one of the lessons learned.

Game progress: while a student from one team counts to five, a representative of the second team must name five words on this topic. A participant who fails to complete the task is eliminated from the game.

More words.

Purpose: activation of vocabulary on the topics studied.

Game progress: two teams are formed. Each team must name as many words as possible for the letter given to it. The team with the most words wins.

The game can also be played in writing. Team representatives write the words on the board. In this case, when summing up, not only the number of words is taken into account, but also the correctness of their spelling.

Listening games.

This type of games can refer to lexical, grammatical and phonetic games, everything will depend on what goal we are pursuing. The main goals of the listening game, when listening acts not as a means, but as an end, will be the following:

To teach students to understand the meaning of a single statement;

To teach students to highlight the main thing in the flow of information;

Develop students' auditory memory.

It is possible to conduct text listening games without having any pictures, drawings, pre-prepared questions, text points, etc., these are games for the development of auditory memory. The teacher reads the text at a normal pace, the players listen. After listening to the text, the teacher offers to write down the words that each participant in the game remembered. Then the teacher reads the text again and gives the task - to write out groups of words and remembered phrases.

After that, the participants in the game restore the text from memory, using their notes. The winner is the one who most accurately conveys the content of the text.

Team games have a great effect in teaching listening, in which, after listening to the text, team members compose and then ask questions to rivals on the content of the text. The team that answers the questions most accurately wins.

Of particular interest are games in which, after listening to the text (preferably with a large number of characters), it is necessary to play a scene according to the content of the text. In these games, children demonstrate not only their listening skills, but also their artistic abilities.

Listening training should be carried out in a variety of interesting games. In them, the child can express himself as a person, as well as a member of the team. Not universal games for teaching listening, but you can turn any exercise, any text into a game. To do this, it is necessary to prepare the necessary accessories, create an atmosphere of competition, make the task for the texts diverse, but at the same time accessible and interesting.

Texts can be used from textbooks, additional books on the English language, invented by the teacher or students. The main thing, in our opinion, is to turn an elementary text into an interesting game that attracts a child.

Compose a sketch.

The class is divided into three teams, each representing a police department. 3 leaders are selected. They turn to the police department with a request to find a missing friend or relative. The host describes their appearance, and the children make the appropriate drawings. If the picture matches the description, it is considered that the missing person has been found.

Host: I can't find my sister. She is ten. She is a school girl. She is not tall/ Her hair is dark. Her eyes are blue. She has a red coat and a white hat on.

The teacher invites one of the students to think of any season and describe it without naming it. For example:

It is cold. It is white. I ski. I skate. I throw snowballs.

Students try to guess: Is it spring? Is it winter? The winner is the one who correctly named the time of year.

Grammar games.

This type of games is aimed at consolidating, controlling grammatical structures, using verb forms both in oral and written speech,

Action image.

Purpose: automation of the use of verbs in oral speech.

Game progress: players form pairs. One player depicts an action (mimic or pantomime), the other must comment on it using the studied verbs.

Cubes.

Purpose: automation of the use of constructions in oral speech.

Game progress: for the game, cubes are made, on the faces of which pictures with the image of objects or animals are pasted. The students are divided into two teams. Participants take turns coming to the table, tossing the dice and naming a sentence with a construction being worked on, corresponding to the plot of the picture on one of the faces of the dice. For each correct guess, the team receives a point. The team with the most points wins.

Role-playing game.

The most powerful motivating factor is teaching methods that satisfy the need of schoolchildren for the novelty of the material being studied and the variety of exercises performed. The use of a variety of teaching methods helps to consolidate linguistic phenomena in memory, create more stable visual and auditory images, and maintain students' interest and activity.

Schoolchildren are clearly convinced that language can be used as a means of communication.

The game activates the desire of children to contact each other and the teacher, creates conditions for equality in speech partnership, destroys the traditional barrier between teacher and student.

Role play teaches you to be sensitive to the social use of a foreign language. A good interlocutor is often not the one who uses the structures better, but the one who can most clearly recognize (interpret) the situation in which the partners are and take into account the information that is already known (from the situation, experience) and choose those linguistic means that will be most effective for communication.

Basic requirements for role-playing games:

3. The role play must be accepted by the entire group.

5. The game is organized in such a way that students can use the language material being worked out with maximum efficiency in active speech communication.

6. The teacher certainly believes in the role-playing game, in its effectiveness. Only under this condition will he be able to achieve good results.

Usually the teacher takes on roles only at the beginning, when the students have not yet mastered this type of work. In the future, this will no longer be necessary.

During the game, the teacher does not correct the mistakes, but only writes them down unnoticed by the students in order to discuss the most typical ones in the next lesson.

If there is such an opportunity, you need to record the course of the game on a magnetic tape, and then, together with the students, listen to the soundtrack of either the entire game or its individual fragments. When analyzing the game, you can record the necessary information from the tape recorder on the board.

