Organization and content of interpreting lessons

 Purpose of the game method in continuous interpretation instruction. 
The use of diversion educating strategies helps to achieve critical methodological 
objectives, such as make understudy mental planning for verbal communication.
The use of amusement education strategies makes a difference in 
accomplishing critical methodological objectives, for example:
• educate understudies to pick appropriate talking choices that are generally 
prepared for situational suddenness of talking. 
The following are the main areas where game techniques and situations are 
implemented: 
• the didactic goal is presented to the student as a game task; 
• learning activities are governed by the game’s rules; 
• educational materials are used as the medium, and a competitive element is 
incorporated into the educational activity, transforming the didactic task into a game; 
• the outcome of the game is linked to the completion of the didactic task. 
Game categories. The game method’s place and role in the educational 
process, as well as the combination of game and learning elements, are heavily 
reliant on the instructor’s realization of the functions and categorization of various 

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types of games. Games can be physical (motor), intellectual (mental), labor, social, 
psychological. 
The following game groups are distinguished by the nature of the teaching 
approach: 
1) teaching, training, controlling, summarizing; 
2) cognitive, educational, developing; 
3) reproductive, productive, creative; 
4) communicative, diagnostic, career guidance, psychotechnical. 
Games can be classified as a subject, plot, role-playing, business, imitation, 
dramatization games. 
The game environment greatly influences the specificity of the game teaching 
method, and there are games with and without objects, table-room, on the ground, 
and with different tools. 
The game from the perspective of a planning system can be categorized as 
follows: 
1. Didactic, which are used to broaden horizons and cognitive processing, 
form certain skills required for practical activities, and during their implementation, 
education curriculum skills and abilities, as well as work skills, are developed. 
2. Educators who bring up independence, will, cooperation, collectivism, 
sociability, and communication form certain approaches and positions, moral, 
aesthetic and worldview attitudes. 
3. Socialization, introduction to societal norms and values, adaptation to the 
conditions of a specific environment, and communication instruction 
Training students in the use of grammatical constructions, which necessitates 
their repeated repetition, exhausts students due to the monotony, and the efforts 
expended do not always result in immediate satisfaction. The use of gaming learning 
techniques will assist in making mundane tasks more fun and intriguing. The same 
game can be used at various points throughout the lesson. But it all varies based on 
the teacher's specific workplace conditions, personality, and talent. It should be 
mentioned here that, despite the desirability and efficiency of the game method, a 

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sense of proportion is required; otherwise, the games will lose interest in the students 
and lose the freshness of the emotional effect. 
Activity has shown that using the game method of teaching helps students 
develop cognitive activity while learning a language. You should concentrate on 
role-playing. The role-playing game is used to overcome problems such as mastering 
new material, consolidating and developing creative abilities, and forming general 
educational capabilities. 
The process structure of the game includes the roles assumed by the players, 
game actions as a means of realizing these roles, game use of objects, replacement 
of actual things with game, conditional ones, real connections between the gamers, 
and plot (content) - an area of truth, conditionally viewed in the game. 
The trainer’s job is to choose the necessary situations-illustrations and 
situations-problems on a specific material, to arrange didactic material: task cards 
for each, to choose groups of students and allocate roles, to set a task on which 
students should express their point of view, to think over expected answers and 
comments, and to show attention and interest to students during the game. 
The following steps comprise role-playing technology: 
1. Preparation stage. The creation of a role-playing game begins with the 
creation of a scenario, which is a conditional representation of the situation and the 
object. Then a game plan is created. The teacher should have a general understanding 
of the game’s procedure as well as a firm grasp on the characteristics of the 
characters. 
2. Explanation stage at this point, the game is introduced and the participants 
are oriented.