Role-playing games in teaching English. The use of role-playing in teaching dialogic speech for secondary school age

USING ROLE GAMES IN ENGLISH LESSONS

This material is for teachers. in English working with primary and secondary school students.
Target: description of work experience using role-playing games as an example.
Tasks: - to determine the tasks of using role-playing games in English lessons; - Visually show how to create a language atmosphere in the classroom.
Each teacher solves a difficult task throughout his pedagogical activity. It lies in the fact that the material of the lesson must be chosen interesting, exciting and ensure that it develops cognitive interest, mental creative activity of students. As is known, school course foreign language is designed to provide practical mastery of the subject. This task requires a foreign language teacher to teach the ability to communicate in the target language from the first steps of learning, even at the most elementary level.
One of the effective techniques in teaching communication is role-playing games, since they bring speech activity closer to natural norms, help develop communication skills, contribute to the effective processing of language program material, and provide a practical orientation to learning. Role-playing games in a group of children have inexhaustible possibilities for recreating the most diverse relationships that people enter into real life.
The role play can be used as initial stage training as well as advanced. In the primary grades, much attention is paid to the formation of the phonetic skills of schoolchildren.
However, from lesson to lesson, the student's interest in this work is weakening. Therefore, I suggest that they act as a teacher. Some hero of a fairy tale or cartoon came to the class, and he will study English. Now the guys not only repeat the sounds, they try to teach this hero the correct pronunciation. The hero of the fairy tale shows the transcription signs to the children, and the guys call them in chorus. as the students memorized these signs, the hero begins to make mistakes. If the sound is pronounced correctly, the children are silent, and if incorrectly, they clap their hands together.
Work on the formation of lexical skills is carried out. As a rule, with the help of situationally determined exercises, it arouses interest among the children. So, when working on vocabulary on the topic “Clothes”, a “shop” appears in the class. Various items of clothing are laid out on the counter of the “shop”, which can be bought.
Students go to the "shop" and buy what they need:
P1: Good morning!
P2: Good morning!
P1: Have you a red blouse?
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 conducting role-playing games, I use visual aids, a picture is posted, which depicts a certain situation. Students are invited to act out the role of the characters in the picture, in accordance with the situation presented in it.
Here is a dialogue made up by the guys in the picture "Morning" ( characters- grandma 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.
Development of the skill of using structures in Present in speech continuous tense the game "Talking on the phone" helps. I introduced and consolidated in the practice of students the following speech patterns:
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? And so on
The game is played in groups of three. Each student receives a card with a role-playing task:
1. Call on the phone and invite a friend to visit you. Be sure to find out what she is currently doing;
2. You are invited to visit. You can agree or refuse. If you can't come, justify your refusal.
3. You are a mother. The phone rings, you pick up the phone. They ask you to call your daughter. Here is one of the dialogue options that the students made up:
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.

The methodology of teaching a foreign language has been moving towards a role-playing game for a long time. Currently, the idea of ​​using role behavior has been reinforced by a theory that has been called “role theory”, developed by sociologists and sociopsychologists. Supporters of this theory believe that the relationship of the individual with the environment is manifested in the fact that the individual performs several social roles: for example, in the family - the role of a parent, outside the family - the role of a teacher, doctor, etc. These roles in society determine the speech / non-verbal behavior of a person. A person in the role of a parent is expected to take part in the upbringing of children, from him in the role of a doctor - that he will take care of the health of patients, etc.

concept social role is, thus, an element of social relations: the environment acts in relation to the person as primary socialization. In it, he assimilates the social experience fixed in the language. Natural social roles in educational conditions are reduced to two: teacher - student. Therefore, when using a role-playing game as a learning tool, we will talk about “secondary socialization”, imitating the first in its most essential features. Social roles within the framework of secondary socialization are inevitably artificial, conditional (imagine that you are a doctor, salesman, reporter, etc.). The measure of convention can be different: reincarnation in real people, in literary characters, heroes of fairy tales, etc. Sometimes a role-playing game is in the nature of assimilation, i.e. situations are played out, typical for environment(doctor and patient), and sometimes it can be more theatrical: with conflict, climax and denouement. But the element of conventionality is inherent in all types of role-playing games.

Role-playing game- this is speech, play and learning activities at the same time. From the point of view of students, a role-playing game is a game activity in which they act in certain roles. The educational nature of the game is often not realized by them. From a teacher's perspective, role-playing can be seen as a form of teaching dialogic communication. For the teacher, the goal of the game is the formation and development of speech skills and abilities of students. The role-playing game is controlled, its educational nature is clearly recognized by the teacher. It has great educational potential.

1. A role-playing game can be regarded as the most accurate model of communication, since it imitates reality in its most essential features and in it, as in life, the verbal and non-verbal behavior of partners is intertwined.

2. The role-playing game has great potential for motivational and incentive plan.

3. Role play involves strengthening personal involvement in everything that happens. The student enters the situation, although not through his own "I", but through the "I" of the corresponding role and shows great interest in the character he plays.

4. The role-playing game contributes to the expansion of the associative base in the assimilation of language material, since the educational situation is built according to the type of theatrical plays, which involves a description of the situation, the nature of the characters and the relationship between them. Behind each replica, a piece of simulated reality is conceived.

5. Role play encourages learning collaboration and partnerships. After all, its execution involves the coverage of a group of students who must interact harmoniously, accurately taking into account the reactions of their comrades, and help each other. At the same time, a successfully found gesture, a silent action, if it corresponds to the situation, is encouraged by the whole group. As a result, students with weaker training manage to overcome shyness, embarrassment and, over time, fully engage in the game. corresponding to the role and shows great interest in the character. spruce plan. I verbal and non-verbal behavior of partners

6. Role play is educational. Students, albeit in an elementary way, are introduced to the technology of the theater. The teacher should encourage them to take care of simple props. Any fiction is encouraged, since in the educational environment the possibilities in this regard are limited, and great scope opens up for ingenuity.

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

The role-playing game has great potential in practical, educational and educational terms. It contributes to the expansion of the scope of communication. This involves the preliminary assimilation of the language material in training exercises and the development of appropriate skills that will allow students to focus on the content side of the utterance. Therefore, the role-playing game should be given a worthy place at all stages of work on the topic.

In order for a role to become a learning tool, it must meet a number of requirements that take into account both learning objectives and individual characteristics and needs of students.

Work on the role of different students proceeds in different ways. You can use individual, pair and group forms of training. All of them have an independent didactic value, they allow you to link together classroom and educational work.

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

1. For insecure students, you can use "warming up" exercises of a pantomimic nature so that students can feel freer in the circle of their peers. These can be exercises like:

Imagine that you are walking in very deep snow;

Show the class how you will try to lift heavy weights; show how you would brush your teeth in the morning without a toothbrush.

2. You can offer tasks in the form of charades using pantomime, facial expressions:

Show how you feel when… you see a big dog running towards you;

You have discovered that someone has torn out some pages from your textbook.

At the end of the exercises, the teacher may ask the students to prepare a short story that reflects their feelings and reactions in similar situations.

3. You can complicate situations that will help develop spontaneity and expressiveness in behavior. The teacher gives instructions step by step as the action develops. The student must do them without stopping. For example: you hang a picture on the wall. You like the painting, you've found a good place to hang it, and you're happy with how it will decorate the room. You take a hammer and nails and start driving a nail into the wall. You hurt your finger.

After the “warm-up” exercises, you can move on to problem situations in which students are invited to solve a particular problem.

For example: your friend invited you to skate, but your mom says you should stay at home. You don't want to hurt your friend. Mom is standing next to me.

