Content Introduction

1.2.4 Using the game
The educational possibilities of games have been known for a long time. Many outstanding educators rightly paid attention to the effectiveness of the use of the game in the learning process.
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 participants in the game. 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 is, 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. Imperceptibly assimilated language material.
Thus, we consider the game as a situational-variative exercise.
The most interesting development of many functions occurs before the age of 7-9, and therefore the need for play at this age is especially strong, and play turns into an activity that controls development. It forms the personal qualities of the child, his attitude to reality, to people.
A six-year-old child, due to a functional tendency, cannot live without activity, without play. Suspend play activity and forcibly include the baby in another - it means to slow down the intensive development and comprehensive disclosure of his inclinations.
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 given 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, it is necessary to know a sense of proportion, otherwise they will tire students and lose their freshness of emotional impact.
M. F. Stronin in his book "Educational Games in English Lessons" divides games into the following categories:
1. Lexical games. Lexical games should help children master vocabulary. These games have the following goals:

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  to train students in the use of vocabulary in situations close to the natural environment;
  

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  to intensify the speech and thinking activity of students;
  

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  introduce students to the combination of words.
  

2. Grammar games. Grammar games have the following goals:

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  to teach students the use of speech patterns containing certain grammatical difficulties;
  

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  create a natural situation for the use of this speech sample;
  

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  develop speech, creative activity of students.
  

Most of the games are based on competition, which is held between students on the principle of individual or team superiority.
3. Phonetic games. When teaching French at the initial stage, a lot of attention is paid to the correct pronunciation of sounds. The educational goal of the game is for children to pronounce and recognize the required sounds without thinking about it specifically, doing it automatically.
4. Spelling games. Spelling games contribute to the formation and development of speech skills. The main goal of these games is to learn the spelling of French words. Some games are designed to train the memory of students, others - to reproduce the spelling image of the word. As a rule, this type of exercise includes spelling bookmarks, making words from one word, from these letters, and others.
5. Creative games. When teaching a foreign language, visualization plays an important role, bright colors are attractive, causing interest. Imagination can be trained, developed in the game, teaching to see the unusual in the most ordinary things. This is creativity, and in the language - free speaking. [29, 137]
Classification of games. Games can be divided into two groups.
The first group consists of grammatical, lexical, phonetic and spelling games that contribute to the formation of speech skills. Hence its name "Preparatory Games".
The group is opened by grammar games, mastering the grammatical material, first of all, creates an opportunity for the transition to active speech of students.
It is known that the training of students in the use of grammatical structures, which requires their repeated repetition, tires the children with its monotony, and the efforts expended do not bring quick satisfaction.
Games help make boring work more interesting and fun. Grammar games are followed by lexical games that logically continue to “build” the foundation of speech, both oral and written. 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 group can be used as training exercises, at the stage of both primary and further consolidation.
The second group 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 reaction in communication, maximum mobilization of speech skills - the characteristic qualities of speech skills - can, in our opinion, be manifested in auditory and speech games. Games of the second group train students in the ability to use speech skills creatively.
Among the various types of games, a role-playing game occupies a special place. The use of role-playing games provides ample opportunities for enhancing the educational process.
Role-playing game is a methodological technique that belongs to the group of active methods of teaching practical knowledge of a foreign language.
A role-playing game is a conditional reproduction by 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.
The role-playing game motivates speech activity, as students find themselves in a situation where the need to say something, ask, find out, prove, share something with the interlocutor is actualized.
Schoolchildren are clearly convinced that language can be used as a means of communication. The game activates the desire of the children 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.
A 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 student communication in various speech situations. In other words, a role-playing game is an exercise for mastering the skills and abilities of RD in an interpersonal environment. In this regard, role-playing provides an educational function.
Of course, a foreign language lesson is not only a game. The trust and ease of communication between the teacher and the students, which arose due to the general game atmosphere and the games themselves, dispose the children to serious conversations, discussion of any real situations.
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.