According to contemporaries, school gives us a compass of knowledge for drawing the square of life. Do you remember how at school in English we were forced to cram texts about the pioneer Petya, whose father works at a factory and his mother at school? How much effort we put into making all the words and texts “bounce off the teeth,” as the teachers demanded. Now it seems that all this was in vain: we both did not speak English and did not speak it after 10 years of cramming. Today we want to remind you of how we were taught English at school, and tell you how to CORRECTLY learn English. Follow our advice and everything will work out!

At the beginning of this article, we would like to make a small disclaimer: we do not accuse school teachers of “wrong” teaching methods or incompetence. The principles we have outlined are the most common stereotypes about schooling. Almost all students encountered some of them, and only some students encountered others. We propose to consider these stereotypes and get rid of them forever.

Don't let schooling interfere with your education.

Don't let schoolwork interfere with your education.

13 principles of learning English from school that are stopping you

Rules, rules and only rules... It seems that this is what the life of a schoolchild consists of. Meanwhile, not all school rules and teaching principles are worthy of taking a place in your life. In fact, most of them prevent you from gaining knowledge. Let's see what principles of schooling should be forgotten, how horrible dream, and what principles should be used in learning a language.

1. Textbooks are our everything

We always associate school with a mountain of textbooks that occupied half the closet in our room. We were taught: if you learn everything in the manual by heart, you will be happy. But digging through the textbook did not bring any happiness, on the contrary: now at the mere mention of this word we feel sick.

Correct Principle: Textbooks are one of the components of learning.

Without a textbook, learning is truly impossible, but a manual is not the key to success. In addition to the textbook, when learning English, be sure to use everything available materials: videos, audio podcasts, songs, online tests and games. And it is best to choose a British textbook; it is built on a different principle than our “Vereshchagina” and “Plakhotnik”. In modern English-language textbooks, the information is presented clearly and interestingly; you do not need to cram anything; you learn English in the process of communicating with your teacher. You can choose a suitable manual for yourself from our review “”, then your studies will be fun and effective, and most importantly, you will speak English.

2. Grades are an indicator of your intelligence

Oh, this assessment system, how many complexes it has created among schoolchildren! And how many adults still believe that a “C” in English at school is proof that they have no ability for languages ​​and are not even worth taking up their studies.

Correct Principle: The main thing is knowledge, not grades.

The goal of your training should be knowledge and the ability to use this knowledge for your benefit. Forget about your bad grades at school. The main goals of learning English are to speak it, understand it and be understood. Use various tests to check how well you understand a particular topic, and which topics you should devote more time to.

3. Mistakes are terrible.

Remember how at school we were afraid to make a mistake because the teachers scolded us for it, lowered our grades and threatened to complain to our parents about our negligence? After such studies, a conditioned reflex is triggered in us: I will not speak English, otherwise I will make a mistake and I will be punished. The fear of making a mistake is detrimental to learning English. The fear of “blurting something out” is the founder of the language barrier. It is precisely because teachers were strict about mistakes that school graduates today cannot speak English, even if they know grammar well and have a good vocabulary.

Correct Principle: Mistakes are normal.

Don’t be afraid to make mistakes, modern English teachers don’t punish you for mistakes, they won’t scold you or consider you a stupid person. The approach has changed: now mistakes are just an indicator that you need to repeat the topic in which you feel unsure. Feel free to speak English even if you know your speech is imperfect. Until you know where you are making mistakes, you will not correct them and, therefore, will not speak English fluently and competently.

4. A three-column dictionary is your best friend

From the first months of learning English, we started a dictionary notebook, divided into 3 columns: word - transcription - translation. It was assumed that using such a dictionary it would be easy and convenient for us to learn new vocabulary. However, in reality it turned out that we could best case scenario memorize, but the principles of their use in speech remained beyond our understanding.

Correct Principle: A subject dictionary is more efficient.

Do not divide your dictionary into three columns; this method has already proven to be ineffective. New vocabulary is best learned in context, so write out a whole sentence with a new word or a fragment of a phrase. Then you will study not just the translation of the word, but the principle of its use. Moreover, write down words on one topic in one section of a dictionary notebook; it will be easier for you to learn vocabulary that is related in meaning.

5. Textbook and dictionary - everything you need for studying

The strict school curriculum involved teaching schoolchildren only from textbooks. Very, very rarely did teachers use any additional materials. After finishing school, we suddenly discovered that we did not understand English by ear at all, and of the phrases in English we only remembered the notorious “London is the capital of Great Britain”, which will not help us find a common language with foreigners.

Correct Principle: Use a variety of resources.

Educational materials should be of interest to you, especially since today on the Internet you can find hundreds of different educational resources to suit your taste. Supplement manual training with multimedia materials. Read about it. Listen to podcasts, we have described in detail how to work with them in. Read books, you can start with adapted literature, the benefits of which you can learn about. You can also learn English with the help of music, check out the article “”.

6. Pronunciation doesn't matter

At school, even the strictest teachers allowed us to say “fenkyu” (thank you) and “zys” (this). Perhaps they believed that loading children's heads (or rather, tongues) with the intricacies of pronunciation was overkill. However, in reality it turns out that when we speak English, we are understood only by our compatriots, whose pronunciation is no different from ours.

Correct Principle: Good pronunciation is the key to mutual understanding.

7. Playing and studying don't mix

At school we were always taught: the educational process is a serious thing, there is no place for games. Outside of class, we had to do exercises using the same uninteresting textbooks and write down words in a dictionary. Maybe this is why we grew up and perceive studying as boring cramming from a textbook and studying the dictionary from A to Z.

Correct Principle: Entertainment and English are quite compatible.

Not all entertainment is a waste of time. English can and should be learned through games, applications and social networks. For example, take a look at one of the. Or install yourself several of . And don’t forget to subscribe to news from groups that publish useful materials on the English language, for example, our groups for English learners: In contact with And Facebook.

8. Cramming theory is the main thing

Remember how we learned by heart long formulations of the rules of the English language or 40 new words? For some reason, knowledge of theory and rote learning did not help us speak English. Despite this, some teachers believed that the main thing was to force students to memorize the next paragraph or a couple of dozen words, and everything would immediately fall into place.

Correct Principle: Theory without practice is nothing.

Learning by heart is useful, but regular cramming will not help you understand, for example, when to use the word choose and when to select. You need to support the theory with practice: use these words in speech, guided by the context, read the studied words in articles, listen to audio and video. This way it will be easier to remember new vocabulary. The theory must be supported by a significant amount of practice.

9. Curriculum - “not a step aside”

The school curriculum was the same for everyone, regardless of the interests and characteristics of the student. We all had to strictly follow it, no matter how illogical and inconvenient it might be at times. So it turned out that after 10 years of study, most of us only remember a phrase like “Who is on duty today?”, which we have nowhere to apply today. However, teachers cannot be blamed for this: they were the same “prisoners” of the education system as we are.

Correct Principle: The training program should be tailored to your needs.

If you study English with a personal teacher, you have every right to an individual approach. For example, in our online school, teachers adapt to your needs and skills: each topic is covered for as long as you need to understand it, and the teacher tries to make the lessons as interesting as possible for you. And if you study at, then the training program is completely tailored to your needs and interests.

Education is what remains after one has forgotten what one has learned in school.

Education is what remains after you have forgotten what you learned at school.

10. Study for the sake of study

At school, no one told you why you were acquiring knowledge. The vague “if you don’t study, you’ll become a janitor” had an impact on few people. Learning a language “because it’s necessary” is not at all interesting.

Correct Principle: Studying to achieve a desired goal.

To make your studies as productive as possible, determine the purpose of learning English. If you know that you study English to achieve heights career ladder, communicate with foreign partners, feel comfortable while traveling, enroll in a prestigious foreign university, watch new TV series before anyone else in the original language, then you are unlikely to have the desire to give up everything halfway. A tempting prospect will be an excellent incentive to study.

11. Vacations are a time when you can forget about studying

And this principle, rather, we derived for ourselves. Remember how we fussed before the end of each quarter or semester, and after receiving the grade, we immediately forgot about definite articles, English tenses, passive and active voices. Rest is time free from studying.

Correct Principle: Regular exercise is the key to success.