The photographic materials of the game give the teacher a clear idea of what did not work out in the game, what language forms were used inappropriately to the situation, what fell out of sight during the preparation of the game. All this gives the teacher the opportunity to take into account the shortcomings in the subsequent role-playing games.

There is an assumption that the role-playing game can be effectively used in foreign language lessons, taking into account the main provisions of the theory of leading activity and the content of age periods in the development of schoolchildren, research on communication problems and speech activity.

In addition to the forms of gaming communication that correspond to certain age characteristics of students and their leading activities at a particular age stage, role-playing games of everyday content were organized at foreign language lessons with schoolchildren of younger, middle and older age, designed to form norms of speech etiquette, education of a culture of behavior. Schoolchildren learn to properly greet each other and adults, address the interlocutor, express gratitude, apologize, etc.

The nature of the speech interaction of the game participants is influenced by the number of game roles. For example, in the polylogue, compared to the dialogue, the number of interrogative phrases for each participant was more uniform. This explains the failure of attempts, well known to teachers, to achieve a uniform number of questions and answers from each participant in the dialogue without violating the naturalness of communication. The naturalness of dialogic communication increases if one participant in the game, in accordance with his role, reports something, argues, encourages action, and the other asks, evaluates, responds to a request, etc. For educational purposes, it was important to diversify the communicative types of replicas of each participant in the game.

In dialogic communication, each phrase is accompanied by a response addressed directly to the student who uttered the phrase. In a polylogue, a replica is not necessarily accompanied by a response, which can be addressed to another participant in the game. This should also be taken into account when organizing verbal communication.

Game communication approaches natural if students master typical ways of speech interaction.

The effectiveness of a role-playing game as a methodical method of teaching increases if the teacher correctly determines the duration of the verbal communication of the participants. The duration of optimal performance of primary school students in communication reaches five minutes.

The expediency of using role-playing games in grades 1-4 is due to the fact that children prefer the group form of educational work. For them, joint activities and communication acquire personal significance, they strive to master new forms and methods of communication, to know other people in communication, to organize relationships with peers and adults.

Conclusion by chapterII

In the second chapter, the methodological foundations of the game were analyzed, the goals of its use in a foreign language lesson in elementary school were determined.

The main types of games were considered:

Phonetic games;

Spelling games;

Alphabet games;

Lexical games;

Listening games;

Grammar games;

Role-playing games.

And the forms of organizing games in foreign language lessons.

Chapter 3

game method to enhance cognitive interest in learning a foreign language, in particular, role-playing games, was applied by us in practice.

The theoretical results of our study were used in the educational practice of a secondary school during the teaching practice at a school with. Urman-Bishkadak, Ishimbay region. The role-playing game was a significant event in the life this class, since, on the one hand, it was the result of a great work of the class, and on the other hand, it was a serious test of students for independence and resourcefulness. Indeed, along with the implementation of pre-prepared communicative actions, it was necessary more than once during the game to quickly respond to the communicative actions of other characters, most often also prepared, but often completely unexpected for other participants in the game, since the course of the role-playing game was outlined only in its most general form, and the final the preparation stage was carried out individually or with the help of a teacher.

During the so-called “passive” practice, as well as in the process of conducting foreign language classes, a characteristic of the above class was compiled. But due to the fact that the lessons were conducted only in one group, consisting of 14 people, we developed a detailed description of this group.

A group of 14 people consisted of 7 girls and 7 boys, which led to an equal position in the class of students in terms of gender.

In the class, there was a community of social interests related not only to educational activities, but also to visiting various circles and sections. So, most boys attend sports clubs.

It was determined that there were no obvious leaders in the group, and this contributed to the cohesion and organization of the class in the implementation of common affairs, the ability to collectively plan them and distribute tasks among themselves.

The general level of behavioral discipline is high, and the group treats individual violators of discipline negatively.

It should also be noted that each student has a free moral and psychological position.

All of the above was taken into account when preparing and conducting role-playing games in the classroom.

The word "game" significantly increased the interest and personal involvement of students in the classes. It should also be noted that, focusing primarily on the pleasure received from the process of the game itself, students could, to varying degrees, be aware of the non-game goals inherent in the role-playing game, aimed at developing the skills of dialogic and monologue speech, consolidating vocabulary on new topics, teaching interpersonal communication. .

Role-playing games were held regularly in the classroom and the students were already used to them, so at the beginning of a new topic they themselves found out the prospect of a new role-playing game.

So, at the very first lesson on a new topic, students performed exercises that implied a controlled role-playing game.

After getting acquainted with the new vocabulary, the students conducted a survey. The following list of questions and approximate answers were offered as reference:

1. Do you eat sweets? a) yes b) sometimes c) no

2. Do you often walk? a) yes b) sometimes c) no

3. Do you eat often a) yes b) sometimes c) no

vegetables and fruits?

