TheMinistry of Higher and secondary education of the Republic of Uzbekistan The Uzbekistan state World Languages University

The author divides training games into following types: the situational, the competitive, the rhythmmusical and the art.
Situational ones include role games, which simulate situations of communication by this or that reason. They, in its turn, are divided into games of reproductive character, when children produce typical, standard dialogue, using it in this or that situation or improvisational games, demanding the usage and modification of different models. Naturally, an intermediate moment can occur, when element of improvisation is included in reproductive game.
The competitive ones include the most of games, promoting master lexis and grammar. In those games wins that one who masters best training material. There are crosswords, «auctions», desktop and printing games with linguistic tasks, execution of commands and etc.
The ritmo-musical games include traditional games in the type of round improving phonetic and communicative skills, but also rhythm-melodological sides of speech and immersion in spirit of language.
The art or creative games, it’s a type of activity standing on the border of game and art creativity, to which way is laid with the help of game. In its turn, they are divided into dramatic ones (small scenes in English language); graphic games, such as graphic dictation, application and etc.; and word-creative (selection of a rhyme, collective composition of signs to commix, collective compositions of small tales).
The ability to communicate in a foreign language involves the development of the trainees have a certain set of characteristics and personal qualities conducive to the mastery of a foreign language and its practical application as a means of familiarization with different national culture and means of communication with other cultures. Thus, the learner masters not only another way to communicate, but attach to a different cultural heritage that shapes his personality, belonging to a particular linguistic and cultural community, and is also developing its universal consciousness. Developing of ability to communicate in foreign languages is due, primarily, with the formation of the communicative competence of learners. Since the elementary school is the first step in the general school system, its task — to lay the foundations of the communicative competence that permits foreign-language communication and interaction of children (including the real needs and interests in dialogue and knowledge of primary school age children).