Казахский государственный женский
педагогический университет Вестник №3(51), 2014 г.
164
active, since it is to understand and remember the replica partner, relate it to the situation
properly respond to it. Games have a positive effect on the formation of cognitive interests of
students, fosters the development of a foreign language. They contribute to the development of
such qualities as self-reliance, initiative, a sense of community education. Students actively,
enthusiastically work, help each other, listen carefully to their comrades; teacher only manages
training activities. Role Play allows to take into account the age characteristics of students, their
interests, expands the context of activity; acts as an effective means of creating a motive to
speaking another dialogical dialogue, promotes the implementation of the activity approach in
learning a foreign language, when the focus is on student with their interests and needs.
Roleplay has great training opportunities:
1) Role play can be regarded as the most accurate model of communication. Because it
involves imitation of reality in its most essential features. In role-playing game, as in life itself,
speech and nonverbal behavior is closely intertwined partners.
2) Role-playing game has great potential - motivational incentive plan. In terms of training
not just call the motive for saying. The difficulty lies in the following mediation: the teacher
should describe the situation so that the atmosphere there was communication, which, in turn,
causes the internal need of students to express thoughts. In terms of foreign language
communication is important that learners were able to express what they want to say. Language
support ( vocabulary and grammar material, skills in using them ) often obscure the very purpose
- communication and from students and from teachers . On the lessons prevail statements
brought to life by a directive: «Tell me about your friend», «Tell me about your family», as the
teacher wants to see how students are able to combine the appropriate language material . Same
motive that guides students in this lies beyond speech: it is important to answer the teacher. The
situation changes if the students involved in the role play. Similarly, certain «given
circumstances» create a common incentive background and the specific role that gets pupil
narrows it down to subjective motivation.
3) Role Play enhances associative database at mastering the language materials. For
example, a replica Did you do your hometask?, Often perceived by students mechanically , gains
importance in the role play. Trainee, playing the role of father, turns to another student who
performs the role of a son with a question that expresses reproach, resentment and even a threat .
Emotion that accompanies this replica now, gives it natural uniqueness, establishing direct
communication with the situation and creating favorable conditions for storage.
4) Role Play contributes to the formation of educational cooperation and partnership.
5) Role-playing game has educational value. Students, though in elemental form, get
acquainted with the technology of the theater.
Thus, the role-playing game has great potential in practice, education and educational
relations.
Formation of communicative culture, increase motivation to learn a foreign language and
improve the efficiency of the educational process as a whole contribute to role play . Role-
playing game - a form of collective organization of training activities on foreign language lesson
, which is aimed at forming and development of speech skills in conditions as close to those of
real communication.
Role-playing game «Who is your writer» can be used on the main stage of the lesson,
students are playing not only reinforce the material on «Books», but also repeated a theme how
to ask questions. The game uses situational role. This game creates conditions of equality in
speech partnership, student teacher asks a question, thus breaking down the traditional barrier
between teacher and student .
Roleplay «At the young pioneer Leader's Meeting»
Қазақ мемлекеттік қыздар
педагогикалық университеті Хабаршы №3 (51), 2014 ж.
165
Specifying first disciple You Sr. pioneer leader . The seminar counselors you talk about
what books kids love to read. Setting the second student: You party workshop. Agree with a
Pioneer senior or contradict him.
For example: Senior Pioneer leader : Children like to read books on adventure.
Workshop participant: You are right. Children like to read books on adventure.
This game can be used on the main stage of the lesson. The game uses situational role. In
the game, students master the elements of communication such as the ability to start a
conversation, to support her, to interrupt the interlocutor, at the right moment to agree with his
opinion or disprove it.
Roleplay «After the Holidays»
Specifying first disciple you - old Hottabych. In summer you have not seen with his friend
Wolken. Ask how your friend spent the holiday.
Setting the second student: You - Volka. During summer vacation, you read a lot of
interesting books . Share your thoughts with old Hottabych.
This game is very exciting, here used situational role. Methodically correctly will use this
game on the main stage of the lesson. Playing the game «After the holidays», students will
gladly give free rein to their imagination.
Roleplay «Telephone call»
Specifying first disciple Two weeks in your class will be held debate on the book Pushkin's
«Anna Karenina». You do not have this book. In the school library dismantled all available
instances. Need to go to city children's library. But before we go there, call your friends and find
out, maybe one of them has this book.
Setting the second student: You call a classmate , find out what he wants.
For example:
A.: Yes?
K.: Good afternoon, Olga.
O.: Good afternoon, Kate. How are you?
K.: I am well, thank you. I hope you are well too.
O.: I am well, thank you.
K.: Olga, do you have the book «Anna Karenina»?
A.: No, I haven't.
K.: Do you know who has?
O.: Ira has.
K.: Thank you. Good-bye.
O.: Good-bye.
In this game uses the positional role game is well suited to the main stage of the lesson.
This game serves as an effective training tool dialogical dialogue. The student should understand
and remember replica partner correlate it with the situation properly respond to it.
Roleplay «Bookshelf»
Instructions : You are a class of students , and you have agreed to take each other's books,
to share experiences about the read.
Students are encouraged to use their own found information about books and writers.
For example:
- So you've got some new books on your bookshelf.
- Yes, I have. This is a book of poems by Robert Burns.
- Well, he is Scotland's greatest poet.
- Yes, and here is my favourite «My Heart's in the Highlands». Just listen: «The hills of the
Highlands forever I love».
- And I remember his revolutionary poems. «The Tree of Liberty» is the best of them.
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