At the end of the role-play, a motivated assessment by the teacher of the participation of each student in the preparation and conduct of a specific role-play follows. In addition to linguistic correctness, the teacher comments on the expressiveness of role-playing behavior, as well as the initiative of the children at all stages of work.

Role play examples:

1. Similar or different. Purpose: activation of joint speech activity, training of skills and abilities to express similarities and differences in foreign language speech.

Game progress: participants form pairs. They are given picture cards. You can't show cards to each other. Working in pairs, the players ask each other questions to find out which pictures on their cards are common and which are different. After discussing three pictures, the players change places and continue to work with other partners. The handout can be varied by using synonymous and antonymous words, sentences, etc. instead of pictures.

2. Twins Purpose: activation of skills and abilities of generating monologue statements such as describing evidence, comparing and including them in a dialogue.

Game progress: all players receive cards without showing them to each other. Describing postcards, asking questions to each other, the players must find pairs of identical postcards. It is possible to exchange postcards in a circle.

3. What are the differences? Purpose: complex training of question-answer interaction with the inclusion of elements of reasoning.

Game progress: the participants of the game are divided into pairs. One player receives a picture, the second - the same picture, but with some changes. By asking questions to each other, they must find the differences between the pictures and name them. It is forbidden to show pictures to each other.

4. City plan. Purpose: activation of the skills and abilities of question-answer interaction using various forms of interrogative, presumptive statements and questioning techniques, as well as various reactions in content and structure of replicas.

Game progress: the participants of the game form pairs. Each of the players receives a version of the city plan, which indicates any sights. By asking each other questions, the players set the names of streets, the location of attractions. They must also describe the path to these places from a given starting point.

5. Weekend. Purpose: activation of skills and abilities of discussion, discussion, argumentation, explanation, persuasion in a foreign language.

Game progress: the participants of the game develop a route out of town and a plan for the weekend. Each group discusses and presents their plan. The conditions that must be taken into account may be different (determination of the amount of money, places to visit, choice of vehicles, sports equipment for outdoor games, etc.).

6. Story restoration. Purpose: the formation of a coherent monologue or dialogic text and the activation of relevant skills and abilities.

Game progress: each participant receives a piece of paper with one sentence from a certain story. He is not allowed to show the sentence to anyone or write it down, he must remember this sentence (two minutes are given for this). Then the teacher collects all the sheets and reads each sentence. The players listen to them, and then each of them, in accordance with the logical sequence, takes turns calling his proposal.

7. What happens if...? Purpose: the formation and activation of the skills and abilities of question-answer interaction using statements such as sentences, reporting opinions, etc.

Game progress: each player receives one or two sentences written on a card, using which they can answer the questions: “What will happen if ...?”. All players answer the question in a chain.

8. Complete and submit the assignment. Purpose: training of skills and abilities of foreign language speech activity on the basis of repeated repetition of the language material to be learned.

Game progress: each participant in the game prepares tasks (test, questions) that he offers to his friend. Having completed the task, the comrade, in turn, passes it further along the chain. All trainees work simultaneously, receiving, completing and passing on tasks to others.

9. If I were… The purpose of the game: the formation of skills and abilities to use the subjunctive mood and means of expressing modality in a foreign language speech based on the activation of speech-thinking activity.

Game progress: the teacher invites the players to imagine themselves in the role of a famous film actor, writer, etc. and tell them how they would look, what they would do, etc.

10. Another age. The purpose of the game is to activate the use of the subjunctive mood and means of expressing modality in monologue speech.

Game progress: the players are invited to imagine themselves younger or older and tell about themselves, taking into account these age characteristics.

11. Ranging. Purpose: the formation of skills and abilities to express preferences, choices, arguments, explanations and other intentions of the speaker in monologue and dialogic speech.

Game progress: trainees are offered lists of personal and professional qualities necessary for a particular specialist. Everyone should number in order of importance, in accordance with their own views and beliefs, all these qualities. Then, during the discussion, everyone should justify their approach to assessing these qualities and discuss the importance of all qualities and the proposed ranking priorities.

12. Ladder. Purpose: activation of the semantic perception of foreign language material and the formation of linguistic flair.

Game progress: the players draw a ladder of 9 steps. The teacher asks them to write words on the steps that indicate the emotional state of a 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 progress: the players are offered a list of 30 words that characterize the work of a good teacher. Students should consider them in order of importance, justify the proposed sequence of use and use them in communication (discussions).

Game progress: each pair of players receives some kind of advertisement. The players should discuss its content, find out what properties and qualities of the advertised product are most attractive to the buyer.

15. Advantages and disadvantages. Purpose: activation of argumentative monologue speech.

Game progress: the players are invited to discuss an event or phenomenon (for example, discuss a law prohibiting smoking in all public places). Participants must name the pros and cons of the event (phenomenon) under discussion, argue their point of view.

16. Noah's Ark. Purpose: practice discussion.

Game progress: the players are reminded of the myth of Noah's Ark and are 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 technology, etc.), and discuss this list.

17.Correct solution. Purpose: joint search for a solution in the course of verbal communication in a given situation.

Game progress: the participants of the game are offered a situation in which they need to make a decision, for example: a) you are lost in the forest, night is approaching; b) you lost all the money; c) you missed the train (plane), etc. Each solution proposed by the trainees is discussed by the whole group.

18. One day in Moscow (London, New York). Purpose: activation of monologue speech in the proposed situation and the practice of generating a coherent detailed statement, synchronous with speech-thinking activity.

Game progress: the players are given a situation: a city tour. Each trainee or group is asked to first name the sights of the city, then choose those that they would like to see during one day, and also explain their choice.

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

Game progress: players form pairs. There are two stacks of cards on the table. In one pile there are cards with verbs denoting actions, in the other there are cards with adverbs explaining these actions. One of the players takes a card with a verb, the second - with an adverb. Each pair of players must depict the action written on the cards in front of the group. The players must guess what action they are depicting, what verbs and adverbs they illustrate, and name them in a foreign language.

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

Game progress: one of the players receives a note, and then, with the help of questions, looks for its author. The rest try to guess the content of the note by asking questions. When the author of the note is found, the players discuss its contents.

21. Questionnaire. Purpose: practice of role-playing speech behavior in a specific situation.

Game progress: players receive role-playing behavior cards and job application forms. During the game, various variants of role-playing speech behavior are performed, speech formulas are used that express desire and unwillingness, readiness and refusal to do something, etc.

22. Chain story. Purpose: practice of joint speech activity within the framework of the topic and in accordance with the communicative task; formation and activation of skills and abilities of spontaneous speaking and independent coherent speech.

Game progress: the players are invited together in a chain to compose a story on a given topic. A description of the situation or a general plot is given, which must be developed to the level of an extended text. You can also give the players cards with working materials (recorded supporting thoughts, key words, phrases, etc.) to help them compose specific pieces of text. The support can be drawings, photographs, transparencies, etc.

23.Telegram. Purpose: mastering the trained means of text compression.

Game progress: the players must send a telegram to relatives, friends, acquaintances, etc. They are offered expanded texts of messages, which they must gradually compress to a "telegraphic" style. They must hand over the received text to the window of the employee - the leader, who, together with the teacher, evaluates the quality of the telegram.

24. Blitz conversation. Purpose: stimulation of coherent spontaneous foreign language speech.

Game progress: the players are invited to discuss a given topic for a set time, using key phrases (sentences, speech patterns) that vary in the context or situation.

