The use of gaming technologies in English lessons in elementary school

The use of gaming technologies in English lessons in elementary school

Currently, special attention is paid to the development of creative activity and interest among schoolchildren in subjects. Various competitions, championships, Olympiads are held. This suggests that the principle of the child's activity in the learning process remains one of the main ones in didactics. This concept implies a quality of activity that is characterized by a high level of motivation.

Such activity is a consequence of purposeful pedagogical influences and the organization of the pedagogical environment.

One of these technologies can include gaming technologies. They are the ones I use in English lessons. The main task is to make the learning process entertaining, to create a cheerful working mood for children, to facilitate overcoming difficulties in mastering educational material. Games are of great help in solving these issues. Their use gives good results, increases the interest of children in the lesson, allows them to focus their attention on the main thing - mastering speech skills in the process of a natural situation, communication during the game.

The game can be considered as a situational-variative exercise, where it is possible to repeat a speech pattern multiple times in conditions as close as possible to real speech communication with its inherent characteristics – emotionality, spontaneity, purposefulness, speech influence.

The essence of the didactic game is that children solve mental tasks proposed to them in an entertaining way, find solutions themselves, while overcoming certain difficulties. The child perceives the mental task as a practical, playful one. This increases his mental activity.

The sensory development of a child in a didactic game is inextricably linked with the development of his logical thinking and the ability to express his thoughts in words. It is required to compare the features of objects, establish similarities and differences, generalize, draw conclusions. Thus, the ability to make judgments, inference, and the ability to apply their knowledge in different conditions develops. This becomes possible if children have specific knowledge about the objects and phenomena that make up the content of the game.

The role of the game for the formation of speech skills and abilities of younger school children:

• the leading form of activity in primary school age;

• in the game, the abilities of a person are fully manifested.

It performs an exceptional role of enhancing cognitive interest, facilitating the complex learning process, creating conditions for the formation of a creative personality of students.

Gaming activity functions:

• educational (development of memory, attention, perception of information, development of general academic skills, development of foreign language

skills);

• educational (education of such quality as attentive, humane attitude to a partner in the game; also develops a sense of mutual assistance and mutual support):

• communicative (creating an atmosphere of foreign language communication, uniting a team of students, establishing new emotional and communicative relationships based on interaction in a foreign language);

• psychological (the formation of skills to prepare one's physiological state for more effective activity, as well as the restructuring of the psyche for the assimilation of large amounts of information);

• relaxation (the removal of emotional stress caused by stress on the nervous system during intensive foreign language training);

• developmental (harmonious development of personal qualities to activate the reserve capabilities of the individual).

Understanding the meaning of didactic games implies the following requirements for them:

1. Each didactic game should give exercises useful for the mental development of children and their upbringing.

2. In a didactic game, there must be an exciting task, the solution of which requires mental effort, overcoming some difficulties.

Currently, methodologists have developed a large number of role-playing games and options for their implementation, aimed at increasing motivation to learn a foreign language and to improve the process of teaching foreign language speaking.

The place of the game in the lesson and the time allotted to the game depend on a number of factors: the preparation of students, the material being studied, the specific goals and conditions of the lesson, etc. For example, if the game is used as a training exercise during the initial consolidation of the material, then it can take 15-20 minutes of the lesson. In the future, the same game can be held for 3-5 minutes and serve as a kind of repetition of the material already passed, as well as a discharge in the lesson.

The game should stimulate the motivation of learning, arouse the interest of schoolchildren and the desire to perform the task well.

The game must be accepted by the whole group.

The game should be conducted in a friendly, creative atmosphere.

The teacher must believe in the game, its effectiveness.

Preparatory work should be carried out.

The game should use visibility.

The game should correspond to the age of the children and the topic being studied.

All students must be involved in the game.

The teacher should check whether everyone understands the game.

Discussing the game, evaluating the participation of schoolchildren in it, you should show tact (a negative assessment of the activity will lead to a decrease in activity).

Using the game as one of the methods of teaching a foreign language greatly facilitates the learning process, makes it closer and more accessible to children.

Psychologists say that the assimilation of theoretical knowledge through educational activities occurs then – through work, social and organizational affairs, and play. This type of activity is certainly a game for children aged 7-10.

We proceed from the purpose of learning at each age stage, when selecting the content of educational material, including games. This is the development of language skills, the formation of a positive attitude to language, communicative skills: speaking, listening, reading, writing (with a predominance of speaking and listening).

The game should be introduced into the process of learning a foreign language from the first lessons. For example, when learning to count, you can use various "counting books", not just learning them by heart, but using them to distribute roles in the subsequent outdoor game, used as a physical education minute.

When playing with my students, I use the following rules:

1) simplicity of explanation. The rules of the game should be simple. I think it's best to explain the rules of the game in the students' native language and spend the rest of the time on the game.

2) the absence of expensive and complex materials for the game.

3) versatility. I like games that corresponds to the number, age and level of knowledge of students.

Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/505633-the-use-of-gaming-technologies-in-english-les