Балакший Наталья Алексеевна

учитель английского языка

ГУ СОШ №5 г.Караганда Казахстан

The using games as a method of formation of the

communicative skills in English language teaching

One of the most important components of a culture is its language. With language, people not only expeditiously communicate; they also express their values, beliefs, and world views. When a language becomes extinct, a part of culture , this means an opportunity for a better understanding of the human’s being . Language, like grasses on the plains during a wildfire, is only one component of the grass plants; culture the roots can survive the loss of the burned top grass. A main objective in teaching English as a foreign language is to enable pupils to communicate effectively in many situations and contexts.

This involves being able to control a wide range of language functions, which are how speakers use language for requesting, congratulating, apologizing, complaining, consoling, and promising, among many other functions. While we easily manage language functions in our native language, it is far more difficult to do so in our second language, where the result is often embarrassing mistakes or a breakdown in communication. I found the games very useful to improve the communicative

skills on the lessons. The teacher would like to discuss reasons for using games in language, to give suggestions on when and how to use games, and to explain categories for classifying games. The games have long been advocated for assisting language learning. The games add interest to what students might not find very interesting. The games provide a context for meaningful communication. Pupils understand as they listen and read, interaction to enhance comprehensibility, asking for repetition or giving examples and comprehensible output, speaking and writing so that others can understand. The emotions aroused when playing games. They encourage shyer learners to take part especially when games are played in small groups. The games can involve all the basic language skills: listening, speaking, reading, and writing, and a number of skills are often involved in the same game. The games are student-centered in that students are active in playing the games, and games can often be organized such that students have the leading roles, with teachers as facilitators.

Many games can be played in small groups, thereby providing a venue for students to develop their skills in working with others, such as the skill of disagreeing politely and the skill of asking for help. The games can play a range of roles in the language curriculum. Traditionally, games have been used in the language class as warm-ups at the beginning of lesson, fill-ins when there is extra time near the end of lesson, or as an occasional bit of spice stirred into the curriculum to add variety. All these are fine, but games can also constitute a more substantial part of language courses. Similarly, games can also be used as a way to revise and recycle previously taught language.

Children often are very enthusiastic about games, but precisely for that reason, some older students may worry that games are too childish for them. Teachers need to explain the purpose of the game in order to reassure such students that there is such a phenomenon as “serious fun.” Also, older students can be involved in modifying and even creating games. However adults have long participated in games on radio and television, not to mention the fact that popular board games, such as puzzle, are played by adults. Types of language games classifying games into categories can be difficult. We should divide language games into two types: linguistic games and communicative games. Linguistic games focus on accuracy, such as supplying the correct antonym. On the other hand, communicative games focus on successful exchange of information and ideas, such as two people identifying the differences between their two pictures which are similar to one another but not exactly alike. Correct language usage, though still important, is secondary to achieving the communicative goal.

As with the classification of games as linguistic games or communicative games, some games will contain elements of more than one type:

· Information gap games

· Guessing games

· Search games

· Matching games

· Exchanging games

· Role play games

Some examples of games are using on my lessons: What's cooking?

1. Participants read a recipe and make the dish.

2. The amount of ingredients and assembly process must follow exactly the instructions laid out in the recipe.

3. The participants eat the dish they have prepared, all together and as fast as possible, because whoever finishes the five tasks first wins the entire competition.

This game not only reinforces food vocabulary, but it also tests the ability of pupils to comprehend written instructions. This is also good for introducing cross-culture topics. Recipes may vary depending on what food terms and cultures the teachers wishes to cover. Salads and sandwiches are easy-to-prepare recipes. The eating part adds an additional element of fun to the game.
Although the whole competition is a combination of five games, each game is suitable for reinforcement of individual language skills and easily applied in the classroom. One feature of these games is that students with lower language ability in a team can still contribute if they are good at skills other than languages, such as putting together jigsaw puzzles, calculating numbers, drawing, or eating fast.

Art master

The instructor describes a picture orally. Competitors simultaneously recreate the picture on a sheet of paper, correctly including named objects in accurate positions. This game reinforces the use of prepositions, such as to the right of, to the left of, in the middle of, or under, etc. It also reinforces the vocabulary of concrete objects students have already learned before. The complexity of the picture will depend on the level of the pupils.

What’s number?

1. Participants use the four basic operations (addition, subtraction, division and multiplication) to compute a simple mathematical equation provided orally by the instructor.

2. They call out the correct answer as soon as possible.

This game addresses students' listening skills and tests their understanding of numbers, which is often an important part of language teaching materials.

References:

1. Nuyen, N.T.T. 2003. The effectiveness of learning vocabulary through games. Asian EFL Journal

2. Saricoban, A. and Metin, E. 2000. Songs, verse and games for teaching grammar.

3. Bransford, J. D., Brown, A. L., & Cocking, R. R. E.2000 How people learn: Brain, mind, experience, and school.

4. Uberman, A. 1998, January-March. The use of games for vocabulary presentation and revision. Forum

5. Yun Zhan , 2009 Reading to speak; Integrating Oral Communication SkillsForum

6. Sheils, J. 1986. "Implications of the communicative approach for the role of the teacher