In conclusion, I would like to emphasize once again that role-playing is a very promising form of learning, since it

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

Increases motivation and activates the activity of students;

It gives you the opportunity to use existing knowledge, experience, communication skills in different situations.

Therefore, the use of role-playing games in the classroom increases the effectiveness of the educational process, helps to keep students interested in the subject at all stages of learning.

Literature

1. Weissburg M.L. The use of educational speech situations in teaching oral speech in a foreign language. - Obninsk: Title, 2001.
2. Galskova N.D. Modern technique teaching foreign languages: A guide for the teacher. - 2nd ed., revised. And extra. – M.: ARKTI, 2003.
3. Zimnyaya I.A. Psychology of teaching foreign languages ​​at school. – M.: Enlightenment, 1991.
4. Leontiev A.N. Activity, consciousness, personality. – M.: Enlightenment, 1995.
5. Livingstone K. Role playing in teaching foreign languages. - M .: Higher School, 1988.
6. Handbook of a foreign language teacher: Ref. allowance / E.A. Maslyko, S.I. Petrova. – 3rd ed., stereotype. – Mn.: Vysh. school, 1997.
7. Rogova G.V., Rabinovich F.M., Sakharova T.E. Methods of teaching foreign languages ​​in high school. – M.: Enlightenment, 1991.
8. Semenova T.V., Semenova M.V. Role-playing games in teaching foreign languages.// Foreign languages ​​at school. - 2005. - No. 1.

Learning English can seem like a completely boring and uninteresting activity if this process is monotonous, includes one type of activity and does not motivate the student to study English with interest. The task of the teacher is to present the learning process in such a way that the student wants to learn English, strives to understand it and is ready to speak it.

One of the main incentives for learning is the game. After all, in combination with discussions and debates, games, in particular, are the most informative and effective learning methods in terms of perception. During the game, the student overcomes his stiffness and anxiety. If you teach, and you got a teacher who uses this method, then you can consider yourself lucky. The use of various helps to master it in an entertaining way, develop memory, attention, ingenuity, maintain interest in the English language as such.

Involving in role-playing games in English lessons, students imagine themselves as someone else in a particular situation, behave appropriately according to the rules of this game. Social (doctor, seller), interpersonal (friends, classmates), psychological (neutral, positive, negative characters) roles that students perform contribute to the fact that they learn to communicate and discuss issues, understand and evaluate the feelings of other people, solve problems. The ultimate goal of any role-playing game in English lessons is to acquire new knowledge and develop it into skills.

In order to play role-playing games in English lessons properly, it is necessary to form the necessary social communication skills in the student and familiarize them with dialogical speech in English. This is helped by exercises for training expressions of the etiquette plan, developing telephone skills, micro-dialogues on a given topic from several replicas, creating according to a model, reading and reproducing these dialogues by heart, playing the dialogue in pairs.

Examples of role-playing games in English lessons

Role-playing games in English lessons are included in all textbooks and manuals for learning this language. We all know that each lesson in such a textbook is devoted to a specific topic, the material of which must be learned and consolidated. As a rule, we resort to role-playing games at the very end of the study of this topic, so to speak, to hone the acquired knowledge. In this case, the necessary and grammatical constructions have already been mastered, speech samples have been worked out, phonetic, spelling and listening tasks have been completed.

Let's see what role-playing games they offer us training courses « headway » ( elementary And pre-intermediate) And " New Millennium English » for the 11th grade of high school. Let's start with " headway". In tasks called role play 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 Comprehension Check to help you.
2. Work in groups of two or three. Think of some roleplays in an airport or on a plane. Choose a place and some characters. You can be travelers from different copuntries, pilots, customs officers…!
3. Work in pairs. Practice 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 programs for tonight on channels 1 to 4. Imagine that you and your oartner live in the same flat and you have only one TV. Decide together which programs 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, what has influenced your music, how 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.

And here are some role-playing games in English lessons that the creators of the second book included in the learning process:

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 judgmental. Be positive and friendly.
2. You are 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 program – 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 wish to be the Chair.

These are just some of the role-playing games presented in these manuals. As you can see, the possibilities for imagination and creativity are endless. Create role-playing games in English lessons can be on any topic and for working out any material. And the benefits of them are very significant, as mentioned earlier. Let's not forget about this wonderful method of learning English!

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Methodical development

ROLE PLAY IN THE ENGLISH LESSONS IN THE PRIMARY SCHOOL

English teacher Gorelova E.S.

Introduction

1.Role-playing game as a means of teaching English in elementary grades

1.1Definition, goals and objectives of role-playing games

1.2Types of role-playing games in English lessons

3Role play methodology. Didactic requirements for role-playing games

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

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

1.4.2Developing a lesson in the form of a role-playing game

1.5 Performance of role-playing games

Introduction

The modern method of teaching at school puts forward new requirements for the teacher and students. There is a departure from traditional forms, in which the student is passive most of the time; the search for new forms leads to the activation of the student throughout the entire educational process. The purpose of modern education is the education of a harmoniously developed personality. Knowledge of foreign languages ​​becomes a necessary condition for the development of a cultural, educated and successful person. At the same time, with an increase in the level of motivation, students face great difficulties in learning the language, which often seem insurmountable to them. One of the means that has a great educational, developing and educating potential is a role-playing game.

Learning a foreign language is largely based on imitation. Role-playing also involves imitation of reality, lays the foundations of communicative competence and leads to the achievement of the main goal of teaching a foreign language - the ability to communicate in a foreign language.

This work considers the features of the use of role-playing games in English lessons in primary school.

Goal of the work:

The study of the features of the application of the method of role-playing games in English lessons in elementary school.

Work tasks:

1.To study the concept of role-playing games, their types and learning opportunities when using this method in English lessons

2.Outline the methodology for using role-playing games, justify the feasibility of the role-playing method

.Formulate requirements for the use of 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 teaching materials M.Z. biboletova

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

1.Role-playing games as a means of teaching English in elementary grades

Among all forms of work in the English lesson, game methods are the most effective in achieving the goal of developing the potential of the individual. The desire to play is a natural need for any healthy child. Through the game, the child learns the world, builds his own models of interactions with the outside world, people, looking for ways of self-expression. IN preschool age child adheres own rules games, hardly agreeing to play by the given rules. At school, the child can already “try on” various roles, try to match the conditions of the game and the nature of the characters. Older students through the game can overcome constraint, "hiding" behind the mask of the depicted character, the most active of them can realize their creative potential. In adult life, the game continues with the roles of mom, dad, friend, teacher, doctor, salesman, etc. It is characteristic that for each, even an adult role, there is a certain speech etiquette. The more roles a person can "play" in life, the richer his inner world, the more successful and interesting it is for others.

When studying a foreign language, the teacher and students inevitably try on different social roles, different lines of behavior, different situations, have different topics for communication, i.e. are constantly in compliance with any speech etiquette. Therefore, it has become traditional to use role-playing games in foreign language lessons. In the game, the child's abilities are fully manifested. If the game is organized in such a way that the child has to take independent solutions, then such a game sharpens his mental activity. The ability to express one's thoughts in a game in English forms interest in the subject and motivates to learn a foreign language.

Role play can be seen as an intensive language teaching method. Its distinctive feature is the predominant focus on involuntary memorization (which is ensured by the creation of an atmosphere of emotional uplift in the classroom), accompaniment of speech communication by paralinguistic means, and the maximum use of rhythmic and musical features of replicas and statements. In the application of the above methods in the organization of continuous informal communication in the classroom, the principle of two-dimensionality is realized: the dominant activity of students is communication, while for the teacher each lesson is aimed at achieving specific learning goals. In other words, students do not realize that they are learning, due to the fact that a strong illusion of real communication is created.

