Проектная работа
Лицей № 107 Научный руководитель Э. А. Коротеева,
Учитель английского языка
The role of games in learning English
Tell me and I forget,
Teach me and I remember,
Involve me and I learn.
(Traditional)
Contents:
I. Introduction
1.1 General characteristics of the work
1.2 The definitions of the term “game”
II. Main Part
1. Theory part
2.1 The role of games on language lessons
2.2 The advantages of using games
2. Practice part
Examples of games
III. Conclusion
IV. BIBLIOGRAPHY
I. Introduction
1.1 General characteristics of the work
Actuality of the theme: Games can be used at any stage of the lesson once the target language has been introduced and explained. They serve both as a memory aid and repetition drill, and as a chance to use freely and as a means to an end rather than an end in itself.
Aims of the research work: to show the ways to develop pupils` reading, writing, speaking, listening skills by the game; and give clear examples for using them at each part of the lesson; to bring up children with the help of games which are suitable to their age.
Duty of the research work: to find the importance of different games in learning foreign language, to define the role of a game in learning foreign languages.
Subject of the research work: foreign language lesson
Object of the research work: different types of game
Methods of the research work: researching, explaining, visualization, experiment
Practical value of the research work: The practical value of games in language learning at all levels has been well documented. Apart from their motivational value as an enjoyable form of activity, they provide a context in which the language is used. This context is `authentic' in the sense that the games create its own world: for the duration of the game, it replaces external reality.
Theoretical value of the research work: Games in the school classroom work best when they are built upon the premise of relaxation and reward, but in reality are strengthening skills already learned. Once teacher finds out which game works best, the effective teacher can then utilize this game as a means to get students on task and focused.
News of the research work:
1. A game is an activity with rules, a goal and an element of fun. There are two kinds of games: competitive games, in which players or teams race to be the first to reach the goal, and cooperative games, in which players or teams work together towards a common goal.
2. Language games can be used to introduce new material, to practice recently learnt language items, to introduce or practice certain themes, or to relax or energize the class.
3. One of the best ways to get children interested in a game is to have them participate actively in its creation. It means teachers and pupils should create new games during the lesson.
Outcome: the set of useful materials for playing games at the lessons.
1.2. What is the game?
The definitions of the term “game”
A game is a structured activity, usually undertaken for enjoyment and sometimes used as an educational tool. Key components of games are goals, rules, challenge, and interaction.
Games generally involve mental or physical stimulation, and often both. Many games help develop practical skills, serve as a form of exercise
Attested as early as 2600 BC, games are a universal part of human experience and present in all cultures. The Royal Game of Ur, Senet, and Mancala are some of the oldest known games.
II. Main Part
1. Theory part
2.1 The role of games on language lessons
Games can be used at any stage of the lesson once the target language has been introduced and explained. They serve both as a memory aid and repetition drill, and as a chance to use language.
The pedagogical value of games in language learning at all levels has been well documented. Apart from their motivational value as an enjoyable form of activity, they provide a context in which the language is used.
Games also create the circumstances for meaningful repetition. Furthermore, the `same' game can be played many times yet never produce identical outcomes. Needless to say, games also ensure that the players interact with each other, and this interaction is usually played out in the language.
For younger learners games have even greater appeal. Children can be both committed to cooperation and, at the same time, be competitive. They are often amazingly unpredictable and creative. They love to have fun, yet they take seriously the activities they engage in.
Games are fun and children like to play them. Playing games is a vital and natural part of growing up and learning. Through games children experiment, discover, and interact with their environment.
2.2 The advantages of using games.
Games add variation to a lesson and increase the motivation to use the target language. The game context makes the foreign language immediately useful to the children. It brings the target language to life. The game makes the reasons for speaking.
Games used during the lessons encourage students to interact and communicate. They should be interesting, brief, up to the level and have an aim to train something particular. Games are more than just fun. They have clear rules and a clear goal.
Games create “a friendly competition” and involve all the students.
Games give a chance to learn/practice/review
They create a meaningful context for language use.
2. Practice part
We can divide games into the following groups:
Phonetic games - staged (correction) pronunciation, practice in pronunciation of sounds in words, phrases, practicing intonation. They are used regularly, mostly at the initial stage of learning a foreign language (water-remedial course) as an illustration and exercises to practice the most difficult to pronounce sounds and intonations. As we move forward phonetic games are implemented at the level of words, sentences, Rhymes, tongue twisters, poems and songs. The experience gained in games of this type can be used by students in the classroom in the future in a foreign language.
