Using a role-playing game when learning a dialogical speech for mid-school age. Role-playing games in English lessons at school role-playing game in English in elementary school

Methodical development

Role-playing game in English lessons in primary classes

teacher of English language Gorleova E.S.

Introduction

1.Role-playing game as a means of teaching English in primary classes

1.1Definition, goals and tasks of role-playing games

1.2Types of role-playing games in English lessons

3Methods of role-playing games. Didactic requirements for role-playing games

1.4 Practical examples of role-playing games of different levels and their analysis

4.1 Introduction of role-playing games, games forms and their use at various stages of the lesson

1.4.2Role-playing lesson

1.5 Right Relieving Games

Introduction

Modern teaching methodology at school nominates new requirements in front of the teacher and students. There is a departure from traditional forms in which the trainee most of the time passive; The search for new forms leads to the intensification of the student during the entire educational process. The purpose of modern education is the upbringing of a harmoniously developed personality. Knowledge of foreign languages \u200b\u200bis becoming a necessary condition for the development of a cultural, educated and successful person. At the same time, with raising the level of motivation, students face great difficulties in learning a language that often seem to be insurmountable. One of the funds possessing large educational, developing and raising potential is the role-playing game.

Foreign language training is largely based on imitation. The role-playing game also implies imitation of reality, lays the foundations of communicative competence and leads to achieving the main goal of learning a foreign language - the ability to communicate in a foreign language.

This work considers the features of applying role-playing games in English lessons in primary classes.

Purpose of work:

Studying the features of the application of the role-playing methods in English class lessons in elementary school.

Tasks of work:

1.Examine the concept of role-playing games, their types and training capabilities when using this method in English lessons

2.Say out the methodology for applying role-playing games, justify the feasibility of the role-playing method.

.Formulate requirements for applying role-playing games in English lessons

.Describe and analyze your own practical work on the use of role-playing games in English lessons on the example of UMK M.Z. Biboletova

.Make conclusions about the effectiveness of the application of the role-playing method

1.Roleplay as a means of learning English in primary classes

Among all forms of work in the English lesson, gaming methods are the most effective to achieve the development potential of the personality. The desire to play is the natural need of any healthy child. Through the game, the child will know the world, builds its models of interactions with the outside world, people, looking for ways of self-expression. IN preschool age The child adheres to his own rules of the game, with difficulty agreeing to play on the specified rules. In school, a child can "try on" various roles on itself, try to meet the conditions of the game and the character of the characters. Senior students through the game can overcome the constraint, "hiding" for the mask of the character of the character, the most active of them can realize their creative potential. In adulthood, the game continues to perform the roles of mom, dad, friend, teachers, doctor, seller, etc. It is characteristic that for each, even an adult role, there is a certain speech etiquette. The more roles the person can "play" in life, the richer of his inner world, the more successful and more interesting for others.

Studying a foreign language, the teacher and students inevitably try on various social roles, different lines of behavior, different situations, have different topics for communication, i.e. Constantly in terms of conformity to any speech etiquette. Therefore, it has already become traditional in the lessons of a foreign language to use role-playing games. In the game, the ability of the child is fully manifested. If the game is organized so that the child has to make independent decisions, then such a game exacerbates his mental activity. The ability to express their thoughts in the game in English forms interest in the subject and motivates to study a foreign language.

Roleplay can be considered as an intensive language learning. A distinctive feature of it is the preferential installation for an involuntary memorization (which is ensured by the creation of emotional lifting atmosphere), accompanying speech communication by paralynguistic means, the maximum use of rhythmic and musical peculiarities of replicas and statements. In applying the above techniques in the organization of continuous unofficial communication in classes, the principle of biblosity is being implemented: the dominant activity of students is communication, while for the teacher, each occupation is aimed at achieving specific learning purposes. In other words, students do not realize that they learn, due to the fact that the strong illusion of real communication is created.

The intensive method, uniting, as neither paradoxically, the learning situation with real communication, is based on the high motivation of communication. This motivation is achieved, in particular, using gaming incentives included in all types of educational materials. Assigning a prestigious social role to each student and constant attention to its individual significance helps to remove psychological barriers to communicate, which is a prerequisite for successful learning. The role - the mask helps the student to show the sides of his personality, which he considers it possible to open in communication, and, on the other hand, the conditionality of the game allows you to hide those aspects of individuality that the student would not want to make the ownership of the team. Classes are built in such a way that a benevolent attitude towards the student removes the fear of a possible mistake. The manifestation of interest in the student as a significant partner in conversation contributes to the removal of a feeling of uncertainty when speaking.

1.1 Definition, goals and objectives of role-playing games

Role-playing game - a method related to the group of active ways to teach practical possession of a foreign language. The role-playing game resembles a small performance, in which there is a plot, acting persons, problem situations. M.F. Stonetin considers the game as a situationally variable exercise, where the possibility of repeatedly repetition of the speech sample is created under conditions that are as close as possible to real speech communication with the signs inherent - emotionality, spontaneity, focusing of speech impact.

Role-playing game is speech, game and training activities At the same time. From the point of view of students, a role-playing game is an activity in which everyone performs in a given role, trying to meet the nature and speech etiquette of his role, but not fully aware of the training character of the game. From the point of view of the teacher, the role-playing game is an active, effective method that helps consolidate the material, train the skills and skills of speech activity, to train dialogue communication, carry out hidden control of the formation of skills and skills, analyze the level of mastering the material.

The main purpose of using role-playing games in English lessons is the formation of communicative skills.

The role-playing game helps to solve both educational and educational and educational tasks. Briefly, they can be formulated in the following theses:

.forms and develops speech skills and learning skills

.motivates the active activity of students in the lesson

3.enshrines language material in practice

.teaches dialogic speech

Developing:

.expands the sphere of communication, teaches the use of communication models

2.promotes the expansion of the associative base

.teaches to overcome psychological barriers in communication

.develops the ability to control their actions and give an objective assessment of the actions of others

Educational:

.organizes educational cooperation and partnership

2.raises conscious discipline

.teaches to take the initiative to defend its point of view

.expands the psychological range, leads to an understanding of other people

2 types of role-playing games in English lessons

Roleplay as a learning method can be classified according to the degree of independence of students and on the situation in the lesson structure.

According to the degree of independence of students, the following types can be distinguished:

.controlled

2.moderately controlled

.free

According to the position in the lesson structure, the following types can be distinguished:

.episodic

2.long

Consider these types of role-playing games.

The controlled role-playing game is usually based on a sample basis. It can be a dialogue or text. The source material is analyzed in detail, worked out. Students are invited to first read on the roles, then stage the dialogue. After that, students proceed to improvisation on the example of this dialogue and work according to the sample. In the case of text, it can be playing a scene illustrating the content of the text. A distinctive feature of this type of role-playing game is the presence of a sample and a given algorithm of actions, the presence of reference signals given by the teacher of vocabulary, models of phrases, i.e. The teacher fully plans and controls the behavior and replica of students. The controlled role-playing game is used in the case when the classroom requires the formation of speech activity skills at the initial stage of studying the topic.

A moderately controlled role-playing game implies that each participant get a task that is not known to all other participants. Each participant adheres to a given behavior line, spontaneously reacting to the replicas of other "characters" of the game. This type of game is the most difficult, because Participants, on the one hand, should act within the framework of the parameters given to them, on the other hand, to be able to quickly respond to the behavior of other participants without going beyond their image. The role of the teacher in such a game reminds the role of a scenario, which only described the role, but does not participate in the layout of the play. This type of role-playing game is appropriate to use with a fairly good speech experience of students on a played topic. A moderately controlled game gives rich opportunities for the formulation of problem situations.

A free role-playing game involves a free selection of students with vocabulary, forms of communication, the development of action. When working in different groups, students themselves distribute roles. The teacher calls the topic and briefly describes the situation, discusses the expected result of the game with students. During the game, the teacher acts as an observer, draws conclusions about the level of student training. Conducting such a form of speech interaction implies a solid training of students on the topic, therefore this type is best used at the final stage of studying the topic.

The duration of the role-playing game in the lesson can vary from a small episode to the whole lesson. It depends on the purpose and tasks of the lesson. Episodic role-playing games are used more often to work out one or another design, etc. Long-term role-playing game opens up ample opportunities for the disclosure of the creative potential of students, develops their social skills.

3 Methods of role-playing games. Didactic requirements for role-playing games

Martynenko L.S. Allocates the following advantages of using the role-playing class:

Through the role-playing class in the classroom, a variety of a) forms of experience can be brought; b) A variety of functions, structures, large volume of lexical material can be used. The role-playing game can exceed the possibilities of any pair and group activities, train students in the ability to speak in any situation on any topic.