The intensive method, which combines, paradoxically, the learning situation with real communication, is based on the high motivation of communication. This motivation is achieved, in particular, by the use of game stimuli included in all types of educational materials. Assigning each student a prestigious social role and constant attention to his individual significance helps to remove psychological barriers communication, which is essential successful learning. The role-mask helps the student to show those aspects of his personality that he considers it possible to discover in communication, and, on the other hand, the conventionality of the game allows you to hide those aspects of the individuality that the student would not like to make available to the team. Classes are structured in such a way that a friendly attitude towards the student removes the fear of a possible mistake. Showing interest in the student as a significant partner in the conversation helps to remove the feeling of insecurity when speaking.

1.1 Definition, goals and objectives of role-playing games

Role-playing game is a method belonging to the group of active methods of teaching practical knowledge of a foreign language. A role-playing game resembles a small performance in which there is a plot, characters, and problem situations. M.F. Stronin considers the game as a situational-variative exercise, where the opportunity for repeated repetition is created. speech sample in conditions as close as possible to real speech communication with its inherent features - emotionality, spontaneity, purposefulness of speech influence.

A role-playing game is a speech, game and learning activity at the same time. From the point of view of students, a role-playing game is an activity in which everyone acts in a given role, trying to match the character and speech etiquette of their role, but not fully aware of the educational nature of the game. From the teacher's point of view, a role-playing game is an active, effective method that helps to consolidate the material, train the skills of speech activity, teach dialogical communication, carry out a hidden control of the formation of skills and abilities, and analyze the level of assimilation of the material.

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

The role-playing game contributes to the solution of both educational and educational and developmental tasks. Briefly, they can be formulated in the following theses:

.forms and develops the speech skills and abilities of students

.motivates students to be active in the classroom

3.consolidates language material in practice

.teaches dialogic speech

Developing:

.expands the scope of communication, teaches how to use communication models

2.contributes to the expansion of the associative base

.teaches to overcome psychological barriers in communication

.develops the ability to control one's actions and give an objective assessment of the actions of others

Educational:

.organizes educational cooperation and partnership

2.fosters conscious discipline

.teaches you to take the initiative, to defend your point of view

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

2 Types of role-playing games in English lessons

Role-playing games as a teaching method can be classified according to the degree of independence of students and according to their position in the structure of the lesson.

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 structure of the lesson, the following types can be distinguished:

.episodic

2.long

Consider these types of role-playing games in more detail.

Controlled role play is usually based on some pattern. It can be dialogue or text. The source material is analyzed in detail, worked out. Students are invited to first read in roles, then act out the dialogue. After that, students start improvising on the example of this dialogue and work according to the model. In the case of a text, this may be playing a scene illustrating the content of the text. hallmark This type of role-playing game is the presence of a sample and a given algorithm of actions, the presence of reference signals, vocabulary set by the teacher, phrase models, i.e. the teacher fully plans and controls the behavior and remarks of students. A controlled role-playing game is used when the lesson requires the formation of speech skills at the initial stage of studying the topic.

Moderately controlled role play means that each participant is given a task that is not known to all other participants. Each participant adheres to a given line of behavior, spontaneously reacting to the remarks of other "characters" of the game. This type of game is the most difficult, because. participants, on the one hand, must act within the parameters set by them, on the other hand, be able to quickly respond to the behavior of other participants, without going beyond their own image. The role of the teacher in such a game is similar to that of the screenwriter, who only describes the roles, but does not participate in the production of the play. This type of role-playing game is appropriate to use with a fairly good speech experience of students on the topic being played. Moderately controlled play provides rich opportunities for posing problem situations.

Free role-playing game involves students' free choice of vocabulary, forms of communication, development of action. When working in different groups students assign their own roles. The teacher names the topic and briefly describes the situation, discusses with the students the expected result of the game. During the game, the teacher acts as an observer, draws conclusions about the level of preparation of students. Conducting this form of speech interaction involves a thorough preparation of students on the topic, so this type is best used at the final stage of studying the topic.

The duration of a role-play in a lesson can vary from a small episode to a whole lesson. It depends on the purpose and objectives of the lesson. More often, episodic role-playing games are used to work out one or another design, etc. A long role-playing game opens up wide opportunities for revealing the creative potential of students, develops their social skills.

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

Martynenko L.S. highlights the following benefits of using role play in the classroom:

Through role play in the classroom, a variety of a) forms of experience can be introduced; b) a variety of functions, structures, a large amount of lexical material can be used. Role play can transcend any pair or group activity, training students to speak in any situation on any topic.

Role play puts students in situations in which they are required to use and develop language forms that are needed as a lubricant in the working of social relationships that are so often neglected by our teachers.

Some people often learn English in order to prepare for a certain role in life (work abroad, travel). They will benefit greatly from the language material they will need during the trip and it is very important that for the first time they can try their hand at the friendly environment of the classroom. For them, role playing becomes a very important dress rehearsal for real life.

The advantage of using a role-playing game is that it is enjoyable for those who play it. Once students begin to understand what exactly is required of him, they are happy to give free rein to their imagination. And since they like this occupation, then educational material absorbed much more efficiently.

Role-playing has a whole gamut of technologies (communication technology that develops students' language fluency, facilitates interaction in the classroom and increases motivation).

Role playing belongs to the category of language learning technology, which is classified as low input, high output learning technology. This means that the teacher-centered presentation phase is very short. After a short introduction, students are immersed in an activity in which completing the task is much more important than using the exact words; activity in which fluency prevails over accuracy. Naturally, the language that students use in the role-play, or rather the language material, should be introduced at earlier stages of learning.

Role-playing is suitable for every kind of language work (working out structures, vocabulary, learning functions, intonation patterns), it is also the use of the right word in the right place and at the right time.

Role-playing is mainly about the process of playing, not the finished product. This should be made clear from the beginning, as many students are very shy and shy when forced to participate in a play. And besides, they are often convinced that they do not have the talent of the game. In a role-playing game, they do not participate in the play, there is no audience. Even the teacher must take a backseat, as his presence can interfere - by his willingness to lash out at the student every time mistakes are made. Learning is most effective in a stress-free environment. The role play may be shown to others or recorded on tape, but this is not required. Role play is language learning.

Turning to the presentation of the methodology of role-playing games, consider the main components that methodologists distinguish:

The first component is roles. The roles that students perform in the classroom can be social and interpersonal. The first are determined by the place of the individual in the system of objective social relations (professional, socio-demographic), the second are determined by the place of the individual in the system interpersonal relationships(leader, friend, rival, etc.) (Brief psychological dictionary / Under the general editorship of A.V. Petrovsky, M.G. Yaroshevsky - M., 1985, pp. 309-310). The selection of roles should be carried out in such a way as to form in schoolchildren an active life position, the best human qualities of a person: a sense of collectivism, mutual assistance and mutual assistance, etc.

The second component of the role-playing game - the initial situation - acts as a way of organizing it. With all the variety of definitions of the concept of a situation, we proceed from the fact that when creating a situation, it is necessary to take into account both the circumstances of reality and the relationship of communicants. In teaching a foreign language, speech situations are used, that is, those that cause a speech reaction of students. It is also necessary to proceed from the distinction between natural speech situations that arise on their own, and educational speech situations (URS), which are created artificially. M.V. Lyakhovitsky and E.I. Vishnevsky distinguish the following components of the situation: 1) the subject, 2) the object (the subject of the conversation), 3) the relationship of the subject to the subject of the conversation, 4) the conditions of the speech act.

