Education of the republic of uzbekistan samarkand state institute

The aim of course work is to give theoretical argumentation for the importance of the usage of games in teaching English for young learners. In accordance with the main aim it is necessary to solve the following problems:

1. 
   What kind of methods can be used in teaching young learners;
   
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   Practical usage of games in teaching young learners;
   
3. 
   Describing the results of our activities in the classroom.
   

We consider that the novelty of the work is in the fact that there’s no article written on the problem in special journals of our country. I have worked out some games and activities of which I made wide use during my English language lessons at my pedagogical practice.
As is the custom, the graduation project work consists of two parts: theoretical and practical chapters. The theoretical one consists of two paragraphs.
The theoretical and practical meaning of the research consists in usage of games to teach foreign languages. At the same time they can be used in practice of reading in higher educational institutions and in school courses as a teaching method.
The structure of the research paper consists of introduction, two chapters, conclusion and bibliography.
The first chapter introduces and specifies the methods of teaching young learners
The second chapter deals with the ways of using games in the primary school children when teaching foreign languages.
In Conclusion the basic results of investigation are submitted and at the end The list of used literature. the references to the used literature.
CHAPTER I. THE CLASSROOM GAMES AT DIFFERENT STAGES OF LEARNING ENGLISH

1. 
   Games as an educational tool for teachers
   

Games are a great way to practice this skill because they can be easily used to reenact a variety of real-life scenarios and help students improve their fluency. Likewise, the educator is giving his understudies a greater job in the homeroom by utilizing games, and he is moving away from the bleeding edges, which is something to be thankful for in light of the fact that it allows understudies to assume on greater liability. Additionally, this gives students more freedom to work on their own, which may help them feel more confident in themselves. Teachers can maintain diversity in a variety of ways by engaging students in activities that require them to think creatively and by equally focusing on individual and cooperative learning. A more unambiguous system that educators can utilize to protect variety in the homeroom is to not be reluctant to integrate games into other instructing procedures. The national curriculum says that games like role-playing, imitation, theatrical expression, and problem-solving activities are especially good for all levels of language learning. According to Howard Gardner, whose theory states that humans have eight intelligences, there are six ways to approach a particular subject in school to ensure that it is covered by all students in the class[3,56].
"The individual way" is one of these methods, with the ultimate goal of determining whether it is possible to move toward a particular goal through various cooperations, such as pretending. In addition, Armstrong suggests prepackaged games as a teaching method for students with relational knowledge because they provide a favorable environment for cooperation among students. Games should be taught in language classes for a number of reasons. They are entertaining first and foremost, which is important because they can inspire students who may have previously displayed inactivity due to a lack of interest. It is essential to keep students engaged because teachers will never be able to teach them anything unless they can get them to participate in their own learning process. Second, participants' interpersonal relationships and sense of equality are significantly enhanced by games. Messing around in the homeroom can likewise add to the improvement of an inviting and cheery environment. The seating arrangement can change from game to game, breaking from the norm and keeping the learning environment exciting. Thirdly, most people want to learn a language so they can use it in real life, like when they travel. Fourth, language learners ought to be exposed to the language in a variety of contexts, a need that games can satisfy. Additionally, language students must be prepared to take on the challenge and willing participants. This is again made possible by games. Fifth, students of a language must experience the language in order to be emotionally involved. Understudies can have an inspirational perspective on their learning circumstance because of compelling feelings like joy, fervor, entertainment, and tension, which are probably going to decidedly affect language learning. Sixth, games are great for little kids and kids who don't know much. This is especially true when playing in smaller groups because it gives them a chance to talk to fewer people rather than the entire class.
