Developing a1 level learner`s grammatical competence through games contents introduction chapter I. Developing a1 and a2 level learner`s grammatical competence through games

Conclusion
To sum up, the teaching of English grammar has been going on for several centuries, and intellectuals of our country are also contributing to it. There are different opinions and views on the formation of grammatical competence, and effective methods are offered year after year.
Play is an activity in which the child first emotionally and then intellectually masters the entire system of human relations. They have a complex effect on the intellectual, emotional, volitional, communicative and other aspects of the growing personality.
The variety of games that we can use in elementary school English lessons is huge.
The value of the game as an educational tool lies in the fact that by influencing the team of playing children, the teacher through the team has an impact on each of the children. By organizing the life of children in the game, the educator forms not only gaming relationships, but also real ones, fixing useful habits in the norms of children's behavior in different conditions and outside the game - thus, with the right guidance of children, the game becomes a school of education.
In the course of writing the methodological development, the problem of using gaming activities in English lessons at primary school age was studied in detail, and its positive impact on the assimilation, development and repetition of educational material was revealed. Various requirements for games are considered, the need to take into account the age of children, their interests, as well as the correct approach to involving each child in the game, is revealed.
From the point of view of the organization of verbal material, the game is nothing more than a speech exercise.
The game is also considered as a situational-variative exercise, where an opportunity is created for repeated repetition of a speech sample in conditions as close as possible to real speech communication with its inherent features - emotionality, spontaneity, purposefulness of speech influence.
Games contribute to the implementation of important methodological tasks:
Creation of psychological readiness of children for verbal communication;
Ensuring the natural need for repeated repetition of language material by them;
Training students in choosing the right speech option, which is a preparation for situational spontaneity of speech in general.
The use of various games in a foreign language lesson contributes to the acquisition of communication skills in an entertaining way, develops memory, attention, intelligence, and maintains interest in a foreign language.