As the dialogical skills of schoolchildren develop, the degree of development of each of the components of the URS may decrease. There are 3 levels of development of the ERS: the first is the most complete, when the teacher describes in detail all the components of the ERS; the second is intermediate, when the conditions of the speech act are guessed by the students themselves; the third is minimal, where only the relation of the subject to the object is indicated. Corresponding to the identified levels of development of the LRS, the degree of independence of schoolchildren in the role-playing game also changes.

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 “suggested circumstances” (according to K.S. Stanislavsky); acting as a stimulus speech activity, encourages schoolchildren to communicate, i.e., “starts” the role-playing mechanism.

The third component of the role-playing game is the role-playing actions that students perform while playing a certain role. Role-playing actions as a kind of game actions are organically linked with the role - the main component of role-playing games - and constitute the main, further indecomposable unit of the developed form of the game (D.B. Elkonin). They include verbal and non-verbal actions, the use of props.

When organizing role-playing games in English lessons, the teacher should be aware that the main goal of the game should be the real interaction of the partners in the game, and not just an exchange of remarks. The role-playing game should first of all teach communication, i.e. spontaneous living of the proposed situation.

Conducting role-playing games requires sufficiently high professional skills from the teacher. During the game (ideally) the teacher should not interfere, correct and criticize the students, because the process of natural interaction can be disrupted. All mistakes and shortcomings should be corrected after the game, using special exercises, but it seems even more appropriate for the teacher to anticipate possible mistakes and work them out before the role-playing game. As a result, the quality of student interaction during the game largely depends on how the teacher prepared this game.

For a methodically competent distribution of roles among students, it is necessary to take into account their personal characteristics, be able to motivate them to play this particular role, be loyal and be able to quickly find a compromise. junior schoolchildren do not always agree with the role that an adult offers to play. Often in the classroom I had to deal with the problem of unwillingness to play a negative role. In such cases, the doll came to the rescue, on behalf of which the participant spoke all the lines.

To create a game situation and a good “inclusion” of schoolchildren in it, masks, drawings, cards, and verbal descriptions help. However, excessive use of "props" can lead the game away from the educational goal. It is important to discuss with the students the purpose and expected outcome of the game so that it does not turn out to be a “game for the sake of the game”. For children, play is entertainment. It’s good if they understand that in the lesson you need to combine business with pleasure.

The game situation can be developed for individual participants, for pairs of participants and for work in groups. The level of interaction needs to be well planned. It can be: student - teacher, student - group, student - student, student - class, teacher - class, etc. It is better to start with pair work, gradually developing scenarios for more simultaneous participants. It is also worth gradually increasing the time of the game. Before starting the game, you need to make sure that all students understand the game situation well, correctly understand what is written on the cards. Assignments should be appropriate for the level of students and not be difficult.

During the game, the teacher must control the situation and monitor students' mistakes for further work on correcting them.

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

The teacher must certainly believe in the game himself, 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.

Role play requirements:

1.The role-playing game should be conducted in a creative, friendly atmosphere. Students should feel psychologically comfortable, experience a sense of satisfaction and joy from the actions performed. The teacher's ability to communicate with students is important.

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

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

.Students should be motivated to perform their roles well and convincingly. The game must be accepted by the whole group.

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

.A time limit must be set for the game to be played in class.

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

English is a subject that teaches children how to communicate. Assimilation of language material takes place in various training exercises. Role play should be given time at all stages of working on a topic.

1.4.1 Introduction of role plays and their use at different stages of the lesson

In the first year of English language training, role-playing is introduced gradually through various short role-playing exercises. They must be supervised by the teacher. Elements of the game can permeate any stage of the lesson. In my opinion, the problem of presenting material through a role-playing game is very successfully solved in the UMK M.Z. Biboletova. Opening the textbook in the second grade, children enter the world of "Traveling theatre" with various characters, and this idea sets the tone for role-playing from the first lesson.

Here are the words of the author of the teaching materials: “A child is able to memorize linguistic material in whole blocks, as if to “imprint” it into memory. But this happens only when he has an appropriate attitude, and it is very important for him to remember this or that material. The easiest way to memorize is in the game. If in order to achieve success in the game, the child needs to perform some kind of speech action, then it is mastered almost without effort. The game creates excellent natural conditions for mastering the language at any age, but at primary school age it is especially productive... . The more children immerse themselves in the atmosphere of the game with an unpredictable result, but according to clear rules, the more successful the training will be ... The child is perfectly able to distinguish the fictional world from the real one and transfers the skills acquired in the game to really meaningful activities.

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

.Teacher - Class. In this form, a role-playing game for phonetic charging is carried out.

2.Teacher - Student 1, Student 2, etc. This form is convenient for interviews at the initial stage of studying a topic.

.Student - Student. Traditional work in pairs with the performance of a given role.

.Student - Class. Role play with given parameters for the protagonist (strong student) and class students who act spontaneously.

.Student - Group. This form is used to consolidate and at the final stage of work on the topic. Implies a moderately controlled or free role play.

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

Let's take a closer look at each of these modes.

Interaction Teacher - class is manifested in controlled role-playing games at the very beginning of the passage of the topic, when the teacher game form students need to be given information. The information presented in this way is absorbed more intensively and quickly, the children's attention is focused on the plot, and they consciously fulfill the teacher's requests. In the form of such a role-playing game, each phonetic exercise can be carried out. For example, phonetic exercises in the first lesson in the 2nd grade of the TMC M.Z. Biboletova is built on the lexical material of the phrase What is your name? and is, in fact, a game of voicing the characters of the story that the teacher says:

Tricky, Tom and Alice love to walk in the park. The impatient Tricky usually walks ahead and whistles: [w] - [w] - [w] - [w]. When he sees an unusual cloud, he stops and admires: [ɔ:] - [ɔ:] - [ɔ:] - [ɔ:]. Sad Tim stops nearby and sighs: [t] - [t] - [t] - [t]. Forest echo spreads: - -. Bees and bumblebees fly around: [ ı z]-[ ı z]-[ ı z]-[ ı z]. Cheerful fat man Tom, catching up with friends, hears: - -. Fast dragonflies cut through the air: - -. To make it more fun to walk, Tom mutters: [n] - [n] - [n] - [n] / [m] - [m] - [m] - [m]. Alice stared at the big beautiful butterflies and lagged behind her friends, she shouts to them: - - -. Friends heard a mischievous echo: - - - and stopped to wait for Tom and Alice. And the playful echo kept repeating: [, wɔ: t ı z jɔ: "ne ı m] - [,wɔ:t ı z jɔ: "ne ı m] - [,wɔ:t ı z jɔ: "ne ı m].

teacher during this story explains how to pronounce this or that sound correctly, what position the tongue should have, etc.

Interaction Teacher - Student 1, Student 2 ... is manifested in various forms of interviews. Already at lesson 3 in the 2nd grade, students are offered an exercise in listening (Tim's interview with members of the sports team); you can work out the questions and answers of acquaintance in the form of an interview Teacher - Student.

Later, after expanding vocabulary, such tasks become more complicated, but the form of work familiar to students in the form of interviews will help to work out the material with interest. At the same time, it is important not to forget that not only the correctness of the replicas has a positive effect, but also getting used to the role, intonation, showing characteristic features character, i.e. pay attention to acting skills both teachers and students.

