Education of the republic of uzbekistan samarkand state institute

Games for dividing larger groups into smaller groups

Games that can be played to divide a larger group into smaller ones Before a group activity, there are games that can be played to divide the entire group into smaller groups. This category includes the great game "Group dividing by miming." It goes as follows: The teacher has prepared notes with a specific role written on them. In the event that the educator wishes to have four understudies in a gathering, he has made four notes for every job, for example, four notes named "instructor" or "jokester." Distributing a note to each student and reminding them that only they can view their note is the second step. They can begin playing their roles once they have received their notes. They must observe the others while they are doing so to determine who is playing the same role as them. Once they have determined that, they will have established their groups. Because it "breaks the ice" and prepares students for group work, a similar activity can also be very effective[5,32]. Games like "may fall under this category." Searching for people" where students need to walk around the homeroom and find students that have for example dwelled on an estate, been to Spain or eaten Mexican food and clearly they would have to include the objective language to get the fundamental information. "Stating the names," in which students sit in a circle and introduce themselves one at a time, is another good game in this category. The only catch is that before they can say their own name, they must always repeat the names of the students who have already introduced themselves. As the game goes on, it gets increasingly hard for understudies to recollect the entirety of the names. To make this game more appropriate for a language classroom, the instructor could ask the student to include something they enjoy that begins with the same letter as their name, such as "my name is Anna and I love apples." Another option is to ask students to use descriptive words that start with the same letter as their names, like "Sigga super" or "Anna marvelous," which would also show modifiers. For children whose names begin with distinctive Icelandic letters like sa, r, or ór, the guidelines would need to be changed in some way. It might be a good idea to let them look up adjectives that start with the same letter as the second or even third one in their name. An illustration of a group game that emphasizes listening, memory, and reflexes—all of which are useful and necessary skills—is the Fruit Basket game. According to the rules of the game, each participant sits in a circle and is given a name for a particular fruit to "be." Due to the lack of a chair, one participant must stand in the middle. After that, he tells all the orange-clad students to get up and move seats by calling out a fruit's name, like orange. The person in the middle needs to make an effort to "take a seat" while the others are exchanging, and if he succeeds, someone else will be left in the middle and given the task of learning the name of another natural product. This game could easily be altered to suit a variety of scenarios or to teach additional vocabulary by substituting words from other categories, such as "clothes," "names of relatives," or "different types of food." Physical games One kind of physical game is "Walking the Line," in which players have to walk a line and complete a number of tasks at the same time, like walking backwards or balancing a book on their heads. To make this game more suitable for use in a language classroom, the instructor should provide instructions in the target language, such as "everyone has to walk backwards." The game "Simon says," in which one player plays Simon and orders different players, for example, "Simon says hop" or "Simon says applaud," is one more illustration of an actual game. I consider this to be a physical game because the Simon's orders are typically physical. The Total Physical Response teaching method, which encourages students to observe and take their time learning a language before speaking it, includes games like "Simon Says." There are two reasons why TPR is thought to be a good showing method for learning a foreign language. The first is that it is thought to make language learning more enjoyable and less stressful. The second is that it is like learning a youngster's local language, in which the kid is presented to the language for various months prior to starting to speak Freeman. Scavenger hunts are great for language classes because the clues can be written in the target language, so participants have to read them and the team members have to listen to see how well they understand. The understudies would also be required to solve puzzles, such as crossword puzzles, word searches, and questions, during the scrounger chase[6,89].
The possibilities are almost limitless because teachers are only constrained by their own imagination. Educational games The "mail game," in which players are required to deliver "mail" and ensure that it reaches its intended destinations, is an excellent example of an educational game. For languages, it would be a good idea to work around a theme of a specific location, like the home. The first thing the teacher needs to do is make the "mail" and the envelopes. A specific genre, such as "kitchen," "bedroom," or "bathroom," ought to be written on the envelopes. After that, the mail ought to be letters with words that go in particular envelopes, like "knife" or "refrigerator," which would go in the envelope labeled "kitchen." After that, each student ought to be given a predetermined amount of "mail," which he or she ought to sign before beginning to deliver. If it turned out that he accurately communicated with Ingvar Sigurgeirsson, the winner would be the one who sent all of his mail first. Games of hypothetical articulation The activity "who am I?" fits perfectly into the possible classification of articulation. Typically, the class is divided into two teams for this game, and each student performs a given profession in front of the entire class. The teams take turns guessing or asking questions, and the actors can only say yes or no to questions. The scoring can then be overseen so that the group that distinguishes the entertainer playing Ingvar Sigurgeirsson gets five focuses and the group that poses an inquiry, which is replayed with a yes reply, gets one point. The following are some examples of games for coloring and drawing: "Drawing in a foreign language" refers to a game in which players color and draw. Students may be working with other types of vocabulary besides professions, such as nouns, verbs, or adjectives, in addition to the "who am I" game from the previous category[6,90]. The only difference between that game and that game is that students are required to draw on the blackboard rather than perform.