The role-playing game is putting students in the situation in which they need to use and develop such language forms that are necessary as lubricant in the work of social relationships that our teachers are so often neglected.

Some people often teach English in order to prepare for a certain role in life (work abroad, travel). For them, the language material will be very useful, which they will need during the trip and it is very important that for the first time they could try their strength in a friendly environment of the classroom. For them, the role-playing game becomes a very important draft rehearsal to real life.

The advantage of using the role-playing game is that it gives pleasure to playing it. As soon as students begin to understand what is required from him, they will be happy to give will of their imagination. And since they like this occupation, the training material is absorbed far more efficient.

The role-playing game has a whole range of technologies (communicative technology, which develops language fluent fluidity, contributes to the interaction in the class and increases motivation).

The role-playing game belongs to the category of language learning technologies that are related to low-key learning technology and high output. This means that the presentation phase of the presentation concentrated around the teacher is very short. After a short entry, students are immersed in activity in which the task is much more important than the use of accurate words; Activities in which fluency prevails over accuracy. Naturally, the language that students is used in the role-playing game, and rather the language material must be introduced at earlier learning stages.

The role-playing game is suitable for each type of working with the language (development of structures, vocabulary, study of functions, intonation models), it is also the use of the right word in the right place and in the right time.

The role-playing game concerns mainly the game process, and not the finished product. It must be understood from the very beginning, since many students are very shy and they roby when they are forced to participate in the performance. And, moreover, they are often convinced that they do not possess the talent of the game. In the role-playing game they do not participate in the performance, there is no public. Even the teacher must move to the background, since his presence may interfere - with his willingness to pounce on the student every time errors are allowed. Training is most effectively in an atmosphere free from voltage. The role-playing game can be shown to others or recorded on the film, but it is not necessary. Role-playing game is a learning language.

Turning to the presentation of the role-playing techniques, consider the main components that allocate methodists:

The first component is the role. The roles that perform students in the lesson can be social and interpersonal. The first is due to the place of individual in the system of objective social relations (professional, socio-demographic), the second is determined by the Individual Place in the system of interpersonal relations (leader, friend, rival, etc.) (brief psychological dictionary / under total. Ed. A.V. Petrovsky , MG Yaroshevsky - M., 1985, p. 309-310). The selection of roles should be carried out in such a way as to form the schoolchildren to the active life position, the best human qualities of the personality: a sense of collectivism, mutual assistance and mutual arration, etc.

The second component of the role-playing game is the initial situation - acts as a way to organize its organization. With all the diversity of determining the concept of the situation, we proceed from the fact that when creating a situation, it is necessary to take into account the circumstances of the real reality, and the relationship between communications. In training in foreign language, speech situations are used, i.e., such that cause the speech reaction of students. It should also be proceeding from distinguishing natural speech situations that arise themselves and training situations (URS), which are created artificially. M.V. Lyakhovitsky and E.I. Vishnevsky highlight the following components of the situation: 1) Subject, 2) Object (subject of conversation), 3) The attitude of the subject to the subject of the conversation, 4) the conditions of the speech act.

With the development of dialogical skills of schoolchildren, the degree of deployment of each of the URS components can decrease. 3 levels of URS exploration is highlighted: the first is the most complete when the teacher describes in detail all the components of the URS; The second is intermediate when the conditions of the speech act are speculated by the students themselves; The third is the minimum, where only the attitude of the subject to the object is indicated. Accordingly, the dedicated levels of URR exploration changes and the degree of independence of schoolchildren in the role-playing game.

So, URS is a constructive basis of role-playing games. Modeling communication, URS as the most important component in the role-playing game puts students in the "proposed circumstances" (by K.S. Stanislavsky); Performing the function of the stimulus of speech activity, encourages schoolchildren to communicate, i.e., "launches" the mechanism of the role-playing game.

The third component of the role-playing game is role-playing actions that perform students playing a certain role. Role-playing actions as a kind of gaming actions are organically related to the role - the main component of role-playing games - and make up the main one, then an indecomposable unit of the developed form of the game (D.B. Elkonin). They include verbal and non-verbal actions, the use of butaforia.

By organizing role-playing games in the lessons of the English language, the teacher must realize that the main goal of the game should be the real interaction of the game partners, and not just the exchange of replicas. The role-playing game must train primarily to communicate, i.e. Spontaneous accommodation proposed situation.

Carding role-playing games requires a teacher sufficiently high professional skills. During the game (ideally), the teacher should not interfere, correct and criticize students, because The process of natural interaction can be broken. All errors and shortcomings should be corrected after the game, using special exercises, but even more appropriate is the foresight of the teacher of possible errors and their development to the role-playing game. As a result, the quality of interaction of students during the game largely depends on how the teacher has prepared this game.

For a methodically competent distribution of roles between students, it is necessary to take into account their personal characteristics, be able to motivate the performance of this role, to be loyal and able to quickly find a compromise. Junior schoolchildren Do not always agree with the role that an adult is proposed to play. Often, the lessons had to deal with the problem of the reluctance to play a negative role. In such cases, the doll saw, on behalf of which the participant uttered all the replicas.

To create a gaming situation and good "inclusion" in it, schoolchildren helps masks, drawings, cards, verbal descriptions. However, the excessive passion for "Butaforia" can lead the game from an educational purpose. It is important in conjunction with students to discuss the goal and the expected result of the game so that there is no "game for the game". For children, the game is entertainment. Well, if they understand that in the lesson you need to connect a pleasant with useful.

The game situation can be designed for individual participants, for couples of participants and to work in groups. It is necessary to well plan the level of interaction. It can be: a student - teacher, student - group, student - student, student - class, teacher - class, etc. It is better to start with steam work, gradually developing scripts for more simultaneous participants. It is also gradually worth increasing the time of the game. Before the start of the game, you must make sure that all students understand the play situation well, correctly understand what is written on cards. The tasks must correspond to the level of students and not be complex.

During the game, the teacher must control the situation and track students' errors for further work on their correction.

After the game, the teacher necessarily gives a motivated assessment to each student, noting first positive moments. It is necessary to pay attention not only to the correctness of the use of the language, but also on the expressiveness of the role, activity and initiative.

The teacher will certainly have to believe in the game, gradually changing the degree of his participation. At the initial stage, the teacher is active, controls the activities of students; In the future, the teacher becomes only an observer.

Requirements for role-playing games:

1.The role-playing game should be carried out in a creative, friendly atmosphere. Students should feel psychologically comfortable, feel satisfying and joy from the action. It is important to make a teacher's ability to establish contact with students.

2.The role-playing game should be close to the situation of actual communication. The game should motivate students, to cause interest and desire to learn.

.The role-playing game should be well prepared by the teacher, planned in content and form.

.Students must be motivated for good and convincing performance of their roles. The game must be accepted by the entire group.

.The teacher organizes the game in such a way that the language material is used as efficiently as possible and sufficiently.

.For the game in the lesson, a time limit should be installed.

4 Practical examples of role-playing games of different levels and their analysis

English is a subject that teaches children to communicate. The learning of the language material goes in various training exercises. The role game is worth paying time at all stages of work on the topic.

1.4.1 Introduction of role-playing games and their use at various stages of the lesson

In the first year of English learning, the role-playing game is introduced gradually with the help of various short-term role exercises. They must be controlled by the teacher. Game elements can permeate any stage of the lesson. In my opinion, a very successful problem of filing the material through the role-playing game was solved in UMK M.Z. Bibolet. Opening a textbook in the second grade, children fall into the world of the Mobile Theater (Traveling Theater) with various characters, and this idea sets the role of the role-playing game from the first lesson.

We give the words of the author of CMK: "The child is able to memorize the language material with whole blocks, as if to" grant "it in memory. But this happens only when it has a corresponding installation, and it is very important for it to remember one or another material. The easiest memorization occurs in the game. If, to achieve success in the game, you need to make some kind of speech effect, then it is mastered almost without effort. The game creates wonderful natural conditions for mastering the tongue at any age, but in the younger school age it is especially productive ... The story "Fairy-tale Puppet Theater", which will last the entire first year of study, includes games with rules, a variety of role-playing, educational, linguistic games . The more children will dive into the atmosphere of the game with an unpredictable result, but on clear rules, the more successful will be trained ... The child knows how to distinguish the fictional world from the real and transfers the skills obtained in the game for real activity.

Role-playing games at the initial stage are carried out in different modes of operation:

.Teacher - class. This form takes a role-playing game for phonetic charging.

2.Teacher - student 1, student 2, etc. This form is convenient for an interview at the initial stage of studying any topic.

