Teaching and Methodical Games as the Means of Development of Creative Activity (Ольга Васильевна Тасенюк ) в библиотеке 2berega.spb.ru

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Teaching and Methodical Games as the Means of Development of Creative Activity

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Название:

Teaching and Methodical Games as the Means of Development of Creative Activity

Тип:

Статья

Автор:

Ольга Васильевна Тасенюк

Предмет:

Английский язык

Описание:

Games have got a rather big part in the process of teaching of foreign languages.

Games have got their own educational aims:
games develop imagination and memory
games enlarge mental outlook
games stimulate learning activity
games stimulate creative activity.

Games have got several technological principles:
communicative trend everybody takes part in the game; recurrences and novelty; favorable conditions for communications;
the principle of activity - games are supposed to draw each student into speaking and mental activity at the expense of reducing of a teachers speaking activity;
the principle of solidity games suppose recurrent meeting with the given material.

We should realize that games are a kind of control. We can see the level of mastering vocabulary, grammatical structures, speech patterns, intonation and tunes, logical stress. It depends on what exactly we work at in this or that game.

At my lessons I use a lot of games, but most frequently the following ones:

1.A game on broadening. Here we control the reservation of grammatical structure and attributive
and adverbial expressions included into it. We should pay special attention to intonation, logical stress and the rate of speech.
It is important that my own activity reduces to minimum here I produce only a short a basic phrase. The aim of students is to broaden this given phrase:
There is a dress on the chair.
There is a red dress on the chair.
There is a red dress on the big chair.
There is a new red dress on the big brown chair.
There is my new red dress on the big brown chair.
There is my beloved red dress on the big brown chair in the room e.t.c.

The game is a communicative task. We must take into account our students peculiarities and abilities: somebodys memory is worse so, he/she should be given an opportunity to speak somewhere at the beginning of the game; somebodys abilities are very poor so, such person should be asked may be the first: every student should be able to participate and feel successful.

2. Very similar is the game Snowball. The aim of this game is broadening too. But we have got
some other task here to consolidate vocabulary on some definite topic. For example, the topic is Presents:
Id like to get a CD.
Id like to get a CD and a box of sweets.
Id like to get a CD, a box of sweets and a doll.
Id like to get a CD, a box of sweets, a doll and a bike e.t.c.
Here we also work at the pattern Id like to

3.A peculiar kind of Broadening games can be used on pre-intermediate level. I do it on the base
of listening or reading. After listening/reading students retell the text: the first one produces the first phrase, the second one repeats it and says the next sentence. The third student reproduces two previous sentences and adds his own one, e.t.c. The last student has to retell the text from the beginning to the end (it can be up to 15 17 sentences, it depends on quantity of students in a group and surely on its quality).

4.In the game Disagree I work at the building of negative sentences and vocabulary of some
definite topic. For example, topic Animals:
T.: The horse eats meat.
P.: No, the horse does not eat meat.
T.: The fox can fly.
P.: No, the fox cant fly.
T.: The mouse is big.
P.: No, the mouse isnt big

5.The game Ping-Pong acquires to respond to questions quickly. It teaches the skill of using
necessary verbs in answers, that is to observe the main rule of the general question: which verb is the first in the question the same one must be in the answer. This skill is developed up to automatism.
T.: Do you like to play tennis?
P.: Yes, I do.
T.: Can you play it well?
P.: Yes, I can.
T.: Did you play it last year?
P.: Yes, I did.
T.: Is it difficult to play?
P.: No, it is not.
T.: Will you teach me to play it?
P.: Yes, I will. e.t.c.

In the last two games the part of the teacher is bigger than in the previous ones, but playing them we achieve a rather good result: when we ask the question Do you like? we can be sure that now we wont hear the answer so favorable for our students: Yes, it is (or: Yes, I am).

6.TPR games. Total physical response. I use such games on elementary level. I give commands -
pupils fulfill them. The aim is to develop understanding.

7.Sound games. Two ways are possible here.
I give commands or statements pupils respond with a sound which they think is suitable here:
T.: Silence!
P.: Sh Sh Sh
T.: The beetle is flying.
P.: Zh Zh Zh e.t.c.

I give the topic Weather, for example:

T.: Its cold and snowing.
P.: Br Br Br
T.: Its raining.
P.: Pit-a-pat.
T.: Its sunny, its hot.
P.: PhewPhew

T.: Its windy.
P.: Whash, whash

8.Begin-and-finish game. This game is for older students. On the blackboard I write:
.. the best season of the year, because

Students must name the season and give their reasons.

9.Dialogue-games. They can be different, but the main condition is the same - only students take part in them. They are for pre-intermediate or even intermediate students.
Question answer
Question question (it is more interesting)

Is it your pen? Why do you ask?
Is it black? Cant you see yourself?
May I take it? Havent you got yours?

Students can answer only by a question. They cannot say Yes or No.

Statement statement
Ill go to the forest after classes. And Ill stay at home.
Ill pick beautiful flowers. And Ill read an interesting game.
Ill have a good rest outdoors. And Ill learn something new e.t.c.

Students should remember that at the end of the game the must have a short story, separate statements. Quick reaction and realization of active vocabulary, and may be partly even passive, are the most important goals here.

10.Wrong story. The aim of this game is comprehension and good reaction. The role of the teacher
is leading here. I say some wrong things in a story or a tale which is well-known for students. They must correct me.

Red Hat
Once upon a time there lived a boy (No, a girl.), called Red Hat. He (No, she) lived with his (No, her) father (No, mother). One day her grandpa (No, granny) e.t.c.

Mastering English in artificial conditions demands the creation of imaginary situations, which are capable to stimulate the wish and possibility to associate in the language they study.

Games are very useful from this point of view. Its impossible not to notice how reckless and passionate children are they play and want to win without realizing that they are in the process of studying. They hear errors both their own and their classmates, while in usual lessons in common exercises only few of them pay attention to mistakes. These exercises seem very boring to them.

Even very simple games are a kind of competition for students, even weak students are eager to take part in them.

Teaching and methodical games, as a part of communicative method, teach our students not to be afraid of speaking, develop memory, imagination, reaction and creative abilities.

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