This survey was designed to identify students' bad eating habits and their attitudes towards them.

The group showed initiative and creativity in the development of the game's story and distribution of roles. So, the guys suggested Alina S. and Adela B. for the role of reporters, it should be noted that the girls differ from each other in types of temperaments. Alina is a clear melancholic, she prefers to remain in the shadows, Camila's opinion is very important to her. Adela is a choleric, extrovert, at the same time respects the opinions of others. Girls harmoniously complement each other, and in their relationship there is mutual support and cooperation.

While the others were doing the exercises from the workbook, the reporters conducted a survey, and they themselves completed the list of questions. Then, with our help, the result was summed up according to the percentage-rating system. As a result, it turned out that 82% of students do not care about proper nutrition: they eat a lot of sweets, rarely eat fresh vegetables and fruits.

The girls presented the results of the survey in the form of a report, after listening to which the students organized a “round table” and gave advice to each other, actively using the vocabulary of the previous topics. Then Alina and Adela conducted a similar survey in another class and compared the results.

When summing up the results of the game as a whole, the class rated the work of the reporters as “excellent”, and a desire was expressed to continue to hold games of this kind in the future.

One of the types of role-playing game, common in foreign language lessons, is the compilation of dialogues. During the period of pedagogical practice, this type of work was also repeatedly used. Let's take an example. In one of the lessons there was an audition. Unfamiliar words were written on the blackboard in advance for students to rewrite them in their notebooks. After listening to the dialogue, the students completed a variety of exercises, including: “Answer the questions”, “Transform the sentences by replacing the highlighted words with words from the dialogue”, and so on. These exercises were a kind of preparation for a role-playing game in the form of drawing up dialogues similar to those heard.

The group was divided into pairs, and in many cases it turned out that the “stronger” students paired up with the “less strong” ones. So, Marat R., who has a higher knowledge of English, was paired with Timur Kh., who has a pronounced inclination to study the exact sciences. Marat took the initiative and distributed the roles. Timur got the role of the seller, and Marat - the role of the buyer.

As it turned out later, Timur dreams of opening his own shop in the future. Marat, knowing this, distributed the roles in this way.

During the playback of the dialogue, Timur changed. With the help of Marat, he picked up the words and expressions necessary for composing the dialogue, and the boys got a very lively and interesting dialogue. The boys, especially Timur, felt very comfortable and confident in this communicative situation.

In the course of pedagogical practice, we selected a set of role-playing games on the topic “Books”, since this topic is not sufficiently developed in the textbook, it does not include games, there are few interesting tasks. Nowadays, teenagers do not read much and it is necessary to increase the motivation for reading, also many students find the topic “Books” boring and monotonous, thus games on this topic will help the teacher to interest students and diversify the lessons.

During the teaching practice, we have successfully held such games.

role-playing the game “What's the book about?”

Assignment to the second student: You are the younger brother (sister). Your brother (sister) reads the titles of books, ask what the book is about.

Student (older brother/sister): Mark Twain. " The Adventures of Tom Sawyer".

Student (younger brother / sister): What "s the book about?

Student (Older Sibling): The book "The Adventures of Tom Sawyer" by Mark Twain is about adventures.

This game was used at the main stage of the lesson. Positional roles were used. The game “What is the book about” had a positive impact on the formation of the cognitive interests of schoolchildren, contributed to the conscious mastery of a foreign language. It contributed to the development of such qualities as independence, initiative. Students actively, enthusiastically worked, helped each other, listened attentively to their comrades. Students got acquainted with the works of writers, practiced asking questions and answering questions.

I would like to note that during the internship, other types of role-playing games were used, which were designed by us in the form of an application (see Appendix 1 “Role-playing games”).

In the psychological and pedagogical literature, it is noted that if classes using gaming technologies did not bring the desired result, then they are potentially detrimental to the educational institution, depressing the students and harmful to the professional reputation of the teacher himself. A full and high-quality assessment of educational performance in the classroom using gaming technologies, establishing a variety of feedback for this purpose, will allow you to monitor learning outcomes and make the necessary changes in a timely manner. Feedback and quality assessment are needed, first of all, by the teacher-leader of the game, both during the game and after it. Such methods include a variety of surveys in the form of questionnaires or written reviews. In our case, we made our own questionnaire, which was distributed to students at the end of classes and collected immediately after completion.

The questionnaire included the following questions:

What did you expect from the game?

Did you feel included in the work?

Write some general comments about the progress of the game, materials and equipment prepared.

At first, the students found it difficult to answer these questions, later, during the role-playing games, they already consciously answered the questions.

Thus, taking into account the opinions and interests of students contributed to the creation of an atmosphere of cooperation, which, in turn, was an important condition for increasing the motivation of students to learn a foreign language and, in general, increased student achievement.

