Content: Introduction Mainpart

CONCLUSION
This study is of relevance since it sheds light on a number of issues in the current theories. The implementation of these objectives requires teachers should know the psychological characteristics of primary schoolchildren to organize the educational process at this stage of training.
Today nobody is to be convinced that early language training contributes not only more durable and practical knowledge, but also carries a great intellectual, educational potential.
According to long-term observations early teaching of foreign languages:

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  stimulates the language and overall development of children and, as a consequence, increases the value of comprehensive early childhood education and elementary education as the foundation of general education;
  
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  attaches children to other cultures, thereby forming a universal consciousness;
  
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  creates a favorable basis for mastering a foreign language , as well as for further language learning at later stages , as it prevents the formation of the psychological barriers that arise at the beginning of learning a foreign language at the age of 10-11 years old;
  
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  improving general educational skills (e.g, ability to work with the book) by expanding their scope in the process of mastering a foreign language.
  

Game methods are one of the most effective methods of teaching a foreign language, since their psychological and pedagogical basis is play activity, which makes a great contribution to the mental development of an individual. The use of gaming techniques in foreign language lessons in high school meets the cognitive needs of adolescents. The game activates thought processes and increases the motivation to learn a foreign language.
Learning a foreign language vocabulary is a process that covers several stages. At the first stage, a new word is introduced. At the next stage, students are trained in creating lexical speech connections in the same type of speech situations. The result of training is the ability of students to create dynamic lexical speech communication, that is, to freely use new words in communication.
Game forms and techniques are very diverse and can be used at every stage of working with vocabulary. At the first stages, it is appropriate to use typical game exercises that will make the process of memorizing words an interesting exercise. Game methods allow you to create very real situations of communication between participants in the game. Therefore, games are particularly relevant in the final stages of working with new vocabulary, in which words are used in speech in specific game situations.
Game teaching methods are diverse. Depending on the pedagogical goals, methods of organization, level of language proficiency, several groups of games are distinguished. Plot-role-playing and intellectual, for example, require a high knowledge of vocabulary, as they imply spontaneous utterances of players. Games can be presented in the form of game elements, situations, exercises, and be directed to other goals. Game methods vary depending on the number of participants, time, and so on.
Game methods are often very simple in their organization and do not require special equipment. Game methods can be used in each lesson of a foreign language, as long as they correspond to the goals and objectives of the training. This work presents game exercises that actualize knowledge of the vocabulary on the topic and game situations with which the situations of communication were created in the lesson. These gaming techniques were successfully carried out in practice.
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