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;
   
2. 
   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
   

Because of games can be easily used to reenact a variety of real-life scenarios and provide students with practice in their fluency, games can be an excellent method for practicing this skill. In addition, the teacher is giving his students a bigger role in the classroom by using games, and he is getting away from the front lines, which is a good thing because it lets students take on more responsibility. Additionally, this enables students to work independently more, which has the potential to boost their self-confidence. Diversity can be maintained in a variety of ways by teachers using activities that require students to think creatively and placing equal emphasis on individual and cooperative learning. A more specific strategy that teachers can employ to preserve diversity in the classroom is to not be afraid to incorporate games into other teaching strategies. Games, such as role-playing games, imitation games, theatrical expression, and problem-solving activities, are especially appropriate for all stages of language learning, according to the national curriculum. Howard Gardner, who theorizes that humans have eight intelligences, asserts that when examining a particular topic in school, it can, and should, be approached in six different ways in order to maximize the chances of reaching all students in the classroom[3,56].
One of these ways is "the individual way", where a definitive objective is to check whether it is feasible to move toward a particular point by utilizing, for instance, pretend, or different cooperations. What's more, Armstrong proposes prepackaged games as an instructing system that would suit understudies with relational knowledge since they give a brilliant setting to cooperation between understudies. There are numerous reasons why games should be taught in language classes. First and foremost, they are entertaining, which is crucial because they have the potential to motivate students who may have previously displayed inactivity due to a lack of interest. Because teachers will never be able to teach students anything unless they can get them to participate in their own learning process, it is essential to keep students engaged. Second, games play a significant role in fostering a sense of equality and interpersonal relationships among participants. Playing games in the classroom can also contribute to the development of a welcoming and upbeat atmosphere. The seating arrangement can vary from game to game, resulting in a deviation from the norm and helping to maintain an exciting learning environment. Thirdly, the majority of people want to learn a language so they can use it in real life, like when traveling. Fourth, language understudies should be presented to the language in various circumstances, which is a need games can satisfy. Additionally, language students need to be willing participants and ready to tackle the challenge. Games again make this possible. Fifth, students of a language need to be emotionally involved, which means they need to experience the language. Students are able to feel positive about their learning situation thanks to strong emotions like happiness, excitement, amusement, and suspense, which are likely to have a positive impact on language learning. 6th, games are really great for modest understudies and understudies with low certainty, and that applies explicitly while playing happens in more modest gatherings since then they have an opportunity to talk before less crowd as opposed to communicating their thoughts before the entire class.
Additionally, when playing a game, the atmosphere is less serious and more emphasis is placed on fluency than grammatical correctness, making it sometimes easier to open up and forget about shyness. Seventh, games can be a good way to teach different subjects because they are likely to get students interested. Ingvar Sigurgeirsson says that when combined with other teaching methods, they create diversity that is ideal for schoolwork and can be used with students of any age. A study conducted in Iceland clearly demonstrates the significance of school diversity. That study's participants expressed dissatisfaction with the lack of diversity in their schools and expressed a desire for more diversity to make learning more engaging and innovative. At long last, involving games in the study hall is significant on the grounds that numerous youngsters don't get sufficient chance to play during their leisure time, which can be followed to the fast changes in our general public. As cities grow in size and traffic grows heavier, more and more parents are reluctant to let their kids play outside. Also, passive activities like watching television or a computer screen are thought to be more exciting than actually playing, so it's becoming much less common to see kids playing outside in groups playing different games these days. This is a negative development that could have a number of negative effects on our society. Even though not all games are physically demanding, some are certainly valuable in a practical sense[4,78]. As a result, the lack of movement may have negative health effects.
According to Piaget, children's games reflect society, and by playing games, children learn many of society's rules and regulations. Another effect of this change could be a decline in social skills. Despite the fact that most games are started with the intention of having fun, they can sometimes end badly. For instance, if someone gets too caught up in the fun and says or does something that hurts someone else or hurts his feelings, the game can end badly. The teacher must keep this in mind when using games in the classroom and control them appropriately. Additionally, because the classroom must not become a place where students feel vulnerable or targeted, he or she must ensure that every participant has a positive experience. Something else that is essential to recognize is the way that not all games fit the homeroom climate, or all gatherings of understudies, and that it very well may be hard seeing as the right game. As a matter of fact, it is great to remember while choosing a game that a recipe for a decent instructive game is one that adjusts both tomfoolery and challenge. When choosing a game to use in the classroom, teachers should also keep the following considerations in mind: albeit one game may be ideally suited for one instructor or a specific gathering of understudies it very well may be horrendous for one more educator or gathering of understudies. It can be difficult for teachers to choose a game that is appropriate for a particular group of students who are working toward a specific goal because, for example, they need to ensure that the game is relevant to the subject and that it fits their students' ages. Additionally, teachers need to remember not to select a game that is too complicated because that could result in a loss of interest among the students or even defeat. First, the teacher needs to look at the group of students who will be participating in the game. Second, the teacher Before beginning the game, teachers must also ensure that all instructions are understood and that the game's rules are explained in detail. Teachers should keep an eye on the game and be ready to assist, but they should avoid interrupting the flow of the game unnecessarily because doing so could affect students' fluency, which could discourage them from participating. After the game, it is really smart to have some kind of a subsequent action arranged on the grounds that it gives the student‟s time to consider the game and how it ended up. Educators should know that expanding a game is permitted and can unquestionably be fundamental at times.
It is possible to simplify more challenging games so that they are more challenging for less experienced or younger students and vice versa. Despite the fact that games can typically be adjusted to accommodate students of varying ages, some aspects of games appeal to children of particular ages. Games for children between the ages of 6 and 8 typically have few rules, few repetitions, and short durations. Children between the ages of 9 and 11 have the patience to endure longer games, which frequently feature significantly more suspense. Additionally, once children reach this age, they begin to be able to add to the games themselves, such as altering the rules to better suit their group. Games for children over the age of 12 tend to be much more planned and place an emphasis on working in teams and as a team. There are numerous ways in which educational games can be categorized. Organizing educational games into groups based on their model is one way to divide them up. Games have been divided into the following categories by Ingvar Sigurgeirsson: games for isolating bigger gatherings into more modest gatherings, presentation games, bunch games, actual games, scrounger chase games, instructive games, hypothetical articulation games, drawing-and shading games, instructive games, word games, story games and question. One more approach to partitioning instructive games is by ordering them into co-employable games and serious games. Although competitive games can be a useful way to get some students interested and to maintain their focus, co-operative games, which revolve around working together towards reaching a specific goal, can be an excellent way to foster the skill of working with others. In co-operative games the emphasis is not on winning or losing, and as a result nobody should have to suffer trauma to his or her self confidence which could lead to better results in the learning process. Educational games can be categorized in many other ways, for example dividing games into groups depending on which age group they fit could be convenient, also a division into writing-, reading-, speaking-, and listening games could be a good idea. Some games will always fit into many categories, which can make categorizing games a complex project.

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