In addition, it is sometimes simpler to open up and forget about shyness when playing a game because the atmosphere is less serious and more emphasis is placed on fluency than grammatically correct usage. Seventh, due to their potential to pique students' interest, games can be an effective teaching tool. According to Ingvar Sigurgeirsson, they create diversity that is ideal for schoolwork and can be used with students of any age when combined with other teaching methods. The significance of school diversity is clearly demonstrated by a study conducted in Iceland. Participants in that study expressed dissatisfaction with the lack of diversity in their schools and a desire for greater diversity to enhance innovative and engaging learning. Last but not least, it's important to play games in the classroom because many kids don't get enough time to play in their free time, which may be related to the rapid changes in our society. More and more parents are reluctant to allow their children to play outside as the population of cities grows and traffic becomes more intense. Additionally, it is becoming much less common to see children playing outside in groups playing various games these days because it is believed that passive activities like watching television or a computer screen are more exciting than actually playing. This is a negative improvement that could have various adverse consequences on our general public. Even though not all games require physical exertion, some are definitely useful in real life[4,78]. Consequently, the lack of movement may have adverse effects on health.
Piaget says that children's games reflect society, and playing games teaches children a lot about society's rules. A decline in social skills could be another effect of this change. Even though the majority of games are started with the intention of having fun, they can occasionally end badly. For example, the game could end badly if someone gets too caught up in the fun and says or does something that hurts someone else or hurts their feelings. When using games in the classroom, the instructor must keep this in mind and appropriately manage them. Additionally, he or she must ensure that each participant has a positive experience because the classroom must not become a place where students feel vulnerable or targeted. Another important thing to keep in mind is that not all games work for every homeroom or group of understudies, and finding the right game can be challenging. In fact, when choosing a game, it's important to keep in mind that a game that balances fun and challenge is a good educational game. Teachers should also keep the following factors in mind when selecting a game for the classroom: Even though one game might be great for one teacher or a particular group of students, another teacher or group of students might find it awful. Teachers may find it challenging to select a game that is suitable for a particular group of students working toward a particular objective because, for instance, they must ensure that the game is appropriate for their students' ages and relevant to the subject at hand. Furthermore, educators need to recall not to choose a game that is too muddled in light of the fact that that could bring about a deficiency of interest among the understudies or even loss. The teacher must first examine the group of students who will be playing the game. Second, the instructor must ensure that all instructions are understood and that the game's rules are fully explained before starting the game. Educators ought to watch out for the game and be prepared to help, however they ought to try not to interfere with the progression of the game pointlessly in light of the fact that doing so could influence understudies' familiarity, which could deter them from taking part. It is very smart to plan a follow-up activity after the game because it gives the student time to reflect on the game and how things turned out. It's important for educators to know that expanding a game is allowed and sometimes essential.
It is possible to simplify more difficult games so that they are more difficult for younger students or students with less experience, and vice versa. Regardless of the way that games can regularly be changed in accordance with oblige understudies of shifting ages, a few parts of games appeal to offspring of specific ages. Most games for kids between the ages of 6 and 8 don't have many rules, don't repeat themselves often, and only last a short amount of time. Children between the ages of 9 and 11 have the patience to play games that last longer and often have a lot more suspense. In addition, once a child reaches this age, they begin to be able to participate in the games themselves and modify the rules to better suit their group. Games for children over the age of 12 are typically more carefully planned and emphasize teamwork and cooperation. Educational games can be broken down into a variety of subcategories. One way to divide educational games is to group them according to their model. Ingvar Sigurgeirsson has divided games into the following categories: games for breaking up larger groups into smaller groups, presentation games, group games, actual games, scrounger chase games, educational games, games that simulate language, games that require drawing and shading, educational games, word games, story games, and question games. Classifying educational games into serious games and co-employable games is another way to divide them up. Cooperative games, which revolve around working together to achieve a specific objective, can be an excellent way to develop the skill of working with others, whereas competitive games can be a useful way to pique the interest of some students and keep them focused. Because there is no emphasis on winning or losing in cooperative games, no one should have to deal with a blow to their self-confidence, which could improve learning outcomes. There are many other ways educational games can be categorized. For example, it might be convenient to divide games into groups based on the age group they belong to. It might also be a good idea to divide games into writing, reading, speaking, and listening games. A few games will continuously squeeze into numerous classes, which can make sorting games a complicated task.

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