.Pupil - student. Traditional work in pairs with the execution of a given role.

.Pupil - class. Role-playing game with specified parameters for the main character (strong student) and students of the class, which act spontaneously.

.Student - group. This form is used to consolidate and at the final stage of work on the topic. It implies a moderately controlled or free role-playing game.

.Group - group. Creative role-playing games aimed at hidden control of the formation of skills and skills at the final stage of work on the topic.

Consider each of the above modes.

Teacher's interaction - class manifests itself in controlled plot-role games at the very beginning of the topics when the teacher in the game form needs to give students information. In this way, the information is digested more intensively and quickly, the attention of children is concentrated on the plot and they consciously fulfill the requests of the teacher. In the form of such a plot-role-playing game, each phonetic charge can be carried out. For example, phonetic charging in the first lesson in grade 2 CMK M.Z. Biboletova built on a lexical material phrase What is your name? And is, in fact, the game in the sound of the characters of the story, who pronounces the teacher:

Tricks, Tom and Alice love to walk in the park. An impatient tricky usually goes ahead and dresses: [w] - [w] - [w] - [w]. When he sees an unusual cloud, it stops and admits: [ɔ:] - [ɔ:] - [ɔ:] - [ɔ:]. The sad Tim stops near and sighs: [t] - [t] - [t] - [t]. Forest echo spreads: - -. Bees and bumblebees fly around: [ ı z] - [ ı z] - [ ı z] - [ ı z]. Merry fat man, catching up friends, hears: - -. Fast dragonflies dissect air: - -. In order to be more fun to walk, the volume mumbles: [n] - [n] - [n] - [n] / [m] - [M] - [M] - [M]. Alice looked at large beautiful butterflies and lagging behind his friends, she shouts them: - - -. Friends heard a mischievous echo: - - - and stopped to wait for Tom and Alice. And the joking echo repeated everything: [, Wɔ: T ı z jɔ: "ne ı m] - [, Wɔ: T ı z jɔ: "ne ı m] - [, Wɔ: T ı z jɔ: "ne ı m].

The teacher during this story explains how to correct one or another sound, which position should be in the tongue, etc.

Teacher's interaction - student 1, student 2 ... manifests itself in various forms of interviews. Already in Lesson No. 3 in the 2nd grade, students are offered an exercise for listening (an interview with Tim with the participants of the sports team); You can work out questions and answers in the form of an interview Teacher - a student.

In the future, after expanding the vocabulary, such tasks are complicated, but the familiar form of work in the form of an interview will help to work out the material with interest. It is important not to forget that not only the correctness of the replica gives a positive effect, but also to drive into the role, intonation, showing characteristic features Character, i.e. We pay attention to the acting skills, both teachers and students.

The form of interaction of the student - the student in the role-playing game is infinitely diverse. According to my observations, the children of younger school age love to work in pairs. The teacher must carefully plan their interaction and constantly monitor the process, moving from a pair to a pair. Here are some examples of role-playing games in pairs. One of the most effective when training a speech model is a game of two circles. You can start to play in it already in the first lesson. Playing this game for the first time, students work out dialogue. Children are divided into two equal groups and get up in two circles: one external, the other inner, turn face to each other. In pairs, they play a dialogue dialogue, then the inner circle takes a step towards and the pairs are changing, the dialogue is repeated with other participants. With the number of 10 children in the group, each student will pronounce a dialogue 5 times. After a few lessons, the game is repeated on a new lexical material:

What is your name?

My Name Is Jane. What is your name?

I am Jack. Who Are you?

I am a Cat. And you?

I am a Dog. How Old Are you?

I am 7. How Old Are You?

I am 8. Goodbye!

According to my observations, the work in pairs makes it possible to reveal even the weakest students if you correctly pick them up. Easy to answer in front of the whole class, such children quietly work in a pair under the unobtrusive control of the teacher.

In UMK M.Z. Bybolate work in pairs is most often preceded by an exercise on auditing. Listening to the Tim and Tom dialogue in the store toys, children are "included" into the language environment and play a similar situation in a pair. (2 class, lesson 15)

It is important to trace that children do not repeat exactly what they heard, and simulated their situation.

Pupil - class. This form of interaction is a continuation of the form teacher - class. For example, in grade 3, lesson 14, after a task to audit, you can spend the following game: one of the students receive a card with reference information and, based on this information, enters into speech interaction with the class. Now he is in the role of one of the pets depicted in the picture. The name of the animal is written on the card. The class asks the main character questions about appearance and what he likes to do. If the class finds it difficult, then the main character himself tells about himself. This task has already much more independent actions both class and student as a pet. Typically, such tasks are given on the combined lessons and in the consolidation lessons of the topic.

Student - group. This form of interaction implies role-playing behavior of all participants in the game process. In grade 3, after the development of vocabulary on the topic "Food and food" you can spend the game "Consideration at the table". The class is divided into 2-3 groups located at different tables. Pupils take turns take on the role of owners and treat their guests. Guests can play the role of animals from the textbook. To ensure that children are interested, plates and cups with drawings of various food are cut out of the paper. The owner of the table must offer the treat to all its guests, and they must react to his replica. When the dialogue ends, children change roles. The teacher acts as an observer, gets mistakes, but during the game does not correct them. It is best to do later, with the help of exercises.

This game allows you to work out not only phrases, but also the rules of behavior at the table. Before holding the game, you can talk about the traditions of the British. Another important momentWhat playing such a game, children understand her applied meaning and realize that they can apply their knowledge in practice, i.e. There is not at the level of "Games in Beads", but with a support for personal significance.

As an example of interaction, a group group can be given the game "Our Home", which is carried out for a long time with the development of the project (grade 4). Students are divided into 3 - 4 groups and develop a project of any room in the house. Boys can offer to develop a draft communications that will be summarized and show modern amenities in the house. After working in groups (project manufacturing and compiling reference schemes for protection), students in English talk about their room, describe items and answer classmates. Working with oral reply should the whole group.

As can be seen from examples, the use of role-playing games is possible at all stages of the lesson, with a different level of training of students and in any time.

4.2 Development of a lesson in the form of a role-playing game

The subject of the lesson: the story about the theater artists. Reading the letter E in the closed syllable and lettering EU.

Type of lesson: Combined.

development of skills and oral speech skills;

learning reading vowels in various types of syllable;

learning to audit

form the skills of perception of monologic text on a hearing built on a familiar language material;

organize speech interaction on the topic "Description of people and animals" using speech samples: He (She) IS ... He (She) CAN (not) ...

organize the use of lexical units on topics: an account from 1 to 10, color, characteristics of characters, school supplies;

learn to reproduce scratched works of children's folklore (poem);

form the skills of reading the letter E in the closed syllable and the EU lettering;

organize the systematization of language knowledge on the sound composition of words with a vowel letter E;

form and develop the ability of the personality to free communication, create conditions for the disclosure of the creative abilities of students;

learning to analyze your and other errors, produce the manifestation of loyalty when fixing other errors;

educate the need for mutual assistance, encourage a sense of partnership;

Equipment:

UMK M.Z. Bibolotova, portraits of the theater artists, cards with assignments for role-playing games, red and green signaling cards for reflection, multimedia equipment, presentation.

Stages of the lesson:

Organization of the beginning of the lesson, the formulation of the topic, goals and objectives of the lesson.

Mutual greeting teacher and disciples in English.

Slide 1: Portraits of the theater artists, located around the scheme of the rule of reading the letter it.

The teacher requests students to guess and call the topic of the lesson and listening to all the answer options before we bring students to the proper wording of the topic. Based on the pictures and the letter, students suggest that it will be about the artists of the theater, who today have a different mood and in the lesson will be studied reading it.

Teacher's reference questions:

Guess what topic will it be studied today at the lesson?

What do you think we will do today at the lesson?

What should we learn today at the lesson?

What would you like to learn today at the lesson?

Actualization of reference knowledge.

Phonetic charging.

Teacher: At the last lesson, we learned the poem about the cat, which I bought ... What did she buy? (Hat, hat) Artists of our theater also know this poem. Our artists before each performance prepare their own voice, so that the audience can be heard and understand what they are talking about.

Imagine that you are artists and depict them sounds.

Tim is best the sound [w] - Went, What.

Trickki loves to tease: [ æ ] - Hat, Cat; [ ð ] - The, WITH.

Tom, as always, late. He fled and breathing heavily: [H] - Hat, Who.

Alice calls on everyone to attention and knocks the pencil on the table:

[T] - Cat, Went, To Town, Hat, What.

And here artists begin to tell the poem. First Tim (sad voice): A Cat Went to Town to BUY A HAT ...