Forms of interaction Pupil - Pupil in a role-playing game are infinitely diverse. According to my observations, the children of the younger school age love to work in pairs. The teacher must carefully plan their interaction and constantly monitor the process, moving from pair to pair. Here are some examples of role-playing games in pairs. One of the most effective when training any speech model is a two-round game. You can start playing it from the very first lesson. When playing this game for the first time, students work out the dialogue of acquaintance. Children are divided into two equal groups and stand in two circles: one is external, the other is internal, they turn to face each other. In pairs, they act out a dialogue of acquaintance, then the inner circle takes a step to the side and the pairs change, the dialogue is repeated with other participants. With a group of 10 children, each student will say the dialogue 5 times. After a few lessons, the game is repeated on the 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, working in pairs makes it possible for even the weakest students to open up if they choose the right partner. Feeling embarrassed to answer in front of the whole class, such children work quietly in pairs under the unobtrusive control of the teacher.

In UMK M.Z. Biballet work in pairs is most often preceded by a listening exercise. Listening to the dialogue between Tim and Tom in the toy store, the children "turn on" in language environment and act out a similar situation in pairs. (grade 2, lesson 15)

It is important to ensure that children do not repeat exactly what they heard, but model their own situation.

Student - Class. This form of interaction is a continuation of the Teacher - Class form. For example, in grade 3, lesson 14, after the listening task, you can play the following game: one of the students receives a card with basic information and, based on this information, enters into verbal interaction with the class. Now he is in the role of one of the pets shown in the picture. The name of the animal is written on the card. The class asks the protagonist questions about appearance and what he likes to do. If the class is difficult, then main character talks about himself. In this task, there are already much more independent actions of both the class and the student as a pet. Usually such tasks are given in combined lessons and in the lessons of fixing the topic.

Student - Group. This form of interaction implies the role-playing behavior of all participants in the game process. In grade 3, after mastering the vocabulary on the topic “Food and Food”, you can play the game “Treats at the Table”. The class is divided into 2-3 groups located at different tables. Students take turns taking on the role of hosts and treat their guests. Guests can play the roles of animals from the textbook. To make it interesting for children, plates and cups with drawings of various foods are cut out of paper. The owner of the table must offer a treat to all his guests, and they must react to his remark. When the dialogue ends, the children switch roles. The teacher acts as an observer, notices mistakes, but does not correct them during the game. This is best done 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 the game, you can talk about the traditions of the British. Another important point is that when playing such a game, children understand its applied meaning and realize that they can apply their knowledge in practice, i.e. learning takes place not at the level of "bead game", but based on personal significance.

As an example of Group-Group interaction, we can cite the game "Our House", which is carried out for a long time with the development of a project (Grade 4). Students are divided into 3 - 4 groups and develop a project for any room in the house. Boys can be invited to develop a project for communications that will be brought to the house and show modern amenities in the house. After working in groups (making a project and drawing up basic diagrams for protection), students in English talk about their room, describe objects and answer questions from classmates. The whole group should work with the oral answer.

As can be seen from the examples, the use of role-playing games is possible at all stages of the lesson, with different levels of student preparation and in any amount of time.

4.2 Developing a role-play lesson

Lesson topic: A story about theater artists. Reading the letter e in closed syllable and letter combinations ey.

Lesson type: combined.

development of skills and abilities of oral speech;

learning to read vowels in various types of syllables;

listening training;

to form the skills of perceiving a monologue text by ear, built on 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 in speech on topics: counting from 1 to 10, color, characteristics of characters, school supplies;

to teach to reproduce the largest works of children's folklore (poem);

to form the skills of reading the letter e in a closed syllable and the combination of letters ey;

organize the systematization of language knowledge according to the sound composition of words with the vowel e;

to form and develop the individual's ability to communicate freely, to create conditions for the disclosure of the creative abilities of students;

to teach to analyze their own and other people's mistakes, to develop a manifestation of loyalty when correcting other people's mistakes;

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

Equipment:

UMK M.Z. Biboletova, portraits of theater artists, cards with tasks for role-playing games, red and green signal cards for reflection, multimedia equipment, presentation.

Lesson steps:

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

Mutual greeting of the teacher and students in English.

Slide 1: portraits of theater artists located around the scheme of the rule for reading the letter Her.

The teacher asks students to guess and name the topic of the lesson and listens to all the answers before leading the students to the correct wording of the topic. Based on the pictures and the letter, students suggest that we will talk about the theater artists, who today have a different mood and the lesson will study the reading of the letter Her.

Basic teacher questions:

Guess what topic will be studied at the lesson today?

What do you think we will do in class today?

What should we learn in today's lesson?

What would you like to learn in class today?

Update basic knowledge.

phonetic charging.

Teacher: In the last lesson, we learned a poem about a cat that bought ... What did she buy? (hat, hat) Artists of our theater also know this poem. Before each performance, our artists prepare their voice so that the audience can hear and understand what they are talking about.

Imagine that you are artists and portray them with sounds.

Tim's best sound is [w] - went, what.

Tricky likes to tease :[ æ ] - hat, cat; [ ð ] - the, with.

Tom, as usual, was late. He was running and breathing heavily: [h] - hat, who.

Alice calls everyone to attention and taps her pencil on the table:

[t] - cat, went, to town, hat, what.

And so the artists begin to recite the poem. First Tim (in a 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 Tricky (with a sneer, in disbelief): 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?

Listening.

The teacher takes out a 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 to know him). Students ask questions: What is your name? Who are you? How old are you? The teacher answers on behalf of Billy to the children's questions.After the acquaintance, exercise 1 p.71 is performed.

Role-playing game "Guess the Artist"

Several students are given portraits of artists and cards with their characteristics. They must, based on the information in the card, present themselves without showing a portrait or naming a name. The class must guess who it is or ask additional questions about what the artist can do. The answer is showing a portrait.

Self-examination of previously acquired knowledge.

Role play in pairs "Dunno"

The basis is exercise number 3:

The task gets a little more difficult. Each pair of students is given two cards with different statements, one of which contains the correct statements and the other is incorrect. For example:

Table 1

Card 1 5 red foxes 7 pink pig 1 monkey Card 2 3 gray cats 5 white dogs

Students in pairs must first check all the statements in the picture and determine which of them is Dunno, and then learn how to politely and patiently correct mistakes. The score is kept in English, the final answer is also in English.

Educational installation of the teacher before the start of the game:

If you want to teach someone something, will you get angry or laugh at their mistakes? Now you see how a good teacher you can be. Imagine that Dunno came to your lesson.

During the game, the teacher approaches all the pairs and listens to the conversation of the participants. If necessary, reminds you to follow the rules of the game. The teacher remembers, analyzes and corrects the mistakes of the participants after the game with the help of phonetic exercises. For example: students did not notice that the phrase "7 pink pig" was written without an ending plural. You can play a mindfulness game. "1 pig - 7 pigs, 1 cat - 3 cats, atc." After the game, the teacher conducts a reflection on the subject of self-assessment of students.

Reading. Performing exercise number 4, reading the words in a chain.

Learning new material.

The teacher invites students to complete exercise number 5, which trains the reading of the letter Her and the combination of letters ey. Students repeat sounds and words after the speaker, following the text. Next, the teacher invites some students to play the role of an announcer. The game of announcer continues in reading exercise 7. First, the teacher gives the announcers the opportunity to "prepare for the broadcast", the children read the text to themselves. Then each speaker reads 1 sentence and calls a word in it with the sound [e]. The best announcer receives a postcard as a gift.

At the end of the lesson, the game "Billy is going to school" is played.

Roles: 2 translators, Billy, relatives of the bear cub (all students in the class). The interpreters are given pictures depicting objects and animals, which are given in English in exercise 8. the names of all the listed items are distributed to "relatives" on separate cards. They take turns suggesting that Billy take something to school with them while reading the card. Billy must decide if the subject will be useful to him at school. Translators must match the picture to the phrase and give it to Billy after he decides to take the subject to school.

