Games activity at the foreign language lesson as one of the basic ways of learning English at primary school

Basic requirements for the role-playing games:
1. The game should stimulate motivation to exercise, to cause the student interest and desire to do the job well, it should be based on the situation adequately the real situation of communication.
2. Role-playing game should be well prepared in terms of both content and form, clearly organized. It is important that the students were convinced of the need to perform well a certain role. Only under this condition, their speech is natural and convincing.
3. Role-playing should be taken as a group.
4. It certainly is conducted in a friendly, creative atmosphere, causes the pupils a sense of satisfaction and joy. The freer the student feels in a role play, the more initiative, he will be in communication. Over time, he will feel confident in their abilities, that he may fulfill different roles.
5. The game is organized so that students can active verbal communication to maximize the use of piloted language material.
6. The teacher will certainly believe in the role mothers play in their effectiveness. Only under this condition, it can achieve good results.
7. Greater significance is the ability to teachers to make contact with the children. Creating a supportive, friendly atmosphere in class - a very important factor, whose value can not be overestimated.
During the game, the teacher sometimes takes some role, but did not start that game does not become a traditional form of work under his leadership. It is desirable that the social status of this role would have helped him gently to direct verbal communication in the group.
Usually, the teacher takes a role only in the beginning, when students have not mastered this kind of work. In the future there will be no need for this.
During the game strong help the weak students. The teacher also manages the process of communication: it is suitable to one, then another student who needs help, makes the necessary adjustments to the job.
During the game, the teacher does not correct the error, but only for the students quietly write them to the next lesson to discuss the most common.
Role-playing can be used as the initial stage of learning, and the advanced.
Psychological studies show that during the period from the fourth to tenth grade, when carried out to study a foreign language, students develop through several stages of age. It is also noted that the most important changes in the mental characteristics of the individual at this stage of its development due to the dominant activity, characteristic of this stage. Primary school age, which starts learning a foreign language, not only precedes the earlier, pre-school age period, but also an older form of the dominant activity. This early form of the dominant activity is the role-playing game. In the early school years, ie seven - eleven years old, the dominant activity is teaching.
The transition from one activity to another lead is in the form of interaction between old and new ways of behavior. Earlier-formed personality traits persist in a period when there are active and formed new personal property, and during the most recent full development are prerequisites for the emergence of personality traits corresponding to the transition to new leadership of the age and the next step. The game as a form of reflection leading activity may correspond to the achieved age, to return to earlier forms of behavior, ahead of the appropriate age and contribute to the preparation stage for a new leading activity. These and other theoretical situation is still not used to the proper organization of educational role-playing game in the foreign language lessons.