If you want to feel constant progress, then you will have to forget about long breaks in learning English. Knowledge disappears from the head much faster than it gets there. Agree, it’s stupid to spend time and money learning a language only to forget everything after a couple of months. Therefore, do not allow long breaks in training. The most top scores bring regular classes. It is advisable to study 2-3 times a week for 1-1.5 hours, and on the remaining days devote at least 15-20 minutes to English. 1-2 days a week “take a day off” in English. With this schedule, within a couple of months you will feel significant progress. To avoid getting bored, choose several activities and create a small schedule. For example, on Monday you watch episode 1 of your favorite TV series in English, on Tuesday you do some grammar exercises, on Wednesday you read a chapter of a book, etc.

12. A schoolteacher is enough to make you talk.

The school teacher was considered the only person who could teach you English. It was believed that a teacher could provide all the necessary knowledge, and there was no need to study outside of school.

Correct Principle: Look for every opportunity to communicate in English.

If you want to learn to speak English, use every opportunity to communicate: English courses, individual lessons with a teacher, communication with native speakers. You can communicate with native speakers on the websites interpals.net or italki.com. Text, talk, improve your English.

13. Group training is your only option.

At school, the class was usually divided in half, and we learned English in a group of 10-15 people. Moreover, this group included both diligent students who quickly mastered the material and careless poor students who did not learn the construction there is/are until the 11th grade. The entire group was taught according to the same program, regardless of the personal characteristics of the students.

Correct Principle: Individual lessons are the right choice.

Learning English at school is not very effective, not because of the teachers or the curriculum, but because there are 20-30 people in a class, which is too many for productive classes. Therefore, instead of being disappointed in your own abilities or scolding school teachers, try the most effective way to learn a language - individual lessons. And if you are limited in time, then try our school. Online lessons are a new word in learning, and perhaps this word will appeal to you.

As you can see, the rules of learning English that we were taught at school can be forgotten. Time changes, and we change with it. However, the school also had very useful techniques, which we wrote about in the article “”. So if you were unable to learn English at school, do not despair: new methods and techniques for learning the language will be your key to unlock the lock on the door of knowledge. Try to use new principles and do not forget to read our blog, we will help you achieve your goals.

Date of publication: 01/25/18

Active teaching methods in English lessons in the light of the requirements of the Federal State Educational Standard

Sumnikova Svetlana Vladimirovna,

English teacher,

MBOU Izluchinskaya OSSH UIOP No. 2

urban settlement Izluchinsk, Khanty-Mansi Autonomous Okrug-Yugra

New federal state educational standards indicate that in order to achieve the set goals, it is necessary to improve the forms of organization of the educational process, introduce new technologies and teaching methods, and increase the motivation of schoolchildren to learn. The formation of universal learning activities is the main task of education. During the course of training, the student must not only acquire a set of subject knowledge, but also be able to apply this knowledge in real life, have developed self-education skills, and a set of key competencies that will help in adult life. The student must be motivated to continually continue learning throughout his life. The main task of a teacher in modern conditions is the ability to organize educational activities in such a way that the student has neither the time, nor the desire, nor the opportunity to be distracted during the lesson. Active teaching methods help the teacher with this.

The inclusion of active learning methods in the educational process makes it possible to create an environment in the classroom that allows each child to find his place, show initiative and independence, and freely realize his abilities.

Active learning methods are methods that encourage students to engage in active mental and practical activity in the process of mastering educational material. They contribute to the formation of positive educational motivation, develop the creative abilities of students, actively involve students in the educational process, reveal the personal and individual capabilities of students, develop innovative thinking, increase the cognitive activity of students, allow them to more efficiently absorb a large amount of material, develop the communicative qualities of an individual, skills work in a team, conduct joint project and research activities, defend your position and listen to other people’s opinions, be responsible for yourself and the team. The use of these methods ensures high-quality implementation of new standards of the educational process. With the systematic use of active methods, the role of the student changes. He becomes an independent, courageous, active participant in the educational process. The role of the teacher is also fundamentally changing. He becomes a consultant, mentor, senior partner.

For each stage of the lesson, various active methods are used to effectively solve specific tasks of the stage.

I will go through each step of the lesson and show you the most interesting active learning methods. There are quite a lot of them and most of the methods are universal. They can be used not only in foreign language lessons, but also in classes in other academic disciplines.

1. The stage of introduction to the atmosphere of foreign language communication (beginning of the lesson, getting to know each other).

It is difficult to overestimate the importance of this stage. From the very beginning of the lesson, it is important to create a favorable emotional mood; the following active methods help with this.

Method “Say hello with your elbows”: greet as many members of the group as possible by saying your name in English and touching each other’s elbows, which helps create an informal atmosphere at the beginning of the lesson and establish contact between students.

Method "Compliments", which allows you not only to find out the mood and psychological state of students, but also to improve it and create a situation of success. The teacher asks the children how they are feeling and asks them to pick up a card whose color matches their mood. The interpretation of the colors is given on the slide or on the board, for example: yellow – fine (excellent), etc. After this, the teacher says that the mood in the group is different and offers to improve it by giving a compliment to the neighbor on the desk in English.

Method "Who are you?" allows students to talk about themselves, which can at the same time be considered as speech exercise. It is necessary to collect many different small objects (or pictures of objects) in advance and put them in a box. Each student must choose three subjects and say what connects him with these subjects. For example: one student took a book, a ball and a pencil. He can say the following about himself: I like to read. My favorite game is football. My hobby is drawing. This exercise can be modified, for example, by asking students to talk about their current mood or plans for the future.

2. The stage of entering or immersing yourself in the topic (communicating the goals of the lesson).

There are several methods for successfully and comfortably entering the topic of the lesson. All of them contribute to the development of logical and spatial thinking, analytical abilities, and serve the development of the emotional sphere.

Method "Associations" allows you to use imaginative thinking and memory. The first student receives a card from the teacher and names the associations he has with this word. The card is passed along the chain until it is returned to the teacher. Each student has the opportunity to express their thoughts at a fast pace.

Method "Guess the theme": Students are presented with pieces of several puzzles. You need to find the missing pieces from your classmates, form groups and assemble puzzles. Students are then asked to guess the topic of the lesson based on the pictures they get. For example, one group got the sun, another got a cloud, and the third got rain. The topic of the lesson is “Weather”.

3.The stage of forming expectations and concerns of students (planning the effects of the lesson).

Goal setting and taking into account the needs and expectations of students make the educational process understandable and desirable for children. The goals of education become the goals of the students themselves, acquiring significant motivational potential, ensuring high cognitive activity and independence, initiative in the process of studying a new topic.

Method "Tree": It is necessary to schematically draw a tree on the board in advance; prepare yellow and green leaves with double-sided tape on the back. Each student receives two pieces of paper: green and yellow. On green, children write what they expect from the lesson, and on yellow, what they fear. Students keep the completed pieces of paper until the end of the lesson. At the end of the lesson, the children glue their leaves to the tree: green - with fulfilled expectations or yellow - with fulfilled fears. If there are more green leaves on the tree, then the objectives of the lesson have been achieved. If the tree “turns yellow,” it means that mistakes were made in conducting the lesson.

Method "Sun and Cloud" Children who are confident in their abilities attach a sun to the board using magnets, while those who are not confident attach a cloud. Evaluation of the result: by the number of clouds at the beginning of the lesson, you can track students who are unsure of their abilities; by the number of suns at the end of the lesson one can judge the quality of learning new material; names written on pictures with images of clouds will allow you to plan individual work in the next lessons on this topic.

4. Stage of presentation of educational material.

Method "Pathfinders" is aimed at teaching children to work with various sources of information. The teacher hangs a poster or writes the topic of the lesson on the board. For example, “Massmedia”. Next, students are asked to remember the main words that are related to this topic: Internet, book, television, newspapers, magazines, etc. and write them on the board. Next, we move on to elaborating the content of the topic.

Method "The most attentive"

The word is written on the board. Players take turns (or are divided into teams) to come up with words and write them on the board. Rules:

1. Words starting with the same letter. For example, w ithout – w hite.

2. Words ending with the same letter. Eg matc h– Birt h.

3. Words that fit the topic of this word. For example, mother – father.

4. Words are synonyms. For example, destroy - ruin.

5. Words are antonyms. For example, under – on.

5. Stage of elaboration of the topic content.

Method "Braggart" used to train grammatical skills in oral speech. It is necessary to prepare cards with the names of temporary forms of the English language; an option without auxiliary aids is also possible. The “braggart” is playing out the time in which he must come up with a proposal. The rest must refute his statement (make a negative sentence) or express surprise (ask a general question). If the “braggart” is wrong, the one who corrected him becomes the “braggart”.

