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” . 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…” .Classification of educational games. Games
are divided into two groups:
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:
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
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
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.