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

What new did you learn at the lesson today?

Did you enjoy working in class?

What did you like the most?

Reflection with cards: green (I managed to do everything and I’m ready to go further), yellow (I tried, but I didn’t cope with all the tasks), red (it was very difficult, little happened).

Methodical explanations for the lesson

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

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

Updating of basic knowledge. Phonetic exercises are carried out to prepare speech apparatus children to pronunciation English sounds. The most uncomfortable sounds for pronunciation are selected for practicing. At the same time, children repeat new words that were covered in previous lessons. Phonetic exercises in this lesson perform the function of a warming up role-playing game. Children should feel like artists, liberate themselves, "get used" to the role, practice the intonation of different emotional states and, in general, feel psychological comfort.

Listening. The listening task is preceded by a small speech warm-up to activate the vocabulary that is used in Billy's monologue. The main task of listening is to teach to understand by ear English speech. Billy's monologue about his best friend sets up a Guess the Artist role play. Listening to English speech, children "get used" to the language environment and begin to imitate what they hear.

The role-playing game "Guess the artist" is held in the form of Student - Class. This is an opportunity for strong students to prove themselves in a non-standard situation, to some extent put themselves in the role of a teacher and try to interact with the class using the English language. Students are given cards on which the name of the artist is written in Russian, his characteristics, what he can do, as well as schemes for constructing sentences.

Role play in pairs "Dunno". In this task, each student must work actively. Performing the exercise, students repeat the count, colors, names of animals. Each pair is organized in such a way that a stronger student cooperates with a weaker one, helps him remember words, learns to correctly correct mistakes and control his behavior. In my opinion, the “don't know” mistakes on the card given by the teacher alleviate the feeling of embarrassment in children who are afraid of making mistakes. Correcting mistakes on the card, a strong student will definitely correct other mistakes of the interlocutor. With the right educational attitude in such exercises, you can achieve good communication in English among students of different levels.

Role-playing game Billy is going to school. Students of the whole class are involved in the process of active actions. The role of Billy should be played by a strong student. With the help of this game, reading, listening comprehension, and the ability to make a short statement are trained. The teacher during the game monitors the level of formation of reading skills and does not correct reading during the game. All mistakes made by students should be worked out in the next lesson.

5 Performance of role-playing games

Group activities have a positive impact on the student's personality.

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

Role play teaches you to use speech consciously. Regular use of the described technology allows you to create a comfortable classroom psychological climate. Students who feel their success in the game master a foreign language more confidently, overcome the language barrier faster. Except learning objectives, the game helps to solve a number of educational and developmental tasks. Students master speech etiquette, learn to help each other, quickly respond to situations, learn to practically apply their knowledge in various conditions. Games have a positive effect on the formation of cognitive interests.

role play lesson english

List of used literature

1. Anikeeva N.P. Game education. M., Enlightenment, 1987. - 237 p.

2. Biboletova M.Z. Enjoy English Book for the teacher grade 2. - Obninsk: Title, 2011. - 103 p.

Galskova N.D. Modern methods of teaching foreign languages: A guide for the teacher. - 2nd ed., and add. - M.: ARKTI, 2003. - 336s.

Zhilkina R.I. Role-playing games in English lessons / Foreign languages ​​at school, 2010 No. 1. - With. 34 - 38.

Zhilkina D.N. Solving communication problems in the process of teaching a foreign language. IYA-IYASH 1992 No. 1. - With. 22 - 24.

Milrud R.P. Teaching schoolchildren speech interaction in a foreign language lesson. IYA-YASH 1991 No. 6. - With. 25 - 30.

Passov E.I. Foreign language lesson in high school: tutorial/ - M.: Book, 2009. - 212 p.

Passov V.I., Stoyanovskiy A.M. The situation of verbal communication as a methodological category. IYA-YASH, 1989 No. 2. - With. 23 - 27.

Rabinovich F.M., Sakharova T.E. Intensive methods of teaching foreign languages ​​and high school. IYA-YASH, 1991 No. 1. - With. 22 - 26.

Rogova G.V. Methods of teaching English at the initial stage in educational institutions: a guide for teachers and students pedagogical universities/ - M.: Academy, 2006 - 332 p.

Stronin M.F. Educational games in the English lesson. M., Education, 1984 - 298 p.

Report

English teacher Tashbulatova S.V.

on the topic: "Role-playing games in English classes in elementary grades"

1. The role of the game in English lessons in elementary grades

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Soviet (domestic) pedagogy considers children's play as an important
WeddWithTin the upbringing and comprehensive development of children. For students lower grades
I have gamesTexceptional meaning: a game for them- and study and work and a serious form of educationTania. Game for schoolchildren mllower classes- way of knowing the environmentGabout the world. ANDGRaya, Theyhteaches colors, shape, material properties, spatial relationships, numberlnew relations, studies plants, animals.

Play as the leading activity in children “determines the most important restructuring and
formation of new personality traits”, What exactly do children learn in play?T
communityTveinsnfunctions, norms of behavior, what the game teaches, changes, wake upTyvaeT,AndlAnd,
HowGyelled L.S. Vygotsky, leads the development.

ChThe main element of the game is the playing role, it doesn't matter which one; important, to help reproduce a variety of human relationships, existing in lifehneither.Thatlonly if you isolate and put the relationship between anydtake, about UsTbut notTcodhaughty and helpful. As for the developmental value of the game, Toh ithAlburnt in her very nature, because the game is always emotions, and where emotions, TamActivity,Tam attention and imagination, thinking works there.

So the game is:

Dactivity (i.e.. speech);

MoTivirovannost, lack of coerciondeniya;
- indindividualized activity, Glshabbily personal;
- training and education in the stakelactivite and through the team;
- development of mental functions and abilitiesTto her;
- "teaching with passion."

Hotelosbto single outland the use of games in foreign language lessonsA. Main goalslshe is six:

the formation of certain skills;

development of certain speech skills;

learning to communicate;

development of the necessary abilities and mental functions;

cognition (in the sphere of the formation of the language itself);

6. memorization of speech material.

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

Application of the game to develop the skills of oral foreign language speech- more
understudied area of ​​pedagogy. Not every game (even the most lively and
interesting) is suitable for this purpose. Therefore, the choice of the desired game- one of
first-class tasks of a foreign language teacher. This choice should be made taking into account the purposefulness of the game, the possibility of its gradual complication and lexical content. The games selected for the lesson differ from ordinary children's games in that the factor of imagination, the child's fantasy, fictional situations seem to recede into the background, and observation and attention become dominant. Given the specifics of the game in the process of teaching children a foreign language, the teacher directs the course of the game and controls it.

Particular attention is drawn to themselves in the lower grades of the game.- dramatization,
the basis of which is short story. They are useful, first of all, in that they develop the figurative, expressive speech of the child. Participating in the game - dramatization, the child becomes at the same time an object to which the will of the teacher is directed and a subject who knows the world.

The game - dramatization in the classroom in a foreign language allows children to learn the necessary words and expressions. Sometimes the elements of "pure" learning come to the fore, sometimes the focus is on the game.

One of the first places in the classroom in a foreign language is occupied by didactic games as a generally recognized form of oral development of primary school students, for example, different kinds lotto. This game gives you a wide range of options. game material which contributes to the strong assimilation of lexical material. Childgradually moves from a visual effective way of mastering vocabulary (the teacher calls the subject in English, showing it) to a dictionary-figurative one (the teacher builds different types of sentences about the subject, which at the moment
No). It should be ensured that the game of loto becomes an integral component of the educational process and contributes to the gradual and consistent accumulation of vocabulary by the child, as well as the comprehensive development of the elementary school student.