Then Tom (Important): A Cat Went To Town To Buy A Hat!

And now the tricks (with a mockery, not believing): A Cat Went to Town to Buy a Hat!?

Alice is surprised: What? A CAT WITH A HAT? Hat for a cat? Ever Saw A Cat With A HAT?

Audition.

The teacher takes the toy - Billy Bear. Teacher: Look Here! Who is IT? Let "S Ask Him Questions and Meet Him. (Look here! Who is it? Let's ask him questions and get acquainted with him). Students ask questions: What is your name? Who are you? How old Are you? Teacher on behalf of Billy answers The questions of children. After dating, IPR.1 p.71 is performed.

Roleplay "Guess Artist"

Several students are distributed portraits of artists and cards with their characteristics. They must, relying on the information in the card, imagine themselves, without showing the portrait and does not call the name. The class should guess who is this or ask additional questions about what artist can. The answer is the showing of the portrait.

Self-test for previously acquired knowledge.

Rolling game in the "Dunno" pairs

Exercise number 3 is based on:

The task is slightly complicated. Each pair of students is given in two cards with different statements, one of which contains the right statements, and the other incorrect. For example:

Table 1

Card 1 5 Red Foxes 7 Pink Pig 1 Monkey Card 2 3 Grey Cats 5 White Dogs

Students in a pair must first check all allegations of the picture and determine which of them is not a dream, and then learn politely and patiently correct mistakes. The account is conducted in English, the final version of the answer is also in English.

Educational Installation of the Teacher before the game start:

If you want someone to teach someone, will you be angry or laugh at his mistakes? Now you look at how much good teacher you can be. Imagine that Dunno came to your lesson.

During the game, the teacher comes up to all couples and listens to the conversation of the participants. If necessary, reminds compliance with the rules of the game. Errors of participants The teacher remembers, analyzes and corrects after the game with the help of phonetic exercises. For example: Students did not notice that the phrase "7 Pink PIG" is written without the end of the plural. You can spend the game for attentiveness. "1 PIG - 7 PIGS, 1 CAT - 3 CATS, ATC." After the game, the teacher conducts reflection on the subject of self-assessment of students.

Reading. Exercise No. 4, reading the word chain.

Studying a new material.

The teacher offers students to perform an exercise number 5, which trains reading the letter of it and the EU letter. Students repeat the sounds and words by the speaker, watching text. Further, the teacher offers some students to fulfill the role of the speaker. The speaker game continues in reading UPR.7. At first, the teacher makes it possible to "prepare for Efira" speakers, children read the text to themselves. Then each announcer reads 1 sentence and calls the word with sound [E]. The best announcer receives a postcard as a gift.

In the conclusion of the lesson, the game "Billy is going to school".

Roles: 2 translator, Billy, relatives of a bear (all students class). Pictures with the image of items and animals are described by translators, which are given in English in UPR.8. The names of all listed items are distributed to "relatives" on separate cards. They take turns offer Billy to take something to school with them, reading a card. Billy must decide whether it is useful to him this subject. Translators must pick up a picture for the phrase and give it to Billy after he decides to take a subject to school.

At the end of the lesson, the teacher asks children:

What new did you know today at the lesson?

Did you like working at the lesson?

What did you like most?

Reflection with cards: Green (I all managed to do and ready to go further), Yellow (tried, but not with all the tasks coped), the red (it was very difficult, did not work much).

Methodical explanations for lesson

The lesson is conceived as a long-lasting role-playing game. Each exercise is one of the types of role-playing game, which is gradually complicated from the task to the task.

Organization of the beginning of the lesson. At this stage, it is important to formulate the theme and objectives of the lesson on your understandable language. Listening to the answers and assumptions of students, the teacher unobtrusively corrects them. The questions cited in the abstract are a short conversation plan (no more than 3 minutes). The answer to the last question (what would you like to learn today at the lesson?) For a teacher is the most important. Here students express their own opinions and desire, not only guess what a teacher has prepared, but also participate in planning activities. If possible, we must try to realize the most rational wishes of children or plan it to the next lesson.

Actualization of reference knowledge. Phonetic charging is carried out to prepare the speech apparatus of children to pronunciation of English sounds. For testing, the most uncomfortable sounds are selected. At the same time, children repeat new words that were passed on previous lessons. Phonetic charging at this lesson performs the function of the warming role-playing game. Children should feel like artists, liberate, "bother" in the role, to practice the intonation of different emotional states and in general to sense psychological comfort.

Audition. The task of listening precedes a small speech workout to activate the vocabulary, which is used in the monologue of Billy. The main task of auditing is to teach to understand English speech. The monologue of Billy about his best friend prepares the holding of the role-playing game "Guess the Artist". Listening to the English speech, children are "fit" into the linguistic environment and begin to imitate the heard.

The role-playing game "Guess Artist" is held in the form of a student - class. This is an opportunity for strong students to express themselves in a non-standard situation, to some extent to put yourself on the role of the teacher and try to interact with the class tools in the English language. Students are given cards, in which the name of the artist is written in Russian, its characteristic that he can do, as well as the schemes of building proposals.

Role-playing game in "Dunno" pairs. In this task, each student should work actively. Performing an exercise, students repeat the score, colors, animal names. Each couple is organized in such a way that a stronger student cooperates with a weaker, helps him remember words, learns to correctly correct mistakes and control their behavior. In my opinion, the "minced" card errors, which the teacher gave, soften the feeling of awkwardness in children who are afraid to be wrong. Fixing errors not a card, a strong student necessarily adjusts other errors of the interlocutor. With a proper educational installation in such exercises, you can achieve good communication in English among students of different levels.

The role-playing game "Billy is going to school." The process of active action includes students of the whole class. The role of Billy must perform a strong student. With this game, reading, perception of speech on rumor, the ability to make a brief statement. A teacher during the game tracks the level of formation of reading skills and does not adjust reading during the game. All errors made by students should be worked out in the next lesson.

5 Right Game Performance

Group activity has a positive impact on the personality of the student.

In the modern method, a foreign language lesson is considered as a social phenomenon where a class audience 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 collective use of all opportunities for training. And the trainees should make a significant contribution to this process.

The role-playing game teaches to use the speech consciously. Regular use of the described technology allows you to create a comfortable psychological climate in the class. Students who felt their success in the game are more confidently mastering a foreign language, overcoming the language barrier. In addition to educational tasks, the game helps to solve a number of educational and developing tasks. Students are mastering speech etiquette, learn to help each other, quickly respond to the situation, we learn to practically apply our knowledge in various conditions. Games have a positive effect on the formation of cognitive interests.

role playing lesson English

List of used literature

1.Nicheeva N.P. Education game. M., Enlightenment, 1987. - 237 p.

2.Baboltova M.Z. Enjoy English Book for Teacher Grade 2. - Obninsk: Title, 2011. - 103 p.

Galskova N.D. Modern method of learning foreign languages: manual for teacher. - 2nd ed., And add. - M.: Arcta, 2003. - 336c.

Zhokilina R.I. Role-playing games in English lessons / Foreign languages \u200b\u200bat school, 2010. №1. - from. 34 - 38.

Vilkina D.N. Solving communicative tasks in the process of learning a foreign language. Iia-Iyash 1992 №1. - from. 22 - 24.

Milrud R.P. Training schoolchildren to speech interaction in a foreign language lesson. Iya Yyyash 1991 №6. - from. 25 - 30.

Passs E.I. Foreign Language Lesson in High School: Tutorial / - M.: Book, 2009. - 212 p.

Passs V.I., Stanovsky A.M. Situation of speech communication as a methodological category. Iya-Iyash, 1989 №2. - from. 23 - 27.

Rabinovich F.M., Sakharov T.E. Intensive methods of teaching foreign languages \u200b\u200band secondary school. Iya-Iyash, 1991 №1. - from. 22 - 26.

Rogova G.V. English learning technique at the initial stage in general educational institutions: Manual for teachers and students of pedagogical universities / - M.: Academy, 2006 - 332 p.

Strotonin M.F. Educational games in English lesson. M., Enlightenment, 1984 - 298 p.