Method "Traffic light" used to work with grammar. Students hold up red and green cards, choosing the correct grammatical forms.

Method “Who will write the most words?”

Students write in their notebooks (on separate sheets of paper) the words that they remember on the topic they have studied (after oral practice) for three minutes. Then they exchange notebooks with a partner to check and correct errors. The number of correctly written words is counted.

Method "Carousel"

They work in groups. At a signal, they pass their piece of paper to the person sitting next to them in the group.

Student 1. – 1st form of the verb;

Student 2 – 2nd form of the verb (adds);

Student 3. – 3rd form of the verb (adds);

Student 4 and the whole group come up with a sentence with a given verb, and then a story with the resulting list of verbs.

Method "Add a word"

The goal is to compose a story in such a way that each player takes turns adding one word to the previous one until you get a story on a given topic. For example, on the topic “My Perfect School”. (1) I, 2) would, 3) like, 4) my, 5) school, 6) to be, 7) a brightly-colored, 8) building, 9) and…

Method "Add an offer"– as a variant of the previous game. Students are given sentences from the story (deformed text). Their task is to restore the sequence of a story or text and reproduce it. They work in groups.

6. Relaxation stage. Dynamic pause.

If you sense that students are tired and there is still a lot of work or a difficult task ahead, pause. Sometimes 5-10 minutes of fun and active play in order to shake up and restore energy.

Dynamic pause "Take a good rest". The teacher explains, for example, to reinforce vocabulary on the topic “Colors”, that if he names a green object, students should stand up, if it is red - sit down, yellow - clap your hands, blue - jump, etc.

Dynamic pause "Who's faster?"

Two teams are participating. Students from both teams take turns running to the board and writing words on a given topic. The team that writes the most words without errors first wins.

Dynamic pause "Typewriter". Children take turns naming the letters of the dictated word. The word ends - everyone must stand up and clap their hands at the end of the line.

7. Summing up stage. Reflection.

Summing up, participants return to the “Tree” method, sticking pieces of paper with expectations or concerns for this master class.

The use of active learning methods allows for effective organization of the educational process. Active methods create the necessary conditions for developing the skills to think independently, navigate a new situation, find approaches to solving problems, establish contacts, listen, collaborate, and engage in communication. Active methods and new modern technologies make it possible to ensure active learning in the process of not only obtaining, but also using knowledge, contribute to the development of students’ creative abilities and allow the formation of new experience through theoretical understanding and application.

Prepared by:
Bakina Olesya Nikolaevna,
English teacher
MBOU Oster Secondary School
Roslavl district, Smolensk region

Kato Lomb, a famous Hungarian translator, writer, one of the first simultaneous translators in the world, said that “the word is a “brick” in the construction of a building, where the building is the language, and the construction is the study.” (1993)

Just as a reliable and strong brick is important for a building, so for a language a word must be a reliable and understandable form of expression of thought.

To know a word means to know its forms, meaning and use. When talking about the forms of a word, we mean its sound form, without which it is impossible to correctly understand the word by ear and adequately voice it yourself, as well as its graphic form, without which the word will not be recognized when reading and cannot be written. If a word has any peculiarities in the formation of grammatical forms, then this should also be reported to students already at the familiarization stage in order to avoid errors in the subsequent use of this word. As for meaning, in English, as in any other language, words can have several meanings. The volume of polysemantic words in English is higher than in any other language. It is necessary to familiarize students with the most common of them. In addition to the meaning of the word, it is also necessary to show its connotation, i.e. those associations that this word evokes, its social connotation, which is associated with the use of the word, i.e. the ability to be combined with other words, thereby forming phrases.

Successful development of the ability to read, speak or understand by ear is impossible without solid knowledge and skills in the field of vocabulary, because with its help, information is received and transmitted. In this regard, in foreign language classes I pay serious attention to working on vocabulary.

To memorize vocabulary, the active participation of all types of memory is very important: visual, which is trained by reading and writing words; auditory, which develops during the perception of a foreign language by ear and in the process of oral speech; motor, the participation of which is associated with the work of the speech organs and the act of writing down words, and, finally, logical, with the help of which a complete comprehension and comprehensive thinking through of the learned material occurs.

The great Russian teacher K.D. Ushinsky wrote that for lasting memorization of something it is necessary “for as many sense organs as possible - the eye, ear, voice, sense of muscular movements and even, if possible, smell and taste to take part in the act of memorization” . “With such friendly assistance from all organs in the act of assimilation,” Ushinsky pointed out, “you will defeat the laziest memory.”

Speaking about different types of memory, it is important to add that memorizing words and phrases is greatly influenced by personality type, abilities, previous memory training and motivation, that is, the mood for memorization. Accordingly, it is necessary to make adjustments for the characteristics of students’ perception of information—for example, kinesthetics are better remembered when students walk, write, or type during the process of memorizing. It is advisable for auditory learners to listen to audio and video recordings more often (even deliberately closing their eyes), and for visual learners it is advisable to study photo and picture dictionaries, use colored markers and draw visual diagrams.

You can ask students to take a test to determine which type of memory they have more developed in order to make the process of memorizing words more effective. (Auditory, visual, kinesthetic test. Diagnostics of the dominant perceptual modality by S. Efremtsev.)

My task is to teach the student the most effective techniques for mastering vocabulary, maximally mobilizing all types of memory.

1. Working with a dictionary.

Learning a new LE always starts with a dictionary. I suggest that my students use electronic dictionaries to work with new LEs, because... They not only significantly exceed book ones in volume, but also find the desired word or phrase in a few seconds; electronic dictionaries contain a larger number of neologisms, since language is a reflection of the real life of people, their culture. All new vocabulary cannot be adequately reflected in “paper” dictionaries for the simple reason that they take too long to develop. In fact, many dictionaries that were formed in the linguistic atmosphere of the mid-century are very outdated. They do not provide modern meanings of old words, and many new words are simply missing. This has become especially obvious in connection with the development of the Internet: most Web pages consist of English texts, written in lively modern language using colloquial vocabulary and slang. This problem can only be solved by using electronic dictionaries. For the masses software products Electronic dictionaries, such as electronic dictionaries, are characterized by frequent changes of versions and constant feedback from thousands of users.

Electronic dictionaries not only contain transcriptions, but can also pronounce words.

The disadvantages of an electronic dictionary are:

• Internet addiction. It will be impossible to translate a word if the Internet goes out at the wrong moment.
• attachment to a personal computer and, therefore, limited accessibility.
• Many dictionaries require certain software tools, without which it is impossible to install the dictionary.
• You shouldn't always trust what you say electronic dictionary word without controlling transcription. The synthesizer may place the accent incorrectly or even distort the pronunciation of the word.

The most common are ABBY Lingvo, Multilex, Multitran, Cambridge Dictionaries Online.

My students compose their own vocabulary, consisting of 4 columns: a foreign word, transcription, Russian translation, phrases or sentences with studied words. The last column is of particular importance because... It is the use of words that poses the greatest difficulty for students.

From time to time, my students and I return to individual dictionaries to remember what has already been forgotten. For example, I take any noun that I have studied, and students select adjectives or verbs from the vocabulary that go with this noun. Another example is the compilation of memory maps, where students, using words from the vocabulary, make association schemes between the words they have studied. We will dwell on this technique below.

I would like to introduce you to the following site http://wordsteps.com, it allows you to do work similar to working with your dictionary (Vocabulary). Click on the "create" button new dictionary", give it a name, enter words and translations into special fields, and the program creates exercises. There are several types of exercises, for example, multiple choice, to assemble a word from letters, and performance statistics. You can use thematic dictionaries already compiled by other people. There are restrictions on words in the free version.

2. Flash cards

A flash card is a card with numbers, words, terms, formulas, pictures, which is designed to evoke an instant response from students at the moment when the teacher shows the card at a fast pace. Most often used for reading, arithmetic operations, and especially for consolidating and improving lexical skills.