So, role-playing games have a positive effect on the formation of cognitive interests, contribute to the conscious development of a foreign language. They contribute to the development of such qualities as independence, initiative, fostering a sense of collectivism. Students actively, enthusiastically work, help each other, listen carefully to their comrades; The teacher only manages learning activities.

The role-playing game motivates speech activity, because the students find themselves in a situation where the need to say something, ask, find out, or prove is actualized. Role play answers questions why(motive) and why(goal) to say something. Thus, the content of the conversation becomes the focus of the partners' attention, which in itself is a positive factor. Schoolchildren are clearly convinced that language can and should be used as a means of communication.

CONCLUSION

In conclusion, we can say that the game is certainly an effective tool in teaching a foreign language, but the teacher must observe a sense of proportion, otherwise it will lose its effectiveness and attractiveness for students. The same game can be used at different stages of the lesson. However, it all depends on the specific conditions of the teacher's work.

It is especially important to use role-playing games in the lower grades, because is an important method for stimulating the motivation of educational and cognitive activity of schoolchildren. It is at this age that the transition from play to educational leading activity takes place. A game for a child is the most understandable way of interacting with a teacher and peers, but nevertheless, we must not forget that, first of all, this is not just a game, but an educational game. Each game should have its own goal, objectives and lead to a result.

Preparing for the game a lot important point. If this is a theatrical game, then the teacher needs to think in advance about all the necessary decorations and costumes that may be needed during the game. It is necessary to think over what difficulties the student may encounter or to predict a conflict situation if the game is for a competition. Ultimately, the effectiveness of the game, as mentioned earlier, will depend not only on the external content, but to a greater extent on the emotional state of both students and teachers.

The place of games in the lesson and the time allotted to the game depend on a number of factors: the preparation of students, the material being studied, the specific goals and conditions of the lesson, etc. So, let's say, if the game is used as a training exercise during the initial consolidation, then it can take 20-25 minutes of the lesson. In the future, the same game can be played for 3-5 minutes and serve as a kind of repetition of the material already covered, as well as relaxation in the lesson. A number of grammar games, for example, can be effective in introducing new material.

The game contributes to the development of cognitive activity of students in the study of a foreign language. It carries a considerable moral principle, because it makes mastering a foreign language joyful, creative and collective.

The theoretical study was tested empirically (based on the results of pedagogical practice) and the methodological value of using role-playing games in foreign language lessons was proved, which consists in the fact that participation in the game forms a number of mental neoplasms in the child. It is the imagination and consciousness that enable him to transfer the properties of some things to others; the formation of the nature of human relations, which give a certain meaning to this or that action of an individual. He has a meaningful orientation in his own experiences, the child seeks to generalize them. On the basis of all this, he can develop the skills of cultural behavior, which allows him to effectively engage in collective and individual activities. Thus, in practice, we have proven the effectiveness of the use of gaming technologies in foreign language classes to stimulate the motivation of educational and cognitive activity of schoolchildren.

Summing up the final qualifying work, we can say that the game in a foreign language lesson is necessary, namely, as a means of learning, and not as the main activity, i.e. any game that we introduce in the lesson should have specific goals and objectives (educational, educational, educational). It is important not to forget about the sense of proportion when we play in the lesson, and to control the process, because you can play too much or get away from the goals or objectives set before the game.

At the initial stage of learning a foreign language, it is very important to use the game, because the leading type of activity in children of 8-10 years old is just beginning to move from playing to learning. Especially modern children have a problem with motivation to study. Their attention is drawn more computer games, social networks, TV and much more, everything that broadcasts information that does not require analysis or mental work. It is difficult for a teacher to create a learning atmosphere and "compete" with similar phenomena. I think the game in this case is a good helper. At the initial stage, it liberates students and disposes them to the educational process. It removes the language barrier and makes the assimilation of the material more efficient, because it becomes emotionally significant for students.

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Role-playing games are actively used in teaching English. This is a technique with very good learning opportunities, so it is often used not only for children, but also for adults.

The use of role-playing games in the classroom can improve the effectiveness of classes. Educational activities become more interesting and varied, the participants of the game actively interact with each other, which makes it possible to accelerate the development of speech skills.

What are the benefits of role playing?

Help in the development of speech skills. Involvement in the game and personal involvement in what is happening allow even those students who are usually laconic to be actively involved in the conversation. Gradually, speech becomes more confident, fluent and varied.
Allows you to expand your vocabulary. It is the regular use of words that leads to their good development. The game situation contributes to the activation of memory, so the vocabulary is remembered even better.
Practice listening comprehension. By interacting with other participants in the game, you can learn to understand English speech with different accents and pronunciation features.
Contribute to the overall development of the student. Role-playing games in English not only improve language skills, but also activate creativity, dialogue skills, etc.
They make learning more interesting and therefore more effective.
They provide an incentive to learn. Games show how the material being studied can be used in real situations. This allows you to increase the motivation of both children and adult students.