Using role-playing games in English lessons

This material is intended for English teachers working with training primary and secondary schools.
purpose: Description of work experience using the example of using role-playing games.
Tasks: - Determine the tasks of using role-playing games in English lessons; - It is recommended to show ways to create a linguistic atmosphere in the lessons.
A difficult task decides every teacher throughout its pedagogical activity. It lies in the fact that the material of the lesson must be selected interesting, fascinating and ensuring that he develops cognitive interest, the mental creative activity of students. As you know, the school course of a foreign language is intended to ensure practical mastering the subject. This task requires a foreign language teacher from the first steps of learning to learn the ability to communicate in the language studied, even if the elementary level itself.
One of the effective admission to communicate is role-playing, as they bring the speech activities to natural standards, help develop communication skills, contribute to the effective processing of language software, ensure the practical orders of training. Role-playing games in the group of children have inexhaustible opportunities to recreate the most different relations in which people enter real life.
The role-playing game can be used both at the initial stage of learning and advanced. In primary classes, great attention is paid to the formation of phonetic skills of schoolchildren.
However, the lesson to the lesson weakens the interest of the schoolchildren to this work. Therefore, I suggest it to act as a teacher. Any hero of a fairy tale or cartoon came to the class, and he will learn English. Now the guys not only repeat the sounds, they try to teach this hero to pronounce the game. Girl shows children transcription signs, and the guys choir called them. And to check As students remembered these signs, the hero begins to make mistakes. If the sound is pronounced correctly, the children are silent, and if it is wrong, they are chloride together.
Work on the formation of lexical skills is carried out. As a rule, with the help of situationally-conditioned exercises and is of interest from the guys. So, when working on a vocabulary on the topic "Clothing" in the classroom "Store" appears. On the counter of the "Store" decomposed various garments, Which can be bought.
Students enter the "Shop" and buy what they need:
P1: Good Morning!
P2: Good Morning!
P1: Have you a red blobuse?
P2: YES, I Have. Here IT IS.
P1: Thank You Very Much.
P2: Not AT ALL.
P1: Have you A WARM SCARF?
P2: Sorry, But I Haven't.
P1: good-bye.
P2: good-bye.
When holding role-playing games, I use the means of visibility, the picture is postponed, which depicts a certain situation. Students are invited to play the role of the characters depicted in the picture, in accordance with the situation presented on it.
Here, the dialogue was the guys on the picture "Morning" (actors - grandmother and grandson):
G: Igor, Get Up Darling. IT's Already 7 O'Clock
I: ALL RIGHT, GRANNY. I'm getting up.
G: Make Your Bed, Then Wash Your Face and Hands and Have Breakfast.
I: First, I Must Do My Morning Exercises, Granny.
G: ALL RIGHT, DEAR.
The development of the skill of consumption in the speech of structures in Present Continuous Tense helps the game "Conversation by phone". I introduced and consolidated in the practice of students such speech samples:
Tell Me How You Are. I am Well, Thank You. I Hope You Are Well Too. Will You Come to My, Place? I'll Come. NO, I CAN'T. Is Ann At Home? Etc
The game is carried out in groups of three. Each student receives a card with role-based assignment:
1. Call on the phone and invite your friend to visit. Be sure to find out what she is doing at the moment;
2.We will invite to visit. You can agree or refuse. If you can't come, justify your refusal.
3.s - Mom. The phone calls, you raise the phone. They ask for your daughter to call for the phone. Here is one of the variants of the dialogue that students amounted to:
M: YES?
K: GOOD AFTERNOON.
M: GOOD AFTERNOON.
K: Is Olga At Home?
M: YES, SHE IS. Who is Speaking?
K: This is Kate, Olga's Friend. May I Speak To Her?
M: YES, You may.

To the role-playing game, the method of teaching a foreign language has been going on for a long time. Currently, the idea of \u200b\u200busing role-based behavior received reinforcements by the theory, which was called the "role theory" developed by sociologists and sociopsychologists. Supporters of this theory believe that the connection of the individual with the environment is manifested in the fact that the person performs several social roles: for example, in the family - the role of the parent, outside the family - the role of the teacher, the doctor, etc. These roles in society determine the speech / non-human human behavior. From a person in the role of a parent, he will be expected to take part in the raising of children, from him as a doctor - that he will take care of the health of patients, etc.

The concept of social role is, thus, an element of social relations: the environment speaks towards a person as primary socialization. In it, he assimilates the social experience fixed in the language. Natural social roles in training conditions are reduced to two: the teacher is a student. Therefore, when using a role-playing game, we will talk about "secondary socialization", simulating the first in its most important features. Social roles in the framework of secondary socialization are inevitably artificial, conditional character (imagine that you are a doctor, seller, reporter, etc.). The measure of convention may be different: reincarnation in real people, in literary characters, the heroes of fairy tales, etc. Sometimes the role-playing game is the character of the likelihood, i.e. situations typical for ambient (doctor and patient), and sometimes it can be more theatrical: with conflict, culmination and junction. But the element of the convention is inherent in all types of role-playing game.

Role-playing game - It is speech, game and training activities at the same time. From the point of view of students, role-playing game is a game activity, in the course of which they act in certain roles. The educational nature of the game is often not realized. From the position of the teacher, role-playing game can be viewed as a form of learning to dialogue communication. For the teacher, the goal of the game is the formation and development of speech skills and students' skills. The role-playing game is managed, its educational character is clearly aware of the teacher. It has large educational opportunities.

1. The role-playing game can be regarded as the most accurate model of communication, as it imitates reality in the most important features and in it, as in life, the speech and non-penetrating behavior of partners are intertwined.

2. The role-playing game has great capabilities of the motivational and motivating plan.

3. The role-playing game involves strengthening personal relationships to everything that happens. The student enters the situation, although not through his own "I", but through the "I" of the appropriate role and shows a great interest in the character that he plays.

4. The role-playing game contributes to the expansion of the associative base at the assimilation of the language material, since the learning situation is based on the type of theatrical plays, which involves a description of the situation, the nature of the acting persons and relations between them. For each replica thinks the segment of the modeled reality.

5. The role-playing game contributes to the formation of training cooperation and partnership. After all, its execution involves the coverage of the group of students who should interact with it, accurately considering the response of comrades, help each other. At the same time, a well-found gesture, a dormant action, if it corresponds to the situation, is encouraged by the entire group. As a result, students with weaker preparation manage to overcome timidity, embarrassment and over time to fully engage in the game. Corresponding roles and shows a great interest in the character. Like a plan. I am a speech and non-peer behavior of partners

6. Roleplay has an educational value. Students, although in elementary form, get acquainted with the theater technology. The teacher must encourage them to take care of a simple prop. Every invention is encouraged, since in class conditions the opportunity in this respect is limited, and large expanses are opening for ingenuity.

The reincarnation itself contributes to the expansion of the psychological range, understanding other people.

The role-playing game has great opportunities in a practical, educational and educational relationship. It contributes to the expansion of the sphere of communication. This implies the preliminary learning of the language material in the training exercises and the development of the relevant skills that will allow students to focus on the content side of the statement. Therefore, the role game should take a worthy place at all stages of work on the theme.

For a role to be a means of learning, it must meet a number of requirements that take into account both educational tasks and individual characteristics, student needs.

Working on the role of different students proceeds in different ways. You can use individual, steaming and group form of preparation. All of them have independent didactic value, allow you to tie together a cool and educational work.

There are many types of exercises to prepare a role-playing game. The teacher can choose the most suitable for its class depending on the experience of students.

1. For durable students, you can use the "warming up" pantomimical exercises in order for students to feel free in the circle of their peers. It can be type exercises:

Imagine that you walk in very deep snow;

Show the class as you try to raise heavy weights; Show how you would clean your teeth in the morning without a toothbrush.

2. You can suggest tasks in the form of Sharad using pantomime, facial expressions:

Show what you feel when ... You see a big dog running to you;

You found that someone snatched several sheets from your tutorial.

Upon completion of the exercise, the teacher may ask students to prepare a small story, reflecting their feelings and reaction in such situations.

3. It is possible to complicate situations that will help develop spontaneity and expressiveness in behavior. The teacher gives instructions in stages, as the action develops. The student must perform them without stopping. For example: You hang a picture on the wall. You like the picture, you found a good place to hang it, and are pleased with the way she decorate the room. You take the hammer and nails and begin to nail the nail into the wall. You paved your finger.

After the "warming up" exercises, it is possible to move to problematic situations in which students are proposed to solve this or that task.

For example: Your friend invited you to skate, but Mom says that you have to stay at home. You do not want to offend a friend. Mom stands nearby.

Upon completion of the role-playing game, a motivated assessment of the teacher's participation in each student in the preparation and holding of a specific role-playing game. In addition to the linguistic correctness, the teacher comments on the expressiveness of role-playing behavior, as well as the initiative of the guys at all stages of work.

Examples of role-playing games:

1. Similar or different. Purpose: Activation of joint speech activities, training skills and skills of expression in the foreign language speech of similarities and differences.