Lexical games have focused students' attention solely on the lexical material and are designed to assist them in acquiring and expanding vocabulary, and to work to illustrate the use of words in communication situations.
Grammar games are designed to provide students practical skills to apply knowledge of grammar, increase their mental activities to the use of grammatical structures in natural communication situations.
Stylistic games aim to teach students to distinguish between formal and informal styles of communication, as well as the right to use each of them in different situations.
Role-playing games. The different types of games hold a special place role-playing game. As you know, of great importance in the educational process is learning motivation. It helps to enhance the thinking is of interest to a particular kind of occupation, to perform a particular exercise. The strongest motivating factor is the training methods that satisfy the need for students to study material novelty and variety of the exercises. Using a variety of teaching techniques helps to perpetuate the memory of linguistic phenomena, creating more stable visual and auditory images, maintaining interest and activity of students.
In our practice part we would like to introduce the most interesting from our point of view games:
‘Wigglejar’’ cards.
That is a bit of physical exercise — students have to do the actions written in the cards, say, crouch 10 times, hop 20 times on your left leg, etc. There may be even a number of physical challenges that develop the right hemisphere. This game develops reading skills. And just a lot of fun!
Lucky dip.
We put several objects in a bag and ask one of our pupils to come to the board. They are not allowed to look into the bag and must choose one object and describe to their classmates what it feels like. While describing they must use only adjectives. The other students try to guess what the object is taking into consideration the adjectives used by their classmates.
Aeroplanes
This activity will be a good laugh and a good start for new students and old ones.
Prepare a lot of sheets of paper.
Give two sheets for each person in the group.
Ask your students to write one question on each sheet.
Ask the class if anyone knows how to make a paper plane. If somebody says “yes”, ask them to the front to show how to make one.
Give your students some time to make two planes out of their question sheets.
Countdown and as you say “GO”, everyone should send their planes to the board.
Then, ask your students to stand up and come to the board. They pick two planes and come back to their seats.
Divide them into groups of three. In their groups, the students answer the questions they got. The other people in the group can ask additional questions.
And now we would like to show you two games in process. These are our favorites.
“Tasty game”
Prepare a package of M&M’s or Skittles. Let the pupils take as many sweets as they want. But warn them not to eat them at once. When all students have sweets, explain the rules: each colour means certain question. Each pupil will have to tell about himself, answering the questions. The game is fun and exciting, and can provide creativity.
Roll & Tell
You will need a dice (two even better, you will have more questions). Each student throws a dice and answer the question according to a certain number. The questions may refer to different topics, whatever we want to practice. That is a fantastic game to be played in the classroom.
So, there are a lot of benefits in using games during the lessons. They encourage creative and spontaneous use of language, promote communicative competence. Games provide motivation and fun, foster whole class participation. And … they are student-centered.
Conclusion
Now we want to state some points as a result of our research.
Most language games make learners use the language instead of thinking about learning the correct forms. There are many factors to consider while discussing games. Games are often used as short warm-up activities or when there is some time left at the end of a lesson.
Our results suggest that the use of games for presentation of new vocabulary is very effective and enjoyable for students. Despite the fact that the preparation of a game may be time-consuming and suitable material may be hard to find, teachers should try to use them to add diversion to presentational techniques.
Games are also motivating. Games introduce an element of competition into language-building activities. Students said that they liked the relaxed atmosphere, the competitiveness, and the motivation that games brought to the classroom.
The game is always emotions and where there are emotions, there is activity, there is attention and imagination, and thinking works better there. We hope our research and the outcome of it will give new ideas to our teachers.
Bibliography
1. Uberman. A. The use of games for vocabulary presentation and revision. Oxford Univ. Press. Oxford. 2000 pp. 13-18.
2. Wright A. Games for Language Learning. Cambridge University Press, 1984. pp.34-35
3. Azar B. Sh. Fun with grammar. New York. 2000 p. 241
4. Lee Su Kim. Creative Games for the Language. Class Forum Vol. 33 No 1, January - March 1995, Page 35.
5. Nguyen Thi Thanh Huyen, Khuat Thi Thu Nga. Learning Vocabulary Through Games. 'Asian EFL Journal' - December 2003. pp.56-57
6. Gubarenko H. Learning grammar through games. Lugansk NPU pub. House. Lugansk. 2003 pp. 1-6
7. George P. McCallum. 101 Word Games. Oxford Univ. press. Oxford. 1980. pp.35
8. Andrew Littlejohn & Diana Hicks. Cambridge English for Schools. Cambridge, 1984. p. 78
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