Game methods at different stages of learning

Role-playing games in English lessons can be used at different stages of learning. They are often used for beginners (especially in children's groups), but this technique gives good results when working with students at more advanced levels.

For kids play activity is the most natural and interesting. That is why the method in question is almost always used in groups for the smallest. Children are actively involved in the game and thus learn the first English words, exchange the simplest replicas. Such interaction in a form that is interesting for the child helps to create a partnership with the teacher.

For beginner adults, games are also very useful. Many students are afraid to start speaking, and this technique can be a good way to overcome this fear. It is easier for the participants of the game to join the conversation and establish productive interaction with fellow students and the teacher in this form.

In parallel with the growth of the level of students, the tasks become more difficult. At different stages of learning, you can use games for certain thematic groups of vocabulary, for the development of debating skills, etc. It is useful to simulate situations within the framework of the game that will be useful to the participants in the future (for example, different formats of business communication in business English courses).

How to make the game effective

In order for role-playing in foreign language lessons to bring maximum benefit, you need to choose the right topic and tasks for the participants. One of the key requirements is the interest of students. The playing roles should be clear to them, and the vocabulary used should not be too complicated.

Another criterion is the usefulness of the created speech situation. The main value of this learning tool is to give the student the necessary skills that he can use in real communication.

Before the start of the game, you can invite the participants to prepare for it. For example, study a topic in advance or prepare a small homework assignment. Sometimes, before such classes, students are given lists of vocabulary that will be used. However, it is often more efficient to introduce new words as you play, rather than memorizing them ahead of time.

Role play examples

For children, you can use role-playing games with pictures, audio or video materials. For example, you can ask students to choose their favorite toys from cards with pictures of toys and name them.

To consolidate spatial prepositions and other vocabulary, you can offer students role-playing games with cards. Participants need to describe the route according to the scheme: find the way to famous sights or other objects. You could invite students to talk about their favorite places in the city and how to get to them.

To train speech skills at advanced stages of learning, you can organize a discussion of discussion questions. During the game, participants will express their opinions, arguments and counterarguments.

Role-playing games in teaching English are often used in courses on communicative methods. Such programs are designed for maximum immersion in a situation of communication in a foreign language, so the speech skills of students are formed quickly.

Content

Introduction 3

1. Role play is one of the effective methods of teaching a foreign language 4

1.1 Types of role-playing games 4

1.2 Properties and learning opportunities of role play 7

1.3 Requirements for role-playing games 9

1.4 Functions of the role-playing game and the position of the teacher in it 10

2. The use of role-playing games in a foreign language lesson 13

2.1 Technology (stages) of the role-playing game 13

2.2 Role play as a method of control 16

2.3 Method of motivation in role play 17

Conclusion 19

Application

Bibliography

Introduction

To develop and improve the speech skills of students, various types of activities are used, but the most effective is the use of role-playing in the classroom.

The game, being a simple and close to a person way of cognizing the surrounding reality, should be the most natural and accessible way to master certain knowledge, skills and abilities. The existing need for a rational construction, organization and application of it in the process of training and education requires a more thorough and detailed study of it.

Communication in any language requires a large vocabulary, which is accumulated over several years. It follows that learning a language should start from early childhood. This caused teachers to search for new techniques that allow children to learn foreign languages effectively and efficiently, and most importantly, with interest. Given the fact that interest is the best stimulus for learning, it is necessary to try to use every opportunity to unload the child through play activities in the process of learning the language.

The relevance of using role-playing games in teaching a foreign language lies in the fact that during the game, motivation and cognitive activity students.

In my work, I have shown the importance of a learning game in the pedagogical process using the role-playing game in English lessons as an example.

Based on the above,purpose This work is to prove that role-playing games in foreign language lessons are an example of innovative technologies that allow the student not only to master a foreign language deeply and with interest and form communicative competence, but also to develop their social and personal individuality.

tasks this work were:

comprehensively study the role-playing game as a modern pedagogical phenomenon;

consider all the teaching aspects of this innovative technology, which is both the goal and the means of teaching a foreign language (FL);

substantiate the socio-psychological significance of the role-playing game;

to show that mastering role-playing games in a foreign language lesson has a direct “output” to the realities of modern life, that is, it prepares students for the situation of everyday communication in a foreign language environment.

Object of study: the influence of the game on the process of learning and the formation of knowledge, skills and abilities.

Subject of study: role-playing game as a means of increasing the efficiency of the educational process.

Research methods: in the course of the study, methods of analysis and synthesis and observation were used.

The practical significance of the work lies in the development of guidelines for the use of role-playing games in the educational and cognitive process.