Games: Participants form a couple. They are handed cards with pictures. Show cards to each other can not. Working in pairs playing ask questions to each other to find out what pictures on their cards are common, and which are different. Discussed three pictures playing in places and continue to work with other partners. Distribution material can be varied using synonymous and antony words, suggestions, etc. instead of pictures, etc.

2. TwinsPurpose: Activation of skills and skills to generate monologue statements like a description of the proof, comparison and inclusion in the dialogue.

The course of the game: All players receive postcards, without showing them to each other. Describing postcards by asking questions to each other, playing must find a couple of the same postcards. Possible sharing cards in a circle.

3. What differences?Purpose: Comprehensive training of question-response interaction with the inclusion of arguments.

Game Travel: The participants of the game are divided into pairs. One player gets a picture, the second is the same picture, but with some changes. Asking questions to each other, they must find differences between the pictures and call them. Show each other's pictures are prohibited.

4. Plan of the city. Objective: Activation of skills and skills of question-responding interaction using various forms of questioning, alleged statements and techniques of questioning, as well as all sorts of content and structure of reactions replicas.

Games: Members of the game form pairs. Each of the players receives the option of a plan of the city, which indicates any attractions. Specifying each other questions playing establishing the names of the streets, the location of sights. They should also describe the road to these places from a given source point.

5. Weekend. Objective: Activation of skills and skills of debacing, discussion, argument, explanations, belief in a foreign language.

Games: Participants of the game are developing a route for the city and a weekend plan. Each group discusses and presents its plan. The conditions that must be taken into account may be different (determining the amount of money, visiting places, selection of vehicles, sports equipment for games in nature, etc.).

6. Restoring the story. Purpose: Formation of a coherent monologic or dialogic text and the activation of relevant skills and skills.

Game Travel: Each participant receives a piece of paper with one proposal from a certain story. He is not allowed to show a proposal to someone or record it, he must remember this offer (for this two minutes). Then the teacher collects all the sheets and reads each sentence. Playing listened to them, and then each of them in accordance with the logical sequence in turn calls its offer.

7. What happens if ...?Purpose: Formation and activation of skills and skills of question-response interaction using statements like a sentence, opinions, etc.

Game Travel: Each player gets one or two proposals recorded on the card using which you can answer the questions: "What happens if ...?". All players answer the question about the chain.

8. Do and pass the task.Purpose: Training of skills and abilities of foreign language speech activities based on a repeated repetition of a language material to be absorbed.

The course of the game: Each participant of the game is preparing tasks (test, questions), which offers its comrade. By completing the task, comrade in turn transmits it further along the chain. All trainees work simultaneously, receiving, performing and transmitting other tasks.

9. If I were…The goal of the game: the formation of skills and skills of consumption in the foreign language speech of the subsequent inclination and means of expression of modality based on the revitalization of the readiness.

The course of the game: The teacher offers playing to imagine himself as a famous film actor, writer, etc. And to report, how would they look, what would be done, etc.

10. Another age. Purpose of the game: Activation of use in the monologue speech of the subjectality and means of expression of modality.

The course of the game: Playing is invited to imagine younger or older and tell about yourself taking into account these age features.

11. Ranging. Purpose: Formation of skills and skills of expression in monologic and dialogical speech preferences, choice, arguments, explanations and other intentions of the speaker.

The course of the game: the learners are offered lists of personal and professional qualities necessary for a particular specialist. Everyone should numbered according to the degree of importance, in accordance with his own views and beliefs all these qualities. Then during the discussion, everyone should justify their approach to the assessment of these qualities and discuss the significance of all qualities and the proposed ranking priorities.

12. Stairs. Purpose: Activation of the semantic perception of foreign language material and the formation of language alike.

Games: Playing paint stairs from 9 steps. The teacher asks them to write on the steps of the words denoting the emotional state of the person, and arrange them according to the degree of expressiveness, as well as justify the proposed sequence.

13. Good teacher. Purpose: Practice of foreign language communication of future teachers of a foreign language.

Game stroke: Playing is offered a list of 30 words characterizing the work of a good teacher. The trainees should consider them according to the degree of importance, justify the proposed sequence of use and use in communication (discussion).

Game move: Each pair of playing gets some advertisement. Players must discuss its content, find out what properties and quality of the advertised goods are the most attractive for the buyer.

15. Pros and cons. Purpose: Activation of argumental monologue speech.

Games: Playing is invited to discuss any event or phenomenon (for example, discuss the law prohibiting smoking in all public places). Participants must name the pros and cons of the events under discussion (phenomena), argue their point of view.

16. Noah the Ark. Purpose: Practice of discussion.

Games: Playing is reminded by a myth about a noah ark and is invited to make a list of what needs to be preserved for future generations (animals, plants, works of art and literature, objects of material culture and equipment, etc.), and discuss this list.

17. Correct solution. Purpose: Joint Solution Solution During speech communication in a given situation.

Game Structure: The participants of the game are offered the situation in which they need to make a decision, for example: a) you got lost in the forest, the night is approaching; b) you lost all the money; c) you are late for the train (plane), etc. Each decision proposed by the learned is discussed by the entire group.

18. One day in Moscow (London, New York).Purpose: Activation of monologic speech in the proposed situation and practice of generating a connected express statement, synchronous with read-honored activities.

Game stroke: Playing Situation: Tour of the city. Each trainee or group is invited to first call the sights of the city, then choose those of them that they would like to look within one day, and also explain their choice.

19. Verbs and adverbs.Purpose: Activation of grammar and vocabulary in oral speech.

The course of the game: Playing form a couple. On the table lie two stacks of cards. In one stack of cards, which are written by verbs, denoting actions, in another - cards with adverbs explaining these actions. One of the players takes a card with the verb, the second - with adverb. Each pair of playing should portray before the group action recorded on cards. Playing should guess what action they depict, what verbs and adverbs illustrate, and call them in a foreign language.

20. Message. Purpose: Activation of grammar and vocabulary in foreign language speech.

The course of the game: one of the players receive a note, and then with the help of questions I wanted her author. The rest are trying to guess the contents of the note. When the author of the note is found playing discussing its content.

21. Questionnaire.Purpose: Practice role-playing behavior in a particular situation.

Game strokes: Playing receive role-playing cards and profiles for admission to work. In the process of the game, various options for role-playing behavior are performed, speech formulas expressing desire and reluctance, readiness and refusal to do something, etc.

22. Chain story. Purpose: Practice of joint speech activities within the subject and in accordance with the communicative task; Formation and activation of skills and skills of spontaneous speaking and independent connected speech.

The course of the game: Playing is offered together on a chain to make a story on a given topic. A description of the situation or the overall plot, which must be developed to the level of deployed text. You can also give playing cards with working materials (recorded supporting thoughts, keywords, phrases, etc.) to help them compose specific text fragments. Support can be drawings, photos, diapositives, etc.

23.Telegram.Purpose: Mastering learned text compression.

The course of the game: Playing must send telegram to relatives, friends, familiar by T. They are offered deployed texts of the messages, which they gradually must squeeze to the "telegraph" style. They received the resulting text in the window to serve - leading, who, together with the teacher, assesses the quality of telegrams.

24. Blitz talk.Purpose: stimulating connected spontaneous foreign language speech.

Game stroke: Playing is invited to discuss a given topic for a set time, using the key phrases varying in context or situations (sentences, speech samples).

In conclusion, I would like to emphasize once again that the role-playing game is a very promising form of training, as it

Contributes to the creation of a favorable psychological climate in the lesson;

Strengthens motivation and activates the activities of students;

It makes it possible to use existing knowledge, experience, communication skills in different situations.

Therefore, the use of role-playing lessons increases the effectiveness of the educational process, helps to keep the interest of students to the subject studied at all stages of training.

Literature

1. Weisburg M.L. The use of educational and speech situations when teaching oral speech in a foreign language. - Obninsk: Title, 2001.
2. Galskova N.D. Modern method of learning foreign languages: manual for teacher. - 2nd ed., Pererab. And add. - M.: Arcta, 2003.
3. Winter I.A. Psychology of learning foreign languages \u200b\u200bat school. - M.: Enlightenment, 1991.
4. Leontyev A.N. Activities, consciousness, personality. - M.: Enlightenment, 1995.
5. Livingstone K. Role-playing games in foreign languages. - M.: Higher School, 1988.
6. Desktop Book of a Foreign Language Teacher: Ref. Manual / E.A. Maslyko, S.I.Petrov. - 3rd ed., Stereotype. - MN: See. Shk., 1997.
7. Rogova G.V., Rabinovich F.M., Sakharov T.E. Methods of learning foreign languages \u200b\u200bin high school. - M.: Enlightenment, 1991.
8. Semenova T.V., Semenova M.V. Role-playing in teaching foreign languages. // Foreign languages \u200b\u200bat school. - 2005. - №1.