• Cards should be easy to use. It is necessary to choose the right size for cards that will fit comfortably in the palm of your hand and that will be easy to transfer.
• Thick paper or cardboard is used for cards; you can laminate the cards for longer use.
• A word in a foreign language is placed on the front side of the card; it is possible to add a transcription and an example of using the word in a sentence. On the reverse side there is a picture or translation indicating the lexical meaning of the word.

Using flash cards is effective method For:

• Studying the graphic form of words
• Remembering lexical meaning
• Rapid speech reproduction of a word (reading)
• The transition of words from passive vocabulary to active (use in speaking)
• Increasing motivation to learn a foreign language.

In the 70s of the 20th century, the German scientist and journalist Sebastian Leitner proposed a practical method for learning words (and in our case we are talking about foreign vocabulary) with less effort than the traditional method - the method of simply repeating flash cards, constantly turning over one after another.

In this method, so-called flash cards are sorted into groups based on how well the student has mastered the information on each card. For example, when learning a foreign language, a student tries to remember the meaning of a word written on a flash card. If he remembers it, then the card is moved to the next group. If not, then the card is returned to the first group. Each subsequent group is repeated at increasing intervals. This method can be used both for learning words of a foreign language and memorizing other information.

Example.

Cards are sorted into three groups: Group 1, Group 2 and Group 3.

Group 1 contains cards with new words and words that the student has learned poorly.

Group 3 contains cards with words that the student knows very well. The student can repeat words from Group 1 every day, words from Group 2 every 3 days, and words from Group 3 every 5 days.

If a student looks at a word from Group 1 and remembers its meaning, then the card is moved to Group 2. Using the same principle, cards from Group 2 are moved to Group 3.

If the student cannot remember the meaning of a word on a card from Group 2 or 3, then this card is returned to Group 1, and the process is repeated again until the information is firmly mastered.

Advantage of the method

So, according to Leitner's system, you repeat more often those words that are more difficult to remember, which allows you to save time on words that are remembered well. The result is a reduction in time spent on training.

I use an adapted method of the Leitner system - you need to take a stack of flash cards. If the word on the top card is known, then the card is moved to the end of the pile. If a word is unknown, then after viewing the translation it is moved to the middle of the pile (closer to the beginning) so that it appears earlier and more often than words already known. Thus, we achieve more frequent repetition of the necessary difficult vocabulary and its strong memorization.

Basically we made flash cards with phrasal verbs and idioms.

The website http://www.english-4kids.com/flashcards.html has a huge selection of ready-made colorful flash cards.

3. Memory cards

Mind maps (in the original Mind maps) are the development of Tony Buzan - famous writer, lecturer and consultant on intelligence, the psychology of learning and problems of thinking.

The Mind Map is an alternative to traditional methods of processing and transmitting information (notes, short notes, diagrams, etc.). This alternative is more productive, as it has a natural psychological basis, and most importantly, turns the student into an active creator of his own knowledge.

The psychological basis of the memory map method is associative thinking. The memory map itself, from the point of view of its creators, is a model of how our brain works.
It is enough to reproduce in memory one object of this information map, and in a chain it will pull along dozens of interconnected facts, events, and sensations. This is how multidimensional associative thinking arises, which allows you to see not just an object in the surrounding world by itself, but in connection with other objects.

This is the principle of operation of a memory card.

There are certain rules for creating mind maps developed by Tony Buzan, which are described in detail in his book “How to Mind Map”, namely:

1. The main idea, problem or word is located in the center. Buzan attaches almost the main importance to highlighting the keyword of the associative chain
2. To depict the central idea, you can use drawings and pictures.
3. Each main branch has its own color.
4. Only colored pencils, markers, etc. are used to create maps.
5. The main branches are connected to the central idea, and the branches of the second, third, etc. order are connected to the main branches.
6. The branches should be curved, not straight (like tree branches).
7. Only one keyword is written above each line-branch.
8. For better memorization and assimilation, it is advisable to use drawings, pictures, associations about each word.

The result of the work is an individual product of one person or one group. Expresses individual capabilities, creates space for the manifestation of creative abilities.

You can, of course, use special programs for creating a Mind Map, such as MindJet Mind Manager, ConceptDraw MINDMAP, MindMapper, etc., but I recommend creating mind maps with your hands - this good way take a break from the computer and train your thinking and imagination.

Benefits of Mind Maps

• easy to use
• show connections between phenomena, logic of thinking
• contribute to better memorization of information
• collect large amounts of data together
• develop creativity and thinking

Works very well when introducing new grammatical material. As for vocabulary, I use this technique in group work at the stage of consolidating the completed lexical material on a specific topic.

4. Secret words (Mirolyubov A.A.)

An interesting way to better memorize vocabulary is offered by A.A. Mirolyubov. Students are told several “secret words” with transcription and translation that they will need in the next lesson. Students must learn them at home in order to use them later in class. Students love secrets and therefore learning vocabulary turns into an exciting activity for them. Even the laziest will try to remember these words in order to be in an advantageous position in the next lesson (success situation). Sometimes I complicate the task a little: I give out sheets with secret words, but in some places, instead of transcription or translation, I draw blots or raindrops, as if a spoiled message. Children have to fill in the gaps on their own.

5. Lexical exercises

Psychologists have found that mastering new words is achieved only after students use them in various exercises at least six to eight times. Therefore, exercises should be varied and contribute to the use of lexical meanings in students’ speech practice.

Among the variety of lexical exercises presented in textbooks and additional teaching aids, everyone will find ones that correspond to specific speech tasks.

I will dwell in more detail on some vocabulary exercises that are in particular demand among my students.

Dictation

• Dictation is an effective form of working with large groups of students.

The teacher can give dictation to students one on one, but unlike most forms of work, dictation is feasible when working with groups of 20, 60 or 200 people. There are many similar examples in world practice.

• Dictation is one of the few approaches to language teaching and language learning in a large group that has the ability to involve students in active use language.
• Dictation can be used to reach groups with different language abilities/skills (differentiated learning)

The text chosen is quite simple for most students. They complete the dictation without any help. Beginners receive a text with 10-15 words written in their hands. Their task, while others are writing from dictation, is to listen carefully, try to understand the main meaning and insert the missing words. The level of complexity of the text and the number of omissions may vary depending on the goals. Such exercises help the teacher not only to reach the entire group, but also to effectively develop language skills.

• Dictation gives access to interesting texts.

Many teachers come across texts that might interest the student. A teacher skilled in a variety of dictation techniques will be able to use these texts to connect learning needs with students' abilities.

Types of dictations

To form auditory associations and establish a stable connection between an object or concept and the phonetic form of the word denoting it, I use various dictations

Text dictation

The teacher dictates a text that was worked out with students in class, or an unfamiliar text with developed vocabulary. Students write down the text as accurately as possible. After the text, you can offer additional lexical or grammatical tasks

Transfer dictation quiz

Students write down phrases or coherent text in English, which the teacher dictates in Russian. The text should be known to students. In advanced groups, you can give an unfamiliar text containing learned speech patterns.

Selective dictation

The teacher reads the sentence, the students listen attentively. The sentence is read again, and at this time students write out words (or phrases) with new vocabulary from it

Graphic dictation

The teacher reads questions that can be answered yes/no. Students answer questions by drawing a ^ instead of “yes,” and a ― instead of “no.” It turns out a line
^-^-^----^-^--^- Such tasks are checked very quickly, and the check can be entrusted to students of any class.

Dictation "be careful"

This method of work develops auditory memory, and without it it is impossible to develop speech skills. The teacher reads the text in its entirety, then one sentence at a time (each sentence is said once) and then pauses to write down the sentence. Students write down what they remember. After writing down the entire text, they exchange notebooks and count each other how many words in the sentence they managed to remember. Spelling and punctuation errors are corrected.

Creative dictation

The teacher dictates words and phrases on the topic studied. Students write down words and make sentences with them. Dictate the words for the students to write down. option 1: come up with and tell a story so that the words are used in the dictated order; option 2: write down the story and read it. The stories are often unexpected, funny, and the vocabulary is easy to remember. 3: writing a short text (preferably a joke) in Russian with the inclusion of words in English, suitable for weak students.