1.2. The place of game activity in the pedagogical process.

The need to raise the question of the place of play in the learning process
foreign language in the lower grades, I think, is explained, first of all, by the fact that
some teachers and methodologists consider the game as the main method for
expanding vocabulary and as almost the only way to form
oral language skills.

It is known that for a long time teachers considered didactic games the main form of education in schools. However, later it was proved that no game can replace organized learning. According to E.I. Udaltsova, in connection with the introduction of organized learning, the role and place of didactic game in the process. The latter, although it has lost its leading significance, nevertheless remains "one of the means of consolidating, clarifying and expanding the knowledge that children receive in the classroom."

K.D. Ushinsky advised from the very beginning of training to separate the lesson from the game and
considered the fulfillment of educational tasks "a serious duty of the child", since the more the teacher protects the child from serious studies, the more difficult the transition with him will be. At the same time, he also suggested "making a serious occupation entertaining for a child" i.e. the conclusion suggests itself - in an effort to instill in children a love for a foreign language, the teacher must build classes in such a way that the child experiences the same satisfaction as from the game.

Since the proportion of play activity among schoolchildren Jr. classes
much larger than that of high school students, it is important to find that "golden
middle", which would ensure the observance of the desired proportion in study and play, while remembering that the game must obey specific learning tasks.

Experience shows that without game actions, fixing in the child's memory
foreign vocabulary is less efficient and requires excessive mental stress, which is undesirable. The game introduced into the educational process in the classroom in a foreign language, as one of the teaching methods, should be interesting, uncomplicated and lively, contribute to the accumulation of new language material and the consolidation of previously acquired knowledge.

It should be borne in mind that the gameplay greatly facilitates the learning process; moreover, skillfully designed play is inseparable from learning.

In general, at all stages of personality development, the game is perceived as an interesting, bright, necessary activity for its life, and the older the student, the more he feels the developing and educating value of the game. In this regard, one can fully agree with the opinion of the famous teacher Shautsky S.T., who wrote: “play is a vital laboratory of childhood, which gives that flavor, that atmosphere of young life, without which this time was useless for humanity.” In the game of this special working out of vital material, there is the most valuable core of the rational school of childhood.

But as the axis mentioned earlier, you should not get carried away, remembering that the game, despite all its positive aspects, is only a means, a method academic work, and the goal remains the development of the material and the acquisition of knowledge.

2. Games that form speech skills
2.1. Grammar games

These games are intended to:

To teach students the use of speech samples containing certain grammatical difficulties;

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

I would like to give examples of such games:

I. Hide-and-Seek in a picture.

The teacher says: "Let's play hide-and-seek today!"

R: I want to be"it"

T: Let's count out.

They chose the driver. The guys, it was, were already going to hide, as they befell
disappointment: it turns out that the hide-and-seek will be fake. It is necessary to "hide" mentally behind one of the objects of the room depicted in the large picture. The driver is most interesting - he writes on a note where he hid, and gives it to the teacher. To make it more like real hide and seek, the class reads a saying, which is usually
accompanies this game in English children:

Bushel of wheat, bushel of clover:

All not hid, can't hide over.

All eyesoren!NegeIcome

Start looking for:

R1: Ageare you behind the wardrobe?

It: NO, IAm not.

R2: Ageyou under the bed

It: NO, IAm not.

R3: Ageare you in the wardrobe?

It: NO, IAm not.

R4: Ageare you behind the curtain?

It: yes,I am.

The one who guesses correctly gets one point and the right to "hide".

Each game requires a leader, because his role is especially great, and it is best for the teacher to perform, he must be the soul of the game and charge everyone with his excitement. 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 comic nature of the situation.

II. Itookand Trip.

The class studied verb forms inPast Indefinite.

Taking advantage of the fact that the students traveled somewhere during the time, the teacher asks the question:

"You went onAtrip. What did you take with you?"

Pupils: I tookAsuitcase. I tookAclock.

I tookAbook to read. I tookAdog.

I tookAfood basket. I tookAcoat.

I tookAn umbrella. I tookAnote-book.

Teacher: Very good. But I know very well that that was the only thing you took.

Yes, don't besurprised. That wasAvery unique trip.

The students began to realize that the teacher had come up with something again and that they should play along:

Katya took onlyAsuitcase, Misha took onlyAfood basket, Andrei took onlyAclock, inAword, each took onlyOnething.Is it clear? All right. Let's goOn. I want to ask:

What did you eat? Remember that you only tookOnething with you.

Katya: I ateAbook.

Andrei: IateAclock.

Jane: I ateAdog.

Kolya: I ateAn umbrella.

The kids are sure to laugh heartily. Then the teacher will explain that according to the rules of the game, it’s just impossible to laugh, and the one who can’t stand it is out of the game.

As the game continues, the teacher may ask:

What did you putOn you head?

What did you putOn you feet?

What kind of transport did you go in?

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

You went to the park.What did you see there?You went to the market. What did you buy there?

It is only important to understand the principle: when answering the first question, students remember
each subject, which should then be called in response to other questions
teachers.

Practicing prepositions, question Were was...? and answers to it.

The teacher lays out on the table objects whose names in English are known to students: a book, a pen, a pencil case. Then he leaves a book on the table, puts the pen in the book, and hides the pencil case in the table. After giving the children one or two minutes to remember where the objects are, the teacher lays them out on the table again, and then asks the children questions:

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.

The teacher then pretends to have forgotten where the objects were. students
remind him

R1: The book wasfromthe table.

2. The task of this game is to fix in the memory of students
passed vocabulary and turnover There is ...

The group is divided into two teams. The teacher puts the items in the box, the names of which are known to the students. After that, team members take turns calling these items in English.

R1: There isAbook in the bOh.

R2: There isApencil in the bOh.

Rz: There isAren in the bOh.

R4: There is abAuin thebOh. And so on...

The team that calls large quantity items.

During the game, the learned vocabulary is repeated.

The first version of the game. The teacher hangs 2 pictures on the board (in advance
prepared), drawing the attention of students to the fact that at first glance they almost
are identical. Time is given for the guys to compare these two pictures and say how they differ from each other. Then the teacher removes the pictures and asks the children to name the objects that are depicted on them.

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

For example:

P1: I see a blue apple. Apples or not blue. Apples age green, red and yellow.

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

R1: In the picture i seeAtree.

R2: In the picture i seeAhouse.

You can complicate the game by asking students to also name the color of the object, its

size or shape.

P1: In the picture i see a green tree.

R2: In the picture i seeAlarge white house.

During this game, students ask questions, answer them in Pressence
Indefinite Tense and describe thematic pictures.

The teacher gives the first team a picture (for example, on the topic "Classroom") and invites the children to carefully consider it for two to three minutes. Then he passes the picture to the members of the second team, who ask questions to their opponents.
For example:

How mAnatdesks are there in the crass room?

Where is the chair?

What things do you seeopthe desk?

Where is the book?

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

2.2. Lexical games.

Lexical games have the following goals:

Train students in the use of vocabulary in situations close to
natural setting;

Activate the speech-cogitative activity of students;
develop students' speech reaction;

Introduce students to word combinations.

HowmAnatpages?

The students got used to the fact that from time to time beautifully published English books: and they enjoyed even just looking at them. The teacher thought, what if you ask a question: "HowmAnpages are There in the book?