Report

English teachers Tashbulata S.V.

on the topic: "Role-playing games in English lessons in junior classes"

1. The role of the game in English lessons in junior class

1. Specityandka and pagesw.cura game in the process of trainedandi

The game, specific in the process of training and the child's peculiar to the childl.o.t.and, would bel.a and OSt.it is subject to IS.l.causing as domestic,t.aK and foreign scientistsx.

Soviet (Patriotic) Pedagogy considers children's game as an important
sre.d.fromt.in the upbringing and comprehensive development of children. For students of junior classes
games havet.exceptional meaning: game for them- and study and work and serious formt.. Game for schoolchildren ml.helded classes- method of knowledge of the environmentg.about the world. ANDg.raya, they arez.study colors, shape, properties of material, spatial relationship, numberl.ovy relationship, looks like plants, animals.

The game as leading activities in children "defines the most important restructuring and
formation of new personal qualities ", what exactly in the game children givet.
commont.veinn.oh functions, norms of behavior that the game teaches, changes, sophisticatedt.yvaet,andl.and,
asg.ovoril L.S. Vygotsky, heads development.

GLavented element of the game is a game role, not so important what; important, so that she helped reproduce a variety of human relationships, existing in gossiz.neither.Thatl.even if you strip and put the basis of the relationship between Liud.b), about ust.but nott.sOd.just and useful. As for the developing value of the game, T.oh itz.butl.ozena in its very nature, for the game is always emotions, and where emotions, T.aMactequity,t.aM Attention and imagination, thinking works there.

So the game is:

D.reliability (i.e.. speech);

MOt.iviation, no arrogantd.eniya;
- iN.d.opened activity, g.l.gloomy personal;
- training and upbringing in countl.term and through the team;
- development of mental functions and the abilityt.to her;
- "Teaching with passion."

Wishlandbwould highlight TSAl.and using games in foreign language lessonsbut. Basic Tsel.she is six:

formation of certain skills;

development of certain speech skills;

training be able to communicate;

development of the necessary abilities and mental functions;

knowledge (in the field of becoming a language itself);

6. Memorizing speech material.

Children's game is, as the experience of teachers and theorists shows, one of
effective techniques learning, the use of which makes a foreign language
favorite subject of schoolchildren.

Application of the game for the development of oral self-speech skills- yet
insufficiently studied pedagogy area. Not any game (let the smallest and
interesting) Suitable for this purpose. Therefore choosing the right game- one of
first-class tasks of a teacher of a foreign language. This choice should be carried out taking into account the focus of the game, the possibility of gradually its complications and lexical filling. Selected games are distinguished from ordinary children's games by the fact that the factor of imagination, the fantasy of the child, fictional situations move as if to the back plan, and the dominant is observing and attention. Given the specifics of the game in the process of teaching children by a foreign language, the teacher manages the running of the game and controls it.

Special attention is attracted to themselves in the younger grades of the game.- dramatization
the basis of which is a short fairy tale. They are useful, first of all, the fact that they develop a figurative, expressive speech of the child. By participating in the game - dramatization, the child becomes simultaneously the object on which the will of the teacher and the subject knowing the world.

The game - dramatization in a foreign language classes makes it possible to learn the necessary words and expressions. Sometimes the elements of "pure" learning are the first plan, sometimes the game is the game.

One of the first places in the study in a foreign language occupy didactic games as a generally accepted form of oral development of junior schoolchildren, for example, different kinds lotto. This game provides wide possibilities for varying the game material, which contributes to the durable absorption of lexical material. Childgradually passes from visual effective way The assimilation of vocabulary (the teacher calls the subject in English, showing it) to the dictionary - figurative (the teacher is building a different proposal for the subject that at the moment
not). It should be achieved that the game in the lotto becomes an integral component of the educational process and contributed to a gradual and consistent accumulation of the child of the vocabulary stock, as well as the comprehensive development of the schoolboy of junior classes.

1.2. Place of game activity in the pedagogical process.

The need to form a question about the place of the game in the learning process
i believe in a foreign language in junior grade, it is primarily explained by the fact that
some teachers and methodologists consider the game as a primary reception for
expanding the vocabulary stock and how almost the only way to formation
oral speech skills.

It is known that long-term teachers considered didactic games the main form of training in school institutions. However, it was later proved that no game could replace organized training. According to E.I. Daltz, due to the introduction of organized training, the role changes and place didactic game in pedprocessse. Last, although he lost its leading importance, remains, nevertheless, "one of the means of consolidation, clarification and expansion of those knowledge that children get in class."

K.D. Shushinsky advised from the very beginning of training to separate the occupation from the game and
he considered the execution of the learning tasks "the serious responsibility of the child", because, the more the teacher will protect the child from serious classes, the harder there will be a transition with him. At the same time, he offered "to make a serious occupation for a child entertaining" i.e. It suggests a conclusion - seeking to instill with children, love for a foreign language, the teacher must build classes so that the child experiences the same satisfaction as from the game.

Since the share of gaming activity in schoolchildren ML. classes
much greater than the schoolchildren of high schools, it is important to find that "gold
the middle ", which would ensure the observance of the desired proportion in school and the game, remembering that the game should obey specific educational tasks.

Experience shows that without gaming actions fixes in the child's memory
foreign vocabulary occurs less efficiently and requires excessive mental stress, which is undesirable. The game introduced into the educational process in a foreign language classes, as one of the teachings, should be interesting, simple and lively, promote, accumulate new linguistic material and consolidate the previously gained knowledge.

It should be borne in mind that game process Much facilitates the learning process; Moreover, a skillful developed game is inseparable from the exercise.

In general, at all stages of personality development, the game is perceived as an interesting, bright needed for its life activity and the older schoolboy, the more he feels the developing and raising value of the game. In this regard, it is possible to fully agree with the opinion of the famous teacher of Shaouth S.T., who wrote: "The game is the life laboratory of childhood, which gives the fragrance, that atmosphere of a young life, without which this time it was useless for humanity." In the game of this special development of vital material, there is the most valuable core of a wise school of childhood. "

But as mentioned the axis earlier, it is not necessary to get involved, remembering that the game, despite all its positive moments, is only a means, a method of academic work, but the agency remains mastering the material and the acquisition of knowledge.

2. Games forming speech skills
2.1. Grammatical games

These games pursue the goals:

Teach students to use speech samples containing certain grammatical difficulties;

Create a natural situation to use this speech sample;
- develop the speech creative activity of students.

I would like to give examples of such games:

I.. Hide-and-Seek in and picture.

The teacher says: "Let" S Play Hide-and-Seek Today! "

R: I WANT TO Be. "IT"

T: Let "S Count Out.

Chose a leading. Guys, it was, gathered to hide, how they were comprehended
disappointment: It turns out that hide and seekers will be unreal. "Hide" need mentally for one of the items depicted in a big picture. In the most interesting way to lead - he writes on the note, where he hid, and gives it to the teacher. So that it looks like real hide and seek, the class reads the promotion that is usually
accompanies this game from English children:

Bushel of Wheat, Bushel of Clover:

All Not Hid, CAN "T Hide Over.

All Eyes.oren!Nege I.sOm.e.

Start "Search":

R1: AGE You behind the Wardrobe?

IT: N.about, I.butm not.

R2: AGE You under the bed?

IT: N.about, I.butm not.

R3: AGE You in the Wardrobe?

IT: N.about, I.butm not.

R4: AGE You behind the curtain?

IT: Yes,I am..

Guessing gets one point and the right to "hide."

Each game requires a presenter, because his role is especially great, and the teacher is best to fulfill, he must be a soul of the game and charge everyone with his azart. So, for example, the success of the next game depends on how the teacher behaves, since here the plot of the game is built on the community of the situation.

II.. I. TOOK. and trip.

Class studied verb forms inPAst Indefinite.

Taking advantage of the fact that the students were driving somewhere, the teacher asks the question:

"You Went ONbut Trip. What Did You Take Wort You? "

Pupils: I TOOKbut Suitcase. I TOOK.but Clock.

I TOOK.but Book to Read. I TOOK.but Dog.

I TOOK.but Food Basket. I TOOK.but coat.

I TOOK.butn umbrella. I TOOK.but Note-Book.

Teacher: Very Good. But I Know Very Well That That Was The Only Thing You Took.

YES, DON "T Be. surprised. That Was.but Very Unisual Trip.