• http://a4esl.org/ - vocabulary tests of varying levels of difficulty.
• http://englishteststore.net - in the Vocabulary games section you can find games with pictures, synonyms, antonyms, etc.
• http://www.agendaweb.org/vocabulary-exercises - online games, game tasks that can be downloaded and printed.

6. Lexical games

They are situational and variable exercises in which the opportunity is created for repeated repetition of a speech pattern in conditions close to real speech communication with its inherent characteristics - emotionality, spontaneity and targeted impact.

Lexical games focus students' attention on lexical material, aiming to help them acquire and expand their vocabulary, illustrate and practice the use of words in communication situations.

Lexically focused exercises in the form of a game contribute to the development of students’ attention, their cognitive interest, and help create a favorable psychological climate in the lesson.

Memory game

Progress of the game:

The teacher writes on the board words or phrases that need to be reinforced. The teacher asks you to turn away or close your eyes and erases one LE. Students must guess which LE is missing and write it down correctly on the board.

Champion Game

Progress of the game:

When starting the game, the teacher says the first word. Each subsequent student must name all the previous words in the order in which they were included in the game and say a new word. If someone forgets a word or mixes up the order, he is out of the game.

"Mousetrap"

Players A and B go to the center of the playing field. The remaining participants in the game, in the role of mice, line up behind one of the starting lines. Then you declare a lexical category, say "Clothes!". Players A and B quietly agree among themselves about which word on this topic will be forbidden, for example “dress”. After this, they stand facing each other and hold hands, pretending to be a mousetrap. Next, Player C approaches the “mousetrap” and names a word from a given category, for example: “Scarf!” Players A and B raise their hands and pass Player C under them to the other side of the field. Then Player D, approaching the “mousetrap”, pronounces his word on the agreed topic, etc. If all the “mice” have safely moved to the opposite side of the field, then they return back in the same way and in the same order, etc. required number of times. If, suppose, Player F names a “forbidden” word, then Players A and B first raise their hands up as usual. But as soon as Player F is between their hands, they go down, "slamming the mousetrap." Then Player F chooses which of the two players (A or B) he will play a mousetrap with in the next round, where you set a different lexical category, etc. The game continues until each participant has played the role of a mousetrap at least once.

"Chain of Words"

In class, start a chain by saying, for example, the following phrase: “an old house.” Then have the first student replace the adjective, for example: "a beautiful house." Next, ask the second student to replace the noun in the new phrase, for example: “a beautiful girl,” etc. A student who does not find a suitable word is eliminated from the game, and the next participant continues the chain. The task continues until there is only one winner left.

Roll and Play

Throwing dice introduces an element of luck into the game, making it more exciting and therefore more interesting: you never know whether you will get a lucky number, whether you will be able to move one more step towards victory and overtake your opponents. The chips clearly demonstrate the progress of a particular group on the game board and create dynamics: the faster and further you go, the better! This is why children love board games with chips and cubes: thanks to them, they are immersed in the gameplay. Well-designed rules ensure that students not only have to rely on chance, but also think quite a lot. After all, victory depends not only on the values ​​rolled on the dice, but also on the correct answers.

From time to time I compose similar games to reinforce the studied LEs, I also take ready-made playing fields with numbers, but for each number I come up with lexical tasks that can either be printed or presented in the form of a Power Point presentation. The website http://www.eslgamesplus.com/crocodile-games presents games in this format that can be played online.

SLIDES AND LADDERS

Goal: To review and consolidate knowledge of cardinal numbers.

Description: Students in groups take turns placing their figures on the board and throwing dice. Then they move their piece by the number of cells they have drawn. Depending on their abilities, they can (1) say out loud the number they rolled and/or (2) their destination and/or (3) out loud add the number they rolled to the number of the square they were previously on. For example, 5 + 7 = 12. In this case, the player gets on the stairs, rises to square number 50 and on his next turn continues to play from this place. If the player hits the slide (for example, 28), he slides down it ( to cell 7) and continues the game from this point. The winner is the one who reaches 100 first or is ahead by the time the allotted time for the game expires.

"Present"

To prepare for the game, cut an A4 sheet of paper into sixteen pieces.

During class, give one card to each player and ask them to write their date of birth on it. Then collect the cards, shuffle them well and distribute them again with the clean side up. Now invite the game participants to write on them what everyone would like to receive as a gift for their birthday. When everyone is ready, Player A turns over his card and asks, for example: “Whose birthday is on the twenty-fourth of September?” The player who wrote this date replies: “This is mine!” Then Player A hands him a card, for example with the following words: “I”m giving you a bike!” After this, the “happy owner of the motorcycle” turns over the card that he received during the second distribution, etc. The exercise may stall if Player A will get his card back before everyone else gets rid of theirs. Then you give the floor to the next participant who has not yet played. The game continues until all participants have “received their gifts.” It is advisable to play this game at the end of the lesson, because It usually causes a heated discussion among children about who gave what to whom!

Crossword and word search

A crossword in English is a puzzle presented in the form of a grid of words intersecting each other horizontally and vertically. By answering questions or descriptive definitions in a crossword puzzle, students are given words to write on the grid. According to the rules, answers can only be nouns in the nominative case and singular. But nowadays you can find any innovations in this game with words. The website http://a4esl.org/ has crossword puzzles of any complexity with hints.

I would like to introduce you to a program in which you can create your own “find the word” puzzles - http://www.word-search-world.griddler.co.uk/Word-Search-Generator.aspx.
Now let's look at the sites where you can find different games for training and consolidation of lexical material. http://www.english-4kids.com/games.html a huge selection of online games and printable games.

7. Rhymes, poems, songs

A task with gaps can be used when working with poems or song lyrics. The study of lexical units takes place in a playful way, which contributes to the students’ comfortable state in the lesson. Children usually have unstable attention. Therefore, it is imperative that the lesson plan includes types of work that relieve stress, redirect children’s attention, and evoke a positive emotional mood. Learning rhymes and poems corresponds to the age and psychological characteristics of children. They are easy to learn and have such characteristics as rhythm and sound repetition. Learning poetry is fun for children. And what is experienced emotionally positively remains in the memory for a long time, leaving a mark in the child’s mind. Thanks to rhyme, lexical and grammatical structures are easily activated in oral speech.

The fundamental point here is the use of an authentic speech sample, and here songs and poems have many advantages over prose material. They are easy to introduce, easy to remember, and can be sung in chorus, which takes the psychological pressure off students who lack self-confidence. In genuine song material, there are often whole phrases and individual lexical units that are characteristic specifically of colloquial speech.

http://www.agendaweb.org/songs-exercises a huge selection of song material in video format for both small and older schoolchildren, nursery rhymes, pop music, of particular interest is the Learn English songs-exercises section, where while listening to a song the task is executed and the result is immediately displayed.

At the end of my speech, I will quote the words of M.V. Lomonosov, who said that it is impossible to “overburden students and create too easy conditions for them.”

Literature:

1. Buzan T. Think effectively. - Mn.: Potpourri, 2009. - 96 s.
2. Galskova, N.D., Gez, N.I. The theory of teaching foreign languages. Linguistics and methodology - M.: Academy, 2004.
3. Davydova, E.M. Game as a method of teaching foreign languages ​​/ Davydova E.M. // Foreign language at school. - 2010. - No. 6. - pp. 34-38.
4. Lomb Kato. How I learn languages. - M.: Argamak, 1993. - 273 p.
5. Marchan, N.B. On some techniques for increasing the effectiveness of vocabulary learning / Marchan N.B. // Foreign language at school. - 2004. - No. 5
6. Maslyko E.A. Handbook for a foreign language teacher: reference book. allowance. - Mn: Higher. school, 1992. - 445 s.
7. Methods of teaching foreign languages ​​in secondary school: Textbook/N.I. Gez, G.V. Likhovitsky, A.A. Mirolyubov and others - M.: Higher school, 1982. - 373p
8. Solovova E.N. Methods of teaching foreign languages: a basic course of lectures. - M.: Education, 2002. - 239 p.
9. Stronin, M.F. Educational games in English lessons: (From work experience). A manual for teachers./M.F. Stronin. 2nd ed. -M.: Education, 1984. - 112 p.
10. Ushinsky K.D. Pedagogical works: In 6 volumes. T. 5/Compiled. S.F. Egorov. - M.: Pedagogy, 1990. - 528 p.
11. Fetiskin N.P., Kozlov V.V., Manuilov G.M. Socio-psychological diagnostics of personality development and small groups. - M., 2002. P.237-238.