The secret to the popularity of role-playing games among teachers and students is simple. Being an educational model of interpersonal group communication, a specific organizational form of teaching oral-speech communication based on the communicative principle, role-playing games easily fit into the lesson and, among other things, give students genuine pleasure.

1. Role play is one of the effective methods of teaching a foreign language

A role-playing game is used to solve complex problems of mastering new material, consolidating and developing creativity, as well as for the formation of general educational skills. It enables students to understand and study educational material from different perspectives. The social significance of role-playing games is that in the process of solving certain problems, not only knowledge is activated, but also collective forms of communication develop, includingcommunicative competence .

1.1 Types of role-playing games

Types of role-playing games can be represented by the following table:

ROLE PLAY TYPE

ROLE GAME FEATURES

1. Controlled

Participants receive the necessary replicas

2. Moderately controlled

Students receive a general description of the plot and a description of their roles

3. Free

Students receive the circumstances of communication

4. Episodic

Playing a separate episode

5. Long lasting

A series of episodes are played out over a long period (for example, from the life of a class)

Controlled Role Play is a simpler view and can be built on the basis of dialogue or text. In the first case, students get acquainted with the basic dialogue and practice it. Then, together with the teacher, they discuss the content of the dialogue, work out the norms of the speech lexicon and the necessary vocabulary. After that, students are invited to compose their own version of the dialogue, based on the basic one and using the supports written on the board (supports can be prepared in advance on cards and distributed to students). The new dialogue may be similar to the basic one, but it must use a different content, a different form of questions and answers, this dialogue can be shorter or longer than the basic one. In addition, as needed, the teacher can give instructions as the role play progresses.

The second type of controlled play is text-based role-playing. In this case, after reading the text, the teacher can invite one of the students to play the role of a character from the text, and other students to interview him. Moreover, student reporters can ask not only those questions that are answered in the text, but also any others that interest them, and the student playing the role of a character can show his imagination when answering these questions. As in the first case, the teacher can give instructions, helping students through the role play.

More difficult ismoderately controlled role play , in which participants receive a general description of the plot and a description of their roles. The problem is that the features of role-playing behavior are known only to the performer himself. It is important for the rest of the participants to guess what line of behavior their partner follows, and make an appropriate decision about their own reaction.

The most difficult arefree and long role play, open space for initiative and creativity.

Concerningfree role play , then during its implementation, the students themselves must decide what vocabulary they should use, how the action will develop. The teacher only names the topic of the role-play and then asks the students to make up different situations that touch on different aspects of the topic. Also, the teacher can divide the class into groups and invite each group to choose the aspect of the proposed topic that is closest to them. At the same time, if necessary, he helps students in the distribution of roles and in discussing what needs to be said in the chosen situation, or provides some other assistance.

Creative role-playing communication requires the development of social skills. Therefore, role-playing games in foreign language lessons often include elementssocial training (exercises in communication). Here are examples of such tasks:

line - up (students try to line up as quickly as possible in accordance with the proposed signs);

rounds (the participants in the "circle" pronounce their own word in such a way that the sentence formed sounds as smooth as if it were pronounced by one student);

strip - story (each student receives his own phrase and tries to quickly take the appropriate place in the "story");

smile (students come up to each other and exchange remarks with an obligatory smile);

flower (students give each other a flower, saying at the same time: “I give you a flower, because you good friend etc.”, that is, students say pleasant words to each other);

contacts (pupils approach each other and start a conversation);

reflection (students try to imagine what other students think of them);

listening (students listen to each other and nod in agreement or disagreement);

politeness (pupils turn to each other with polite requests);

respect (pupils talk about their respect for each other, reinforcing their statements with examples);

concessions (schoolchildren learn to give in to each other in a dispute);

gratitude (working together, students express gratitude to each other for the help rendered);

conflict (students learn to correctly respond to the "emotional phrase" of the partner).

Many more can be added to the listed tasks, but all of them should be aimed at developing the necessary social skills in students.

1.2 Properties and learning opportunities of role-playing games

Consider the properties of the role-playing game and its characteristics.

First of all, it is necessary to clarify that in this context, a role-playing game will be understood as any conditional reproduction by its participants of the real practical activities of people.

According to R. W. Rodriguez and R. G. White, “role-playing bridges the classroom and the brutal reality.”

The role play is characterized by:

1) a special attitude to the surrounding world (each participant is simultaneously in real world and the world of imagination, which provides the attractive value of the game as a whole due to the game moment);

2) the subjective activity of the participants (each participant in the game has the opportunity to show individual qualities and fix his "I" not only in game situation, but also in the entire system of interpersonal relations: personality ↔ personality; personality ↔ group; personality ↔ teacher);

3) a socially significant type of activity (a participant, regardless of the internal warehouse and mood, is “obliged” to play, he cannot but take part in the game, since the conditions themselves exclude a passive position);

4) special conditions for the process of mastering knowledge (theoretical and practical knowledge is offered to game participants in an unobtrusive form of natural communication, and not forced memorization of significant amounts of information).