Bingo is an extraordinary instructive game to use in language guidance in light of the fact that the educator can draw words and the understudies just have pictures on their bingo cards or the opposite way around. The students must therefore comprehend the words in order to match the appropriate image. Word games Word games are a great way to teach languages. These include crossword puzzles and word searches. Students complete the word search in their native language, but the words are hidden and only match the target language crossword puzzle. In addition, it is simple to ask students to use the target language with the game "Filling in a chart," in which they must locate, for example, a country, a city, an animal, or a type of food[7,87].
Story games A fantastic outline of a game from the characterization: A game about stories is "to tell a story." Each participant chooses one person to tell the story and gathers in a circle. As the teacher whispers a word into each student's ear, they are asked to remember one word. After that, the storyteller begins to tell a story, occasionally stopping to point at a student and making that student repeat what the teacher had whispered to him. Then, the storyteller has to use this word in the story, which usually makes things funny. This game is a great addition to language instruction because the story and the words are both in the target language. Questions and answers is a decent classification game: question games, is the game "puzzlers about European countries". The understudies are put two by two, and each pair is given a particular country and the errand of formulating a short conundrum about that country, for example, "It has many ponies, it is encircled via ocean, and there you can't go via train." After Iceland had devised their riddle and asked the other pairs to solve it, they would request that each pair stand at the front of the class. From that point forward, different matches are expected to write down what they accept to be the right reaction. The pair with the most correct responses wins after all pairs have asked their riddles and gathered their responses.
Writing is a skill that is learned rather than acquired, even in the native tongue. Writing in the target language is frequently regarded as challenging or even boring due to this fact. It could also be because it is frequently given to students as homework, which many students despise. As a result of not receiving immediate feedback, the writer may feel more insecure about their work, similar to what happens in conversations. Writing may be viewed as challenging for this reason or another. Additionally, unwise teachers punish students through writing: Okay, Bobby, I'd like to see an essay tomorrow on the dangers of smoking on my desk just for that! Additionally, writing necessitates a language completely distinct from that of conversation. This should not become a writing experience for schoolchildren, as this could cause them to dislike writing. Games are not only fun, but they can also give writers a reason to write, which shows that it's easier to write when there is a clear reason, not just because the teacher told them to. Another advantage that games can provide writers is an audience. In a lot of games, other students take on the role of the reader and give the writer the feedback they need, which is often lacking in writing[7,44].
There are numerous interactive writing games available online, and teachers can easily develop writing-training games. For instance, if you are instructing students on how to write a formal letter, you might want to play a game in which they are required to reposition their sentences to form a formal letter. The majority of people recall primarily participating in school-based listening activities as ways of improving their listening skills. It's possible that activities that focus on listening are a good way to train that skill, but teachers need to remember to keep the activities varied or their students may become bored. By incorporating games and listening activities into their lessons, teachers may be able to keep their students interested and prevent them from becoming bored. An excellent illustration of a listening game is the well-known game "Simon says," in which one player assumes the role of Simon and gives instructions to the other players, such as "Simon says jump" or "Simon says stop jumping." If Simon only says "everybody jump" and does not precede his words with "Simon says," the other participants are not expected to follow in his footsteps. Understudies should hence give close consideration to what is being said to recognize adhering to Simon's directions and defying them. Additionally, any vocabulary can be learned through this game. Speaking is emphasized a lot in the national curriculum because it is so important for language proficiency. Because communication in real life is unpredictable, the curriculum also asserts that students must have the opportunity to practice actual communication rather than merely reading premade conversations. Games are suggested as a good way to accomplish this by the curriculum. It would appear that some teachers are not adequately teaching students how to communicate, despite the fact that the national curriculum places a strong emphasis on this subject. Only 10% of English teachers in Icelandic elementary schools always use the target language in the classroom, 66% of them do so frequently or occasionally, and 24% of them do not use it at all, according to a study. The same study found that students also rarely used English. In point of fact, a staggering 75% of students reported that they did not use the target language to communicate with their fellow students, and 39% of students stated that they rarely responded to their teacher in English. Understudies admire their instructors, so it shouldn't come as a shock that numerous understudies don't utilize the objective language by the same token. Because they require students to communicate and place an emphasis on fluency rather than accuracy, games may be helpful in resolving this issue. This should encourage students to communicate because, despite the possibility of errors, students rarely receive much criticism when fluency is emphasized.