A modern English lesson cannot be imagined and effectively implemented without the use of modern educational technologies. The most productive technologies, in my opinion, are information and communication technologies, the project method, student research activities, multi-level learning, differentiated learning, etc.

Application of modern educational technologies in English lessons

Construction of the educational process in class and in extracurricular activities entails the active use of modern educational technologies, taking into account modern requirements for the quality of education and the level of formation of educational activities.

Relevance of choosing SOT.

The concept of using modern educational technologies in English lessons and during after school hours I use the principles and methods of competency-based education, technologies of personality-oriented and developmental education, and actively use strategies and techniques for teaching semantic reading and working with text. Taking into account the fact that in classes there are often students with different levels of language training, in each of my lessons I use several modern educational technologies element by element:

• information and communication,
• design method,
• student research activities,
• multi-level training,
• differentiated learning,
• collaborative learning technology or group work,
• health-saving technologies.

Using technology of multi-level and differentiated training.

Due to the fact that in each class there are immediately differences in the level of learning among students, I consider the technology of intra-class differentiation with the addition of elements of multi-level learning to be the most acceptable and relevant in organizing the educational process. Taking into account the typological characteristics of each student, I divide the class into conditional groups “A”, “B”, “C”. I use techniques of collective work, in dynamic pairs or groups. Group “C” tasks are recorded as basic standard- minimal or reproductive. Here I highlight the multiple repetitions, teach how to highlight lexical supports. Tasks “B” are built at an analytical-synthetic level and provide the mental activity that is necessary to solve application tasks. Group A tasks involve a creative or productive level. Students consciously and creatively apply their knowledge, composing mini-dialogues and monologues on the topic. Elements of organizing a group form of work allow me to intensify the cognitive activity of students in the lesson, to include each student in the learning process. Within the groups, everyone can express their opinion and actively participate in the decision of educational programs, in accordance with the level of language training and the lexical units studied. For each lesson I create didactic material of varying complexity. All this gives a tangible educational result.

Use of information and communication technologies.

I consider information and communication technologies to be one of the leading technologies in organizing the educational process in the classroom and outside of school hours. The use of ICT at various stages of the lesson allows me to optimize the educational process and use time effectively. When explaining new material for clarity, I use computer presentations in Microsoft Power Point (including those created by the students themselves, after preliminary testing by the teacher), videos from the site www.Youtube.com, educational films, video clips, excerpts from animated films and feature films, electronic applications to teaching materials. At the stage of consolidating vocabulary, as well as during generalization and repetition - interactive tasks, during control - interactive tests, when defending projects - computer presentations.

The use of information and communication technologies and multimedia allows me to intensify the cognitive activity of students, increase motivation to study my subject, and create additional conditions for the formation and development of communication skills and language skills of students. The use of this technology helps to make the transition from reproductive forms to independent, creative types of work.

Using technology of project-based learning and research activities.

I consider the project method to be one of the leading methods in developing students’ speech competencies and the ability to use a foreign language as a tool for intercultural communication and interaction. Therefore, I consider one of the main tasks to be the development of project skills in students. Working in a project group, students are included in an active dialogue between cultures, using knowledge and skills in English in new, non-standard situations. My students present their research papers at school scientific and practical conferences; I have experience participating in a city conference. Project activities are of particular interest to high school students, because They can and know a lot, and working on projects helps them realize their knowledge, skills and abilities. The work consists of the following steps:

1) Definition of the topic. 2) Determination of the final result. 3) Discussion and drawing up a project plan. 4) Collection of information. 5) Information processing. 6) Project design. 7) Presentation of the project. 8) Project evaluation.

Project activities combined with computer work make lessons interesting and modern. The teacher not only teaches children, but also learns a lot from them.

Thus, in the 2016-2017 academic year, a 6th grade student created the project “My Day in the Calendar”, which was tested at various stages (school and city “Project Fair”), and received good reviews and won a prize at the city stage.

Games.

Games allow for a differentiated approach to students, involving each student in work, taking into account his interests, inclinations, and level of language training. Exercises of a playful nature enrich students with new impressions, activate their vocabulary, perform a developmental function, and relieve fatigue. They can be varied in their purpose, content, methods of organization and implementation. With their help, you can solve any one problem (improve grammatical, lexical skills, etc.) or a whole complex of tasks: form speech skills, develop observation, attention, and creative abilities, etc.

Some games are performed by students individually, others - collectively.

Individual and quiet games can be played at any time during the lesson; collective games should preferably be played at the end of the lesson, since the element of competition is more clearly expressed in them and they require mobility. The same exercise can be used at different stages of training. At the same time, the linguistic content of the game, the way it is organized and carried out, changes. A situation indicates the conditions for an action, describes the actions to be performed, and the problem to be solved. In the situation, it is necessary to provide information about the social relationships of the partners. The description of the role is given in the role card or in the speech-thinking task.

Methods and techniques.

“Model teaching method” (classes in the form of business games, lessons such as: lesson-court, lesson-auction, lesson-press conference

These lessons imitate the press conferences that take place in life: when groups of public figures or scientists conduct conversations with representatives of the press, aimed at clarifying the most important issues and problems in order to popularize them and promote them. Lessons of this type contribute to the development of students’ skills in working with additional literature, foster curiosity, the ability to do things in a team, and comradely mutual assistance.

Lesson-press conference I conduct it with the aim of summarizing and consolidating the studied material. Unusual in form, these lessons arouse great interest among students and develop creative abilities well.

Mind-Map method is a simple technology for recording thoughts, ideas, conversations. Recording occurs quickly and associatively. The theme is in the center. First a word, an idea, a thought arises. There is a flow of ideas, their number is unlimited, they are all recorded, we start writing them down at the top left and finish at the bottom right. The method is the individual product of one person or one group. Expresses individual capabilities, creates space for the manifestation of creative abilities.

Method " Brain Storming "(Brainstorm) : By brainstorming, students name everything they know and think about the topic or problem discussed. All ideas are accepted, whether they are correct or not. The teacher's role is that of a guide, challenging students to think while listening carefully to their thoughts.

Teacher: What comes to mind when you hear the expression: What is a calendar?

Cluster-Method (bunch) — serves to stimulate mental activity. Spontaneity, freed from any censorship. Graphic method of systematizing material. Thoughts are not piled up, but “piled up,” that is, they are arranged in a certain order.

Compilation technology:

1) Keyword; 2) Record words that spontaneously come to mind, written around the main word. They are circled and connected to the main word. 3) Each new word forms a new nucleus, which evokes further associations. Thus, associative

Sinkwine — it is a poem that requires a synthesis of information and material in concise terms that allows for description or reflection. A cinquain is a poem consisting of five lines. Each student is given 5-7 minutes to write a syncwine,

Rule for writing syncwine

In the first line, the topic is named in one word (usually a noun).

The second line is a description of the topic in two words (two adjectives).

The third line is a description of the action within this topic in three words.

The fourth line is a four-line phrase that shows the attitude towards the topic.

The fifth line is a one-word synonym that reiterates the essence of the topic.

Thus, the use of modern educational technologies makes it possible to organize the educational process more productive, effective, interesting, and information-rich. Using new pedagogical technologies in the classroom, I became convinced that the process of teaching English can be viewed from a new point of view and master the psychological mechanisms of personality formation, achieving better results.

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• CONTENT
• INTRODUCTION
• 1. ROLE AND IMPORTANCE OF ACTIVE FORMS OF LEARNING IN EDUCATIONAL ACTIVITIES
• 1.3 Classification of forms of education that activate the cognitive activity of schoolchildren
• 2. GAME ACTIVITY AS ONE OF THE FORMS OF ACTIVE TEACHING ENGLISH IN SECONDARY SCHOOL
• 2.2 Application method various games in English lessons
• CONCLUSION
• LIST OF REFERENCES USED
• APPLICATION

INTRODUCTION

At the present time, when fundamental changes in teaching are taking place, when the content and methods of teaching are being radically revised, it is advisable to return to the consideration of the history of methods of teaching English and the main trends in its development. Now no one doubts that the methodology of teaching English is a science. The main goal of teaching foreign languages ​​is the formation and development of the communicative culture of schoolchildren, as well as training in practical mastery of a foreign language. The teacher’s task is to create conditions for practical language acquisition for each student, to choose teaching methods that would allow each student to show his activity, his creativity, in other words, the teacher’s task is to intensify the student’s cognitive activity in the process of teaching foreign languages.