The role-playing game has great learning opportunities, which are as follows:

LEARNING OPPORTUNITIES

Role play as the most accurate model of communication

It is supposed to imitate reality in its most essential features.

The role-playing game has great potential for motivational and incentive plan

Accurately stated alleged circumstances create a general motivating background, and the specific role that the student receives narrows him down to a subjective motive.

Role play involves the efforts of personal involvement in everything that happens

A clearly felt personal core increases the emotional tone of the actor-student, which has a positive effect on the result and, ultimately, on the assimilation of a foreign language

Role play promotes learning collaboration and partnerships

At correct staging game can be regarded as an organizational form that contributes to the creation of a cohesive team, and this is its educational value

Role play helps to expand the scope of communication

Preliminary assimilation of the language material in the training exercises and the development of appropriate skills that will allow students to focus on the content side of the utterance are expected, so the role-playing game should be given its rightful place at all stages of work.

Role play has educational value

Students, albeit in an elementary way, are introduced to the technology of the theater

According to these characteristics, it is possible to detect the similarity of the role-playing game and the real activity. The difference lies in the fact that a role-playing game is a conditional reproduction by its participants of the real practical activities of people.

1.3 Requirements for role-playing games

For a role to be a learning tool, it mustreply a range of requirements . Taking into account both educational tasks and the individual characteristics and needs of students. The role-based organization of communication requires an attitude towards the student asto personality , with its inherent features, which may prefer certain roles. That is why the distribution of roles is a responsible pedagogical task. Knowledge of the motives, interests, individual relations of students will allow the teacher to offer them those roles that best correspond to the characteristics of their personality. When choosing roles, it is important to take into account not only the interests of students, but also theirpsychological features . At the initial stage of role-playing communication, it is advisable to give students roles that are most appropriate to their temperament. Overcoming shyness, shyness can only begin when the student is already accustomed to role-playing communication, has gained self-confidence.

plays an important role in the distribution of rolestaking into account socio-psychological characteristics students, which refers to the status of a student in a group. Therefore, the teacher must consciously manage this status, putting forward one or the other student to the leading (leadership) positions in the course of organizing the game. It is advisable from time to time to give students who occupy the position of followers in life practice the roles of the main characters, and the leaders of the team (in psychology they are called "stars") to entrust the roles of characters who are in a dependent position (younger brother, sister, etc.). Particularly carefully selected roles for students who do not enjoy authority in the class (the so-called "outcasts"). Such students should be given the roles of positive individuals who have influence and popularity as the game progresses.

The idea of using role behavior at one time was reinforced by the theory of social roles developed by sociologists and sociopsychologists such as T. Parsons, T. Shibutani, R. Lipton. Supporters of this theory have shown that the relationship of the individual with his environment is manifested in the fact that the individual performs a certain social role. Usually even several roles, for example: father, husband and worker.

From this point of view, a foreign language lesson is seen as a social phenomenon, where the classroom is a certain social environment in which the teacher and the student enter into certain social relations with each other.

Social (role) relations are usually divided intosymmetrical and asymmetric . In symmetrical relationships, communicants are carriers of the same social role, for example: student - student, teacher - teacher, brother - sister, etc. The situations of such communication are aimed at developing the skills to build relationships with carriers of an identical role, to discuss problems within the framework of general social contact. Asymmetric relationships are observed when the participants in communication are characterized by various social characteristics, for example: subordinate - boss, student - teacher, etc.

1.4 Functions of the role-playing game and the position of the teacher in it

From the point of view of students, a role-playing game is a game activity in which they act in certain roles. It performs certain functions that can be seen in the diagram:

Role play features

educational

Educational

Orienting

Motivational incentive

Compensatory

Let's consider these functions in more detail.

The goal of a role-playing game is the activity being carried out, since it is the game, the motive, that lies in the content of the activity, and not outside it. As a model of interpersonal communication, the role-playing game causes the need to communicate in a foreign language. And it is in this position that she performsmotivational function.

As mentioned above, role-playing provideslearning function , since it largely determines the choice of language means, contributes to the development of speech skills and abilities, allows you to simulate the communication of students in various situations.educational function role-playing game lies in the fact that it is in role-playing games that discipline, mutual assistance, activity, readiness to be involved in various activities, independence, the ability to defend one's point of view, take the initiative, and find the best solution in certain conditions are brought up.

Compensatory function role play is manifested in the fact that it is in play that the contradiction between the child's need for action and the impossibility of carrying out the operations required by the action is resolved. Children strive for communication, and role-playing gives them the opportunity to realize their desire.