The disciples began to understand that the teacher came up again and that they should play:

Katya Took Onlybut Suitcase, Misha Took Onlybut Food Basket, Andrei Took Onlybut Clock, In.but Word, Each Took Onlyaboutn.e. Thing.Is IT Clear? BUTlL Right. Let "S goaboutn. I WANT TO ASK:

What Did You Eat? REMEMBER THAT YOU TOOK ONLYaboutn.e. Thing with You.

Katya: I ATEbut Book.

Andrei: I ATEbut Clock.

Jane: I ATEbut Dog.

KOLYA: I ATEbutn umbrella.

The guys laughed necessarily and from the soul. The teacher then will explain that according to the rules of the game the game it is impossible to laugh, and the one who does not stand up, comes out of the game.

Continuing the game, the teacher can ask:

What Did You Putaboutn You Head?

What Did You Putaboutn you feet?

What Kind of Transport DID YOU GO IN?

For the game you can use other inspired, for example:

You Went To the Park.What Did Woi See There?You Went to the Market. What Did You BUY THERE?

It is only important to understand the principle: responding to the first question, students remember
each item, which then should be called in responses to other questions
teacher.

Development of prepositions, Were W questiona.s ...? and answers to him.

The teacher declares the objects on the table, the names of which in English are known for students: a book, pen, penalties. Then he leaves the book on the table, puts the pen in the book, and the penalty hides in the table. By giving the guys one - two minutes to remember where subjects are located, the teacher decides them on the table, and then sets questions to children:

T: WHERE WAS THE BOOK?

P1: The Book Was ON The Table.

T.: Where Was Theren?

R2: Theren Was In The Book.

T.: Where Was The Pencil-Box?

R3: The Pencil-Box Was In The Table.

Then the teacher pretends to forgot where the items were. Students
remind him

R1: The Book Wasfrom The table.

2. The task of this game is to consolidate in the memory of students
threaded and turnover there is ...

The group is divided into two teams. The teacher adds objects into the box, whose names are known to schoolchildren. After that, team members call these items in turn.

R1: There ISbut Book in the boh.

R2: THERE ISbut PENCIL IN THE Boh.

RZ: THERE IS.butren in the boh.

P4: THERE IS Ab.butu. in theb.oh. Etc...

Wins a team who called more items.

In the process of the game, the vassed vocabulary is repeated.

First version of the game. Teacher hangs on the board 2 pictures (in advance
prepared), paying attention to students on the fact that they are at first glance almost
identical. It is time for the guys to compare these two pictures and would say that they differ from each other. Then the teacher removes the pictures and asks the guys to call those objects that are depicted on them.

Second version of the game. A teacher hangs on a pre-prepared picture on the board, where, for example, an apple is blue, the dog is green, etc. He asks students to carefully look at the picture, to name all objects whose color does not match the valid.

For example:

P1: I See and Blue Apple. Apples AG NOT BLUE. Apples Age Green, Red and YellOu.

Then the teacher, as in the first case removes the picture and asks the guys to list all the items that are depicted on it.

R1: In The Picture I Seebut Tree.

R2: In The Picture I Seebut HOUSE.

You can complicate the game, asking students to name the same color of the subject, its

dimensions or shape.

P1: In The Picture I See and Green Tree.

R2: In The Picture I Seebut Large White House.

In the process of this game, schoolchildren ask questions, respond to them in Pr.eSENT.
INDEFINITE TENSE and describe thematic pictures.

The teacher gives the first team a picture (for example, on the topic "Classroom") and offers the guys within two or three minutes carefully consider it. Then he transmits the picture to members of the second team, which asks questions to its opponents.
For example:

How M.butn.w. Desks Are There in the Crass Room?

Where Is the Chair?

What Things Do You Seeop The Desk?

Where Is the Book?

After answering questions, the correctness of which are controlled by members of the second team, the picture is postponed again, and the members of the second team describe it.

2.2. Lexical games.

Lexical games pursue the following goals:

Training students in the use of vocabulary in situations close to
natural atmosphere;

Intensify the reading activities of students;
develop a speech response of students;

To introduce students with the combination of words.

How.m.butn.w.p.aGES?

The disciples are accustomed that on the teacher's table, from time to time they appeared beautifully published English books: and they gave pleasure even just look at them. The teacher thought, and what if you ask a question: "How.m.butn.pages Are There in the Book?

The study of the English language may seem a completely boring and uninteresting occupation, if this process proceeds monotonously, includes one type of activity and does not motivate the student in any way with interest in English. Teacher's task is to thus present the training process so that the student wants to teach English, it sought to understand him and was ready to speak it.

One of the main incentives for learning is the game. Indeed, in a complex with discussions and debates of the game, in particular, are the most informative and effective methods of learning from the point of view of perception. In the process of the game, the student overcomes its stiffness and anxiety. If you learn, and you got a teacher using this method, you can assume that you are lucky. The use of various helps to master them in an entertaining form, develop memory, attention, smelting, maintain interest in English as such.

In addition to role-playing games in English lessons, students represent themselves as someone else in a specific situation, behave properly according to the rules of this game. Social (doctor, seller), interpersonal (friends, classmates), psychological (neutral, positive, negative characters) roles that are performed by students, contribute to the fact that they learn to communicate and discuss issues, understand and evaluate feelings of other people, solve problems. The ultimate goal of any role-playing game in the lessons of English is mining the receipt of new knowledge and their development to the skills.

To play role-playing games in English lessons properly, it is necessary to form a student with the necessary social skills of communication and familiarize them with a dialogic speech in English. In this help the exercises for training the expressions of the etiquette plan, the development of conversation skills by phone, microdials on a given topic from several replicas, creating the sample, read and reproduce these dialogs by heart, play the dialogue in pairs.

Examples of role-playing games in English lessons

Role-playing games in English lessons are included in all textbooks and benefits to explore this language. We all know that every lesson in such a textbook is dedicated to some particular topic, the material of which must be learned and consolidated. As a rule, we are resorting to role-playing games at the very end of studying this topic, so to speak, to exhaust acquired knowledge. In this case, the necessary and grammatical structures have already been learned, speech samples are worked out, phonetic, spelling tasks and audience are passed.

Let's see what role games offer us training courses « Headway. » ( elementary. and pre-intermediate) and " NEW MILLENIUM ENGLISH »For 11 class secondary school. Let's start with Headway." In tasks called " Roleplay"We find the following:

1. Work in pairs. Student A IS A Journalist, Student B Is Ivan or Jaya. Discuss The Advantages and Disadvantages of Living in New York. Then Prepare An Interview. Use the Words and Questions in the Complension Check to Help You.
2. Work in Groups of Two or Three. Think of Some Roleplay in An Airport or On a Plane. Choose A Place and Some Characters. You can Be Travelleers from Different Copuntries, Pilots, Customs Officers ...!
3. Work in pairs. Practise Some Conversations in a Hotel, using the ideas above. One of You in The Guest, The Other Is The Waiter Or The Receptionist.
4. Your Teacher Will Give You A List of TV Programmes for Tonight On Channels 1 to 4. Imagine That You and You.r Oartner Live In The Same Flat And You Have Only One TV. Decide Together Which Programmes You are Going to Watch Tonight.
5. Some of You Are Members of A Group of Musicians (Classical, Pop, Jazz). Some of You Are Journalists Who Are Going to Interview The Musicians. Musicians: Talk Together to Decide The Following - The Kind of Music You Play, The Name of Your Band, Who Plays What, Whats Influenced Your Music, Howl Long Have You Been Together, The Records You Have Made, The Countries You Have Toured . Journalists: Work Together To Think of Some Questions to Ask The Musicians. WHEN YOU ARE READY, CONDUCT THE INTERVIEW.

But what role-playing games in the lessons of the English language were included in the learning process creators of the second book:

1. READ THE JOB ADVERTISEMENT. Decide Who Will Be The Applicant and Who Will Be The Interviewing Board. Read Your Role Card and Get Ready for the interview. The Students Who Have Gone Throught The Interview Become Observants. Exchange Your Opinions About Questions / Answers Avois Being Judgemental. Be Positive and Friendly.
2. You're Invited to Take Part in a TV Show Called "Do You Believe In ...?" The Show Will Start In 10 Minutes. Take a Role Card and Get Ready to Play Your Role. Take Part in the Show; Try to Be AS Active As Possible. Vote on the question in the provogramme - Do You Believe in Supernatural Phenomena?
3. You are Going to Take Part in the International Student Science Conference. In Turn, You Will Be a Speaker, A Participant, An Interpreter, and some of you may be to be the chair.

This is only part of the role-playing games presented in these manuals. As you can see, opportunities for fantasy and creativity are endless. Create role-playing games in English lessons You can for any topic and to work out any material. And the benefits of them are very significant, as mentioned earlier. Let's not forget about this beautiful method of learning English!

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