Education of the republic of uzbekistan samarkand state institute

CHAPTER II. THE USAGE OF GAMES IN TEACHING ENGLISH FOR YOUNG LEARNERS
2.1. The usage of games in teaching English for younbg learners
The idea of teaching children through games is not new. As a result, it ought to be an essential component of their proficiency, along with the acquisition of unfamiliar dialects. Many scientists say that there are two kinds of language games. She divides them into linguistic games, which focus primarily on accuracy, and communicative games, which are based on the successful exchange of information. The second Hadfiled classification has more subcategories and typically includes language and communication-related aspects.
Arranging, requesting, or organizing games are the same as these games. Understudies, for instance, have a collection of cards with a variety of items on them. They sort the cards into categories for items found in supermarkets and retail chains. Rounds of data holes In these sorts of games, at least one players have data that different players expect to follow through with a job.
A common way for kids to learn about their surroundings is through games. Therefore, it should be an essential piece of their schooling, including language procurement. In like manner, the right timing for the execution of game into the teaching is considered. The author also talks about different ways to use games in language classrooms. She provides a comprehensive list of tried-and-true instant game websites and books. Language has a great deal of force yet can likewise be loads of tomfoolery. Having a great time can reinforce language, truth be told. Language and play go hand in hand and enrich one another. Language games are created when the two are joined. Youngsters normally find out about their general surroundings through games[8,36].
For instance, one individual could have a drawing and their assistant necessities to make a tantamount drawing in by focusing on the information given by the person with the drawing Estimating games. A fresh take on the game "information gap" is presented here. One of the most well-known examples is the 20-question guessing game, in which each player names a famous person, place, or thing. The other participants are given 20 yes/no questions to answer in order to guess who or what the person is thinking about. These games are another take on the two-way information gap game in which players alternately seek and provide information. Find someone who sets a good example for you. Students are given a grid. Include the name of a classmate who falls into that category, such as a vegetarian, in every cell of the grid. Students circulate, ask, and respond to questions in order to complete their own grid and assist their classmates. matching games Members should match a word, picture, or card, as the name proposes. For instance, students randomly placed 15 pairs of 30 word cards face down. Each participant uses their memory to flip two cards at a time with the goal of flipping an identical pair.
games with marks. These games, which are similar to matching games, have participants match pictures and labels. Understudies exchange cards, different things, or thoughts in these games. packaged games Scrabble is one of the most popular tabletop games that unequivocally includes language. games or plays with characters. Role play, on the other hand, can involve students performing roles that they do not play in real life, like a dentist, and simulations can involve students playing roles that they already play or may be likely to play in the future. Dramas are typically scripted performances, in contrast to role plays and simulations, where students come up with their own words and preparation is often helpful.
A portion of the previously mentioned games can be remembered for their characterization under a more extensive umbrella term, for example, development games, which are games that urge understudies to be truly dynamic, similar to "Track down Your Accomplice," or errand based games, in which players work in gatherings or matches to follow through with significant jobs such that they appreciate; Students follow clear instructions and have opportunities to practice all language skills; A teacher is an organizer and facilitator. Computer games, which can be played by oneself or with a partner, are another type of game that they include, and they add Hadfiled to the list. The majority of students practice their reading and writing skills. At the conclusion, Jacobs makes a further distinction between the languages games. He divides them into competitive games, in which students compete to be first, and cooperative games, in which students collaborate to accomplish the same goal; They help each other. He also suggests reducing the amount of competition in competitive games and adding a cooperative element. He also provides a few specific examples based on the available writing in his paper. Furthermore, numerous surveys demonstrated that the games have a positive and effective effect on language learning. This assertion is supported by the following arguments: Through games, students participate in their education; They motivate them Games encourage the use of impulsive and imaginative language[8,68].
The way formal education is carried out is altered by games in the Social and Behavioral Sciences. They make language classes enjoyable, relaxing, and free of stress. They promote and practice all four fundamental language skills—listening, reading, speaking, and writing—inadvertently. They assist the instructor in creating contexts in which the language is meaningful and useful. They lessen students' apprehension regarding speaking in public. Students are less intimidated in this less formal learning environment because games are student-centered, can encourage collaboration among students, and can connect to a variety of intelligences.
When and How to Use Games in Language Classes Language teachers should carefully consider when to use games, which games to use, and how to use them appropriately, deliberately, and effectively to address the issues and goals of their students. Games are typically used in the language class as warm-ups prior to the start of class, fill-ins when there is extra time close to the end of class, or as a periodic addition to the educational plan to keep things interesting. However, if games are viewed as significant acts of language, they can be used as follow-up meetings of the previously presented material to practice and support expected skills or information; or, alternatively, for modifying and reusing previously acquired skills or information; The rules need to be clear, the end goal needs to be clear, and the game needs to be fun for a language game to work. oras a testing component to find understudies' shortcomings in their language capability, consider games fundamental to a language educator's collection as opposed to only a method for taking a break. In any case, for understudies to effectively finish the game, they should likewise have an important degree of language capability and be know all about the guidelines. In addition, the instructor should take into account the students' learning styles, their willingness to cooperate, and their mental state right now because they might be tired and not interested in playing any kind of game.
The instructor is put under a ton of strain to coordinate any movement that looks like a game. S/he should establish the point in time, obviously convey the game's principles to understudies, and set up the game's substance and materials. To clarify any misunderstandings, the instructor can introduce the game in the following manner. clarify the game's rules for younger players; display with the help of two or three understudies portions of the game; Put any important instructions or language on the board; test the game out; and participate in the game A list of tried-and-true instant game books and websites can be found in Index A.