From the position of a teacher, a role-playing game acts as a form of organization of the educational process, the purpose of which is to form and develop students' speech skills and abilities.

In the game, the teacher can take the following positions:

Position of the teacher

Supervisor

Participant

Observer

Missing

Screenwriter, director

Student partner in the game

Supervisor of the progress of the game in the classroom

Leaves the class, leaving the players

From this diagram it can be seen that in the lesson the teacher has to play numerous situational roles (which are understood as more or less fixed standards of behavior and activity), which are not uniquely set by social relations, but are established in situations of pedagogical communication and are more dependent on the type and form organization of the lesson, for example: the role of an observer, the role of a controller, the role of a communication partner, the role of a participant or organizer of an activity, etc. .

Role relations between participants in communication are the main parameter that determines the nature of the situation.

John W. Oller notes that role-playing makes a person more flexible, i.e. having achieved mastery in language behavior, he can easily apply the acquired skills and abilities in new situations.

The structure of a role-playing game as a process includes:

A) the roles assumed by the players;

B) game actions as a means of realizing these roles;

C) game use of objects, i.e. replacement of real objects with game ones;

D) real relations between the players;

E) plot (content) - an area of reality, conditionally perceived in the game.

The task of the teacher is to select the necessary situations - illustrations and situations - problems on a specific material, prepare didactic material: task cards for each (you can with a hint about the nature of his activity), select groups of students and distribute roles, set a task, according to which students should express their point of view, think over the expected answers and remarks (if necessary, prompt them to certain students), show interest and attention to students during the game.

2. The use of role-playing games in foreign language lessons

2.1 Technology (stages) of role-playing games

Role-playing technology consists of the following steps:

1. Preparation stage . The preparation of a role-playing game begins with the development of a scenario - a conditional display of the situation and the object. Then a game plan is drawn up. The teacher should have a general description of the procedure of the game and a clear idea of the characteristics of the characters.

2. Stage of explanation. At this stage, there is an introduction to the game, the orientation of the participants, the definition of the mode of operation, the formulation of the main goal of the lesson, and it is also necessary to justify the formulation of the problem and the choice of situation for students. Pre-prepared packages of necessary materials, instructions, rules are issued. If necessary, students seek help from the teacher for additional clarifications. The teacher must set the students up to the fact that they cannot be passive about the game, violate the rules and ethics of behavior.

3. Stage of implementation - the process of the game. At this stage, students act out the situation proposed to them, performing certain roles.

4. Stage of analysis and generalization . At the end of the game, the teacher, together with the students, conducts a generalization, i.e., the students exchange opinions about what, in their opinion, has turned out and what still needs to be worked on. In conclusion, the teacher states the results achieved, notes the mistakes, and formulates the final result of the lesson. In the analysis, attention is paid to the correspondence of the used simulation with the corresponding area of the real situation.

The technological scheme of the role-playing game can be represented as follows:

Preparation stage

Scenario development;

Planning;

General description of the game;

Characteristic features of actors

Explain stage

Orientation of participants;

Determining the operating mode;

Formulation of the main goal;

Formulation of the problem;

Choice of situation;

Work with a package of documents;

Psychological preparation of participants

Implementation stage

Game process

Stage of analysis and generalization

Withdrawal from the game;

Analysis, reflection;

Evaluation and self-assessment of work;

Conclusions and generalizations;

Many researchers believe that interviews are one of the simplest forms of role-playing. Any material in a foreign language can be used as the basis for the interview.

One participant in the game plays an imaginary role, having previously come up with a “story”. The second participant prepares interesting questions, which he then asks in an interview.

It is suggested that the interview be recorded on a VCR for further analysis of the role play in terms of communication success.

As for improvisation, L.G. Denisova considers this technique effective in teaching foreign language communication, since improvisation involves active work imagination of schoolchildren.

The instructions for this type of role-playing game do not provide enough information, facts to conduct a realistic role-playing game. Participants need to independently think out the situation and choose a course of action.

Having chosen a TV show for educational purposes, it is necessary to decide which aspect of it can be used as the basis for a role-playing game: the content of the show, its form, or just the characters. After analyzing the problems that will be discussed and determining the topic of the role-playing game, the teacher should encourage students to carefully watch the television program, try to remember (take notes, write down schematically or in the form of a plan) what will be discussed.

Then the teacher, together with the students, outlines the general course of the game:

roles are distributed;

2) special language training is carried out, during which new words and expressions are practiced.

The next step is a game that, with the most accurate following of the transmission, takes a lesson. Discussing bugs and working on them, exchanging opinions, impressions and analyzing the game are part of the next lesson.

Other methodologists - K. Levingston, L. G. Denisova - suggest using role-playing games to work with the newspaper.

Conducting a role-playing game on socio-political topics requires careful preparation, which should include various types of work:

adaptation by students of newspaper material, its analysis;