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  Eraliyeva  Gulbahor ingliz  tili  fani  o’qituvchisi. 2019-yil  fevral  oyida  “Young  Scientist” jurnalining  6-sonida  chop  etilgan  maqolasi. 



Examples of the Use of Games in Primary Classes

Eraliyeva Gulbahor, an English teacher

School №40, Narin district, Namangan region, Uzbekistan

In this article it is spoken about the importance of playing activities in the development of a student’s personality;

classifying games; examples of games that a teacher can use in the learning process.

Keywords: game, approach, self-expression, development, mental changes, members.

Примеры использования игр наанглийском вначальных классах

Эралиева Гульбахор Исмоналиевна, учитель английского языка

Средняя школа №40 Нарынского р-наНаманганской обл. (Узбекистан)

Вэтой статье говорится оважности игровой деятельности дляразвития личности студента; класси-

фицирующие игры; примеры игр, которые учитель может использовать впроцессе обучения.

Ключевые слова: игра, подход, самовыражение, развитие, психические изменения, участники.


A game has the same importance to a child as work and service to an adult. The way the child plays is the way the

child will work. That is why the nurture of a future activist happens during a game in the first place.



     In accordance with the decrees and resolutions of the

President of Uzbekistan special attention is given to the first

year of schooling in the form of lesson-games and speaking

games, continuing to learn the alphabet, reading and spelling

in the second-year grade. What is a game and why does a

child reach for it? Where does a child have so much energy?

Why he cannot spend it in one game, and with pleasure starts

all new and new games? Why does he need such a variety of

games? The game is a specially organized occupation that

requires emotional and mental strength. The game is a kind

of practice in the behavior of the child, which contributes to

the formation of personality traits. The game always involves

making a decision— what to do, what to say, how to win.

The game brings up the will, organization, resourcefulness,

initiative, ability to reckon with the interests of classmates

and the team as a whole. A.N.Leontiev argues that the

development of a child (both mental and mental, moral and

physical) is determined by “the child’s leading attitude to

reality at a given stage, determined by the leading type of his

activity” [3]. FurtherV.V.Davidov activity approach is used in “Young Scientist”

the development of the periodization of mental development.

According to V.V.Davidov,”the child’s holistic activity, specific

to each of his age, determines the mental changes that first

arise in him…” [2].Classification of educational games. Games

are divided into two groups:

—preparatory games;

—creative games.

A group of preparatory games consists of phonetic,

grammatical, lexical, and spelling games that contribute to

the formation of communicative skills at the initial stage of

training, i. e. in primary classes. Phonetic games are designed

to develop and improve the pronunciation of speech skills

and to adjust them as needed. Grammar games are aimed

at mastering grammatical structures and the development

of skills to use them in situations of communication. Lexical

games contribute to the solid assimilation of lexical material

and its use in speech situations. Spelling game tasks aim at

first mastering the writing of letters, then— spelling lexical

material. At the same time spelling games contribute to the

further development and improvement of pronunciation,

lexical and grammatical speech skills. Creative games include:

—role-playing games;

—role-playing games.

The games of this group are aimed at the creative use

of communicative skills in certain. Next, I give examples of

games that I use in the classroom.

Phonetic games: “Long or short”. Objective: the formation

of phonemic hearing skills. The course of the game: the

teacher calls the words. Students raise their hand if the sound

is pronounced for a long time. If the vowel is pronounced

briefly, the hand cannot be raised. The team that made fewer

mistakes wins.

Grammar games: Teacher explains the instruction of the

activity “Picture the action”. The objective of the activity is

automation of the use of verbs of oral speech. Teacher asks the

pupils to work in pairs. One player depicts an action (mimic

or pantomimic), the other must comment on it, using the

verbs studied.

Lexical games:

1.“Cross out the number”. Teacher explains the

instruction of the activity. The objective is the repetition of

cardinal numbers. Teacher divides the class into two teams.

On the right and left of the blackboard, an identical number of

digits are recorded. The teacher calls the numbers one by one.

Representatives of the teams should quickly find and cross

out the named number on their half of the board. Team wins

correctly coped with the task. 2. The next activity “Numbers’

is also explained by a teacher. The objective of the activity

is consolidation of quantitative and ordinal numbers. The

class id divided into two teams. The teacher calls the ordinal

number. The first team should name the previous number,

the second— the next (respectively, ordinal or cardinal). For

each mistake the team gets a penalty point. Wins the team

that received fewer penalty points.

2.Spelling games: 1. “Duty letter”. The objective of the

activity is the formation of the skill of writing words with a

given letter. Students are given cards and it is suggested

to write as many words as possible in which the indicated

letter stands in a certain place. For example, the teacher says:

“Today we have the letter “O” on duty, it is in the first place.

Who will write more words in which the letter “o” comes first?”

The task execution time is regulated (3–5 minutes).

So, in this article it is considered that play activity is an

important factor in the development of a student’s personality,

a classification of games for the initial phase of learning a

foreign language is proposed, and examples of some learning

games are given. I want to conclude that the use of games in

foreign language lessons helps the teacher to more deeply

reveal the personal potential of each student, contributes

to the formation of positive personal qualities of students

(diligence, activity, independence, initiative, ability to work

in cooperation, etc.), ensures that level of motivation to learn.