«ЖАСТАР ЖӘНЕ ҒЫЛЫМ: БҮГІНІ МЕН БОЛАШАҒЫ»
Студенттер, магистранттар, докторанттар мен жас ғалымдарды 72-Республикалық ғылыми-тәжірибелік конференциясы
Сәуір, 2019
20
Аширбек Аяулым
5B011900-Шет тілі:екі шетел тілі
3-курс/бакалавр
Ғылыми жетекшісі: оқытушы Хусайн Раиса
ҚазМемҚызПУ
АҒЫЛШЫН ТІЛІ ГРАММАТИКАСЫН ОЙЫНДАР АРҚЫЛЫ ҮЙРЕТУ
Түйіндеме. Мақалада ағылшын тілі грамматикасын ойындар арқылы оңай үйрену жайында
айтылған. Жас ерекшеліктеріне қарамастан ойындар арқылы тіл үйренудің тиімділігі және Қазақ
тілінен айырмашылығы баяндалды. мысалы ретінде бірнеше ойындар атап өтілген және де
ойындарды ойнау кезіндегі үйренушінің қандай жетістіктерге қол жеткізуі мүмкіншілігі атап
өтілген.
Аннотация. В статье говорится о способах обучения грамматике английского языка при
помощи игр. Также рассказывается об эффективности изучения языка посредством игр и про
различие между казахским и английском языками.В качестве примера было отмечено несколько игр
и ещё отмечено, какие успехи может достичь обучающийся при помощи игр.
Teaching grammar through games
Grammar is that part of learning English, which since high school has left the saddest memories of
itself. And there is nothing surprising in this - the laws by which the English language works differ greatly
from those by which the Kazakh language works. We simply do not have many things, such as articles or
phrasal verbs. Let's try to understand how the English language is arranged - after all, in many respects
English grammar is simpler than Kazakh, and often more logical.
The grammar of the native language is perceived quite differently than the grammar of someone else.
It is an integral part of any human language. When it comes to learning a foreign language, the formation of
skills in the field of grammar is of great importance for the formation of communicative competence. It is
impossible to overestimate the role of grammatical language structure for a well-developed speech exchange
of thoughts. However, at the same time, mastering new grammatical structures can be a significant challenge
for schoolchildren. In the works of E. V. Ilchenko it is noted that in order to memorize a multitude of
grammatical structures, intensive training is required, which tires children and is not very effective if it is
monotonous. Children spend on many exercises great effort, but do not feel satisfied.
Taking into account the importance of all stages of the process of learning the grammatical side of
speech, it became necessary to pay attention and to consider in more detail the consolidation stage, the
methodological task of which is to develop grammatical material.
In the methodology of teaching foreign languages, the main motivating techniques for teaching
grammar are playing and it turns out that this technique is interesting for children of any given age.
Effective use of gaming technology is possible only if the teacher correctly selects the game and
organizes classes. To achieve the best results, the following conditions should be observed: the same game is
played more than once (using new lexical materials); A new game begins with a teacher who plays the lead
role, and then a student with well-developed language abilities should become the leader; the game has a
competitive nature, so the best effect is achieved; participants of the game interact with colorful aids and
accessories; a vocabulary is applied, with which the teacher can conduct a lesson in the target language;
correct and timely errors are corrected. Games on the development of grammatical skills allow you to
achieve the following objectives: to help students use speech patterns that contain difficult to understand
grammatical turns; create natural conditions that would encourage the child to use a particular sample; to
help children independently show speech activity in a foreign language. The game should bring children a
good mood and be useful for them. Moreover, it is an incentive to continue classes when a child’s interest in
a foreign language becomes weak. It is especially difficult for children to learn grammatical times in the
English language, so it is in studying this topic that we use the most games. Let us give an example of some
games aimed at learning the times of the English language.
- Find out who is talking. (Guess who is speaking) The student approaches the board and turns his
back on the class. One of the seated students says in a foreign language that he has been doing well since
«ЖАСТАР ЖӘНЕ ҒЫЛЫМ: БҮГІНІ МЕН БОЛАШАҒЫ»
Студенттер, магистранттар, докторанттар мен жас ғалымдарды 72-Республикалық ғылыми-тәжірибелік конференциясы
Сәуір, 2019
21
childhood, for example: I have been playing chess since childhood. Worth should understand by voice
exactly who said this. And then he must repeat his phrase and call his name: Mary has been playing chess
since childhood.
- Where have you been? (Where were you?) Students are divided into two teams. Members of the
same team are visitors. They speak in English to representatives of the second team: I called at 10 a.m. last
Saturday morning but you weren`t in. Where were you? Participants of the second team should answer in
turn. In this case, you can not repeat someone else's sentence.-I was at my uncle`s house. I was at the airport.
I was in the mountains. I was in the park. After the participants of one of the teams have expressed
themselves, the participants of the second can continue. For each answer, the team gets one point. Then the
first team asks the following questions: “I called at 10 a.m. last Saturday morning but you weren`t in. Where
were you doing? (this is how simple and long past times are trained)
- A day in the life. The class is divided into two teams. Each team is selected one of the players who
must leave the class. Then the team tries to imagine how their remote participant spends the day and writes
in English what he did, with whom he communicated, where he was. Then the remote player returns to his
team. By asking different questions, this player tries to determine which of the days the group was talking
about. After he realizes what day was discussed, team members ask him questions in order to understand
how he actually spent that day. (this is how simple past tense is practicing).
- Cubes (Bricks). This game has a definite goal - to bring to automatism the use of constructions in
everyday foreign language speech. For this lesson, you need to prepare cubes, on the verge of which to stick
pictures with images of different subjects. Students need to be divided into two groups. Each of them, in
turn, approaches the table, rolls a die and pronounces a sentence with the studied construction, which takes
into account the plot of the picture. With the help of games, you can increase the effectiveness of classes
only if you use different techniques correctly. The experience of using games in the classroom shows that it
is necessary to gradually introduce new types of games into the classes, use different variations for those
already introduced. Thanks to the games, students are reorganized psychologically; they start thinking about
the process of the game, and not about the language being studied. Children can practice their knowledge of
English grammar. The teacher of a foreign language at the same time stimulates children's interest in the
subject, develops their grammatical skills and communicative competence (see Appendix).
Thus, the problem of the presentation of grammatical material is fascinating, lively, interestingly can
be solved if you use such a technique as a game. The following requirements should be considered:
- building on familiar vocabulary (if necessary, unfamiliar words are written in advance on the
blackboard, so as not to disrupt communication;
- a reflection of the most typical case of the use of grammatical phenomena;
- the content should include only one grammatical phenomenon;
- The examples should correspond to the material that will be in the exercises (according to the
traditional method).
References:
1. Ilchenko, E. V. Games, improvisation and mini-performances in English lessons [Text] / E. V.
Ilchenko. - M .: Center for Contemporary Humanitarian Studies, 2003. - 449 p.
2. Stronin, MF. Educational games in English lessons [Text] / MF Stronin. - M .: Education, 1994. -
231 p.