The role of a foreign language in teaching and upbringing is increasing even more at the present stage of strengthening ties and expanding contacts between states. When social and scientific-technical progress places increased demands on the level of education and knowledge of a foreign language, the volume of multilingual information increases, not only economic, but also scientific, cultural, and educational ties expand.

Practice has proven that knowledge of a foreign language at school does not allow students to express their thoughts in language, enter into communication with their partner, or maintain a conversation, which gives rise to pessimism and later negatively affects business and cultural contacts. Students also do not get the desired result when reading fiction in the original and understanding the interlocutor’s speech by ear. There is an inadequacy of the practical goals of teaching a foreign language and the results achieved.

This fact determines the relevance of the chosen topic. Proficiency in a foreign language becomes an important and mandatory component in the characteristics of a specialist (this requirement is put forward when applying for employment in the Republic of Kazakhstan). In this regard, teaching a foreign language in school age, a lot of attention is paid. The use of active forms and methods of work and the formation of a carefully thought-out proper organization teaching a foreign language in the middle classes helps to activate the cognitive and educational interest of schoolchildren.

The purpose of this work is to research and analyze the use of active forms of learning in English lessons.

In accordance with the purpose of the work, the following tasks were formulated:

Reveal the role and significance of active forms of learning in a modern school;

Describe the classification of active forms of learning;

To explore game-based learning as a form of active English language learning in secondary school;

To analyze the effectiveness of using gaming technologies in teaching English in 5th grade.

The object of the study is active forms of learning.

The subject of the study is English language lessons in secondary school.

Research methods: scientifically recorded observation, experiment, questionnaire, conversation, interview.

The scientific novelty of the study lies in the fact that a comprehensive methodology based on gaming and information technologies helps to strengthen the educational motivation of schoolchildren to learn English and improve their knowledge.

1. The role and significance of active forms of learning in educational activities

1.1 The essence and content of active forms of learning in a modern school

game form of teaching English

One of the priority tasks of a modern school is to create the necessary and complete conditions for the personal development of each child, the formation of an active position of each student in the educational process. Therefore, the use of active forms of learning is the basis for the development of a student’s cognitive competence.

A major role in the formation and development of active teaching methods was played by the works of M.M. Birshtein, T.P. Timofeevsky, I.M. Syroezhin, S.R. Gidrovich, V.I. Rabalsky, R.F. Zhukov, V.N. .Burkova, B.N.Khristenko, A.M.Smolkin, A.A.Verbitsky, V.M.Efimov, V.F.Komarov, etc.

Active cognitive abilities are formed and developed in the process of cognitive activity. When a child is not just a listener, but an active participant in the cognitive process, acquiring knowledge through his labor, this knowledge is more durable.

Table 1. Level of information assimilation depending on the form of training

It is the form of active learning that is the first spark that lights the torch of curiosity. The teacher abandons the authoritarian nature of teaching in favor of democratic, exploratory and creative teaching. The main undeniable advantages are a high degree of independence, initiative, the development of social skills, the formation of the ability to acquire knowledge, and the development of creative abilities. A sense of freedom of choice makes learning conscious, productive and more effective.

At the moment, methods of creative design and research work are more focused on the middle and senior levels of school education; they are extremely rare in elementary schools. Meanwhile, taking into account the undoubted advantages of project-based, research methods as a form of active learning and the age capabilities of primary school students, as well as taking into account work experience, their introduction into the primary level of school can be considered real and appropriate.

Active forms of learning are methods that encourage students to engage in active mental and practical activity in the process of mastering educational material. The main indisputable advantages are a high degree of independence, initiative, the development of social skills, the formation of the ability to obtain knowledge and apply it in practice, and the development of creative abilities. A sense of freedom of choice makes learning conscious, productive and more effective.

They include the following technologies: problem-based learning technology, project-based learning technology, gaming technologies, interactive technologies.

The effectiveness of using a particular developmental active method is largely determined by the position of the teacher, his focus on creating a student-oriented pedagogical space; democratic teaching style, interactive forms of interaction with children, knowledge of the real capabilities of students. It should also be noted that there is a need for consistency in the use of active forms, a gradual increase in the degree of children's independence in educational and cognitive activities, and a decrease in various types teacher assistance. Consistency is also important when using active forms of learning. From short-term projects, research assignments to long-term ones, from personal projects to group and whole-class projects.

For a student to be productive, of course, the following is required:

Development of a number of communication skills;

Development of students' thinking;

Experience in valuation activities.

In the process of using active forms of learning, the following stages should be distinguished:

Stage I. Motivational: the teacher states the general plan, creates a positive motivational attitude; students discuss and offer ideas.

Planning and preparatory: the topic and goals of the project are determined, tasks are formed, and a plan is developed.

Stage II. Information and operational: students collect material, work with literature and other sources; the teacher observes, coordinates, supports, guides, and is himself a source of information.

Stage III. Reflective-evaluative: students present projects, participate in collective discussion and evaluation of results, the teacher acts as a participant in collective evaluation activities.

The implementation of the principle of activity in learning is of decisive importance, because learning and development are activity-based in nature, and the results of learning, development and education of schoolchildren depend on the quality of learning as an activity. The algorithm for active cognitive activity of schoolchildren consists of three main “steps”:

Identification of the main goals of mastering educational material;

Determination of cognitive actions and performance results in general.

1.2 General didactic principles of using active teaching methods

The educational process using active teaching methods in a school setting is based on a set of general didactic teaching principles and includes its own specific principles, which are proposed by A.A. Balaev, namely:

1. The principle of balance between the content and method of teaching, taking into account the preparedness of students and the topic of the lesson.

2. Modeling principle. The model of the educational process is the curriculum. It reflects the goals and objectives, means and methods of teaching, the procedure and mode of classes, and formulates the questions and tasks that schoolchildren solve during their studies. But it is also necessary for the teacher to model the final result, that is, to describe the “model of a student” who has completed his studies. Namely: what knowledge (its depth, breadth and focus) and skills should he have, what activities should he be prepared for, and in what specific form should his education be manifested. It will be useful to imagine a “model of the environment” in which the student studies and lives. It will help you avoid separation from reality and its problems.

3. Principle of incoming control. This principle involves preparing the educational process according to the student’s real level of preparedness, identifying their interests, and establishing the presence or need to improve knowledge. Incoming control makes it possible to clarify the content of the training course with maximum efficiency, revise the selected teaching methods, determine the nature and volume of individual work of students, substantiate the relevance of training and thus create a desire to learn.

4. The principle of compliance of content and methods with learning objectives. To effectively achieve a learning goal, the teacher must choose the types of student learning activities that are most suitable for studying a specific topic or solving a problem. In one case, dialogue and discussion of the problem is enough. In another, it is necessary to use additional sources of information: magazines, newspapers, etc. Or you need to turn to related areas of knowledge and seek advice from specialists.

So, for example, setting the goal of introducing students to information on the topic of the lesson, the teacher can use the lecture material and master the method of reading it. But the goal is also to not only present the material and information, but also to equip students with this information for its practical use. This is why this principle is necessary.

5. The principle of problematicity. In this case, such an organization of the lesson is required when students learn new things, acquire knowledge and skills through overcoming difficulties and obstacles created by posing problems. Thus, A.M. Matyushkin, one of the founders of the theory of problem-based learning, argues that it is the problem-based structure of the lesson that guarantees the achievement of the educational goal.

During the lesson, questions are asked that require searching, which activates the mental activity of students, and this is an important condition for the effectiveness of learning. M.I. Makhmutov emphasizes that activity in learning is achieved if the student analyzes factual material and operates on it in such a way as to obtain information from it himself.