Fluency is a crucial skill to develop because it is necessary in the real world. As a result, games help bridge the gap between the classroom and the real world. Even though games as a whole may emphasize familiarity, class talking games can be divided into two main categories. These categories are as follows: rounds of correspondence and phonetics. In spite of the way that both of them point towards showing talk in the objective language they put emphasis on through and through various things. Language games emphasize correct speech, whereas communicative games focus on fluency. Reading is an important skill, especially when learning English. It, first and foremost, is critical because of the prerequisite that people have the option to peruse to compose. Additionally it is huge for people in case they expect to visit the country where the language is spoken considering the way that then they ought to have the choice to scrutinize, for example, various course, menus, and traveler freebees. Thirdly, on the off chance that understudies mean to proceed with their schooling past primary school, it is fundamental for them to have the option to peruse. This last point applies especially in Iceland where the vast majority of perusing material for school are in English. Educators need to track down powerful methods for keeping understudies intrigued on the grounds that perusing is a particularly significant expertise. Similar to the other skills, games can help keep subjects fun and interesting while also providing variety. How these games fill a void Although many books and websites contain hundreds or even thousands of game ideas, there is always room for more, especially if the game's objectives, preferred age group, duration, and preparation are detailed. Previously, games have been utilized in schooling as a method for remunerating understudies or have some good times toward the day's end or week. But because I believe I have argued that games can and should be used for more than just having fun, I wanted to make games that could be used in that way. Since the public instructive program for obscure lingos in Iceland communicates that all language capacities, including scrutinizing, making, tuning in and talking, should be focused on in teaching and assessment, I decided to group my games considering the language ability they train.
I got the idea for this board reading and listening game from the "Filling in a chart" game, where players have to fill in a chart with names of countries, animals, foods, and cities that start with particular letters of the alphabet. I made this game into a tabletop game with each square having a particular letter on it. When a player lands on a square, the player to their right must draw a card with that letter, read it out loud, and ask the player the question. Objective/s: There are two main goals for this game. The primary objective is to encourage students to improve their reading comprehension by reading a brief text aloud and asking another player a question. Second, because a correct response to the question necessitates attentive listening, it is intended to encourage students to practice their listening skills.
Memory and thinking are two additional skills that this game teaches, and they could be mentioned as a minor objective. Time: It is important to accept that this game will require a whole example; However, the amount of time spent is determined by the number of people in each group. Age: Although the game concept can be altered to accommodate younger students, this particular reading text is appropriate for lower secondary students. Preparation: To ensure that each student gets several turns and gets the most out of his or her opportunity to practice reading and listening, it would be best if the instructor divided the students into groups and had each group play the game separately, with no more than six players in each group. What's next: After rolling the dice, Player A moves his piece. The player in his right hand draws a card with that letter on it and asks him the question if he lands on a square with that letter on it. In case the player can't address the request precisely, he wants to get back to the square he came from, yet expecting he answers precisely he will stay on that square. Each player has only one chance to roll the dice during each round. Yet again various squares in the game have headings on them, for instance, "throw the dice" or "hold on here one round", which ought to be gone on in the event someone lands on them. Players must reach the completion square in order to win the game. A player will be forced to move backwards in order to pass the finish square if they roll the dice and the result is greater than the number of squares remaining. The player who lands on the finish square first wins the game.