6. The principle of “negative experience”. In practical activities, along with success, mistakes are also made, so it is necessary to teach a person to avoid mistakes. This task is very urgent. In accordance with this principle, two new teaching elements are introduced into the educational process, built on active teaching methods:

- study, analysis and evaluation of errors made in specific situations. The material for such classes can be critical publications in periodicals and real facts from the life of one’s group;

Ensuring errors on the part of the student in the process of mastering knowledge, skills and abilities. Students are presented with a situation for analysis or a problematic task formulated in such a way that when solving it, the student inevitably makes an error, the source of which, as a rule, is the lack of necessary experience. Further analysis of the sequence of student actions helps to detect the pattern of the error and develop tactics for solving the problem. At the same time, the student is convinced of the need for knowledge on this issue, which encourages him to study the curriculum in more depth.

7. The principle “from simple to complex.” The lesson is planned and organized taking into account the increasing complexity of the educational material and the methods used in its study: individual work on primary sources, collective development of conclusions and generalizations, etc.

8. The principle of continuous updating. One of the sources of students’ cognitive activity is the novelty of the educational material, specific topic and method of conducting the lesson. The information content of the educational process, that is, the saturation of the new, unknown, attracts and sharpens the attention of students, encourages them to study the topic, mastering new ways and techniques of educational activities. But as knowledge is absorbed, the severity of their perception gradually begins to decrease. Students get used to certain methods and lose interest in them. To prevent this from happening, the teacher needs to constantly update the structure of classes and teaching methods with new elements. For example, do not conduct two analyzes of specific situations during one lesson, do not use the same technical teaching aid in two lessons in a row, display visual aids - stands, diagrams, posters, diagrams - in the classroom at the moment when they are needed etc. The educational process managed in this way will not allow the interest and activity of students to fade.

9. The principle of organizing collective activities. The student often has to face the need to solve any problems or make decisions in a group, collectively. The task arises of developing students’ ability for collective action.

Solving this problem during classes should be carried out in stages. At the first stage, the teacher, using a group task, identifies the presence of differences and similarities in students’ approaches to the problem itself and its solution. On the second, by organizing group work on specific situation Students develop a need for joint activities that contribute to achieving results. At the third stage, in the conditions of a business game, skills of joint activity, analysis and problem solving, project development, etc. are developed. At the same time, when organizing collective work in the classroom, the teacher must formulate tasks in such a way that it is obvious to each student that completion is impossible without cooperation and interaction.

10. The principle of advanced learning. This principle implies mastering practical knowledge in a learning environment and the ability to put it into practice, building the student’s self-confidence, and ensuring a high level of results in future activities.

11. Principle of diagnosis. This principle involves checking the effectiveness of classes. For example, analysis independent work students over the learning situation will show whether the topic fits well into the context of the course, whether the method of conducting classes has been chosen correctly, whether the students are well versed in the problems being studied, whether anything can be changed for the next lesson, etc.

12. The principle of saving teaching time. Active learning methods allow you to reduce the time spent on acquiring knowledge and developing skills. Since the assimilation of knowledge, mastery of practical work techniques and the development of skills are carried out simultaneously, in one process of solving problems, analyzing situations or a business game. While usually these two tasks are solved sequentially, first students acquire knowledge, and then develop skills and abilities in practical classes.

13. Principle of output control. Typically, final control of knowledge occurs after completion of training in the form of an exam, tests, interviews, tests or essays with their subsequent defense. But these forms of knowledge testing cannot in every case establish the quantity and quality of acquired skills and abilities. For final control, active teaching methods are successfully used: a series of control practical tasks, problematic tasks and situations. They can be individual or group.

Active learning methods, when skillfully applied, allow simultaneous solution of three educational and organizational tasks:

1) subordinate the learning process to the control influence of the teacher;

2) ensure the active participation in educational work of both prepared and unprepared students;

3) establish continuous monitoring of the process of mastering educational material.

Thus, based on the above, we note that already at the beginning of the twentieth century, many scientific teachers and psychologists saw the need to develop new teaching methods to enhance the learning activities of students. This problem remains relevant today. In realizing the goals of problem-based and developmental learning, there are active methods that help guide students to generalization, develop the independence of their thoughts, learn to highlight the main thing in educational material, develop speech and much more. As practice shows, the use of active methods in university teaching is a necessary condition for the training of highly qualified specialists and leads to positive results: they allow the formation of knowledge, skills and abilities of students by involving them in active educational and cognitive activities, educational information passes into the personal knowledge of students.

1.3 Classification of forms of education that activate the cognitive activity of schoolchildren

The most effective methods for activating students’ cognitive activity in the classroom are:

1. unconventional beginning of a traditional lesson (epigraph, costumed appearance, video fragment, overture, rebus, riddle, anagram).

2. raising and solving problematic issues, creating problematic situations. Types of problem situations used in lessons:

A situation of surprise;

Conflict situation;

Situation of non-compliance;

A situation of uncertainty;

Assumption situation;

Situation of choice.

3. use of video and computer visualization, electronic teaching aids, interactive whiteboards, etc.

4. use of inductive and deductive logic circuits. Modern pedagogical technologies offer various forms of graphic display of material from traditional diagrams and tables to supporting notes, frames and cases.

5. The use of forms of so-called interactive learning or their elements: “project method”, “brainstorming”, “debates”, “interviewing various characters”. An effective diagnostic material is the exercise of composing a syncwine on a studied issue, as it allows you to see the overall level of students’ assimilation of the material, as well as the presence of evaluative associations that convey personal perception. The use of “stories with errors” is quite effective. The teacher or the students themselves compose sentences or entire stories containing factual errors. This exercise allows you to develop thinking, analytical skills, attention and observation.

Particular attention should be paid to developing concepts. For a deeper understanding and better memorization, students are tasked with depicting the concept graphically and selecting associated words. When using such a task at the stage of testing knowledge, images and associations are presented to other groups without naming the concept, which allows you to quickly and objectively track the degree of understanding and assimilation of the terminological apparatus.

6. Elements - “highlights” (educational anecdote, intellectual warm-up, cartoons, epigrams).

7. Implementation of an individually differentiated approach to students, organization of group activities for schoolchildren (work in pairs, in permanent groups, in rotating groups).

8. Non-traditional types of lessons that differ from traditional ones in the following principles:

Maximum involvement of students in active activities in the lesson;

Support for alternativeness and plurality of opinions;

Pedagogically sound differentiation of students according to following criteria: educational opportunities, interests and inclinations, character of thinking.

The choice of the type of non-traditional lesson is determined by the level of motivation for learning and the level of cognitive abilities of students. In classes with a low level of motivation, it is best to conduct lessons of the following types: role-playing game, travel, excursion, integrated lesson, mutual learning. Their goal is to create motivation among schoolchildren to study the subject, as well as to develop the creative potential of children.

9. Games, game moments (role-playing, simulation, didactic). The methodological literature describes a large number of game plots, and presents classifications that consider mainly general pedagogical aspects of game methods of teaching. The attitude of teachers towards gaming technologies is not the same: some use them very actively, considering them effective, others prefer classical forms of the educational process. For further development gaming technologies and a more complete use of their pedagogical capabilities, especially from the point of view of the development of students’ personalities, it is of interest to identify the features of the development of gaming technologies, the opinions of students and teachers about pedagogical games.

Active forms of learning, including games, have recently been widely used in lessons of various subjects. Using games in teaching solves many problems. They develop cognitive interest in the subject, activate students’ learning activities in the classroom, and contribute to the development of the student’s creative personality, since many of the games often involve a problematic nature of learning, because there is an initial question that needs to be answered, but the solutions are not clear.

Many of the games provide opportunities for mutual learning, as they involve group forms of work and a deliberative process. Intellectually developed children occupy a leading position, teaching those who are lagging behind in team play. The opportunity to confer and discuss problems also allows you to satisfy adolescents’ need for communication. The inclusion of game moments in the structure of the lesson can be used to relieve fatigue and to develop personal freedom and relaxedness in children, especially neurotic, weak and unsure of themselves. The main way to demonstrate a student’s activity is to develop his thinking, primarily critical and creative, and to increase the number of elements of independent search and solution of educational problems.

Alternatively, it is possible to use not the entire game as a whole, but game techniques. They can occupy either the entire lesson or part of it. Conducting a game lesson is not always possible various reasons and not least because of the small number of teaching hours allocated to the subject, and game elements are convenient to use in almost any lesson. For example, “Chain”: students take turns asking each other questions, involving the whole class in composing questions and answers. “I believe - I don’t believe”: the teacher calls statements, students must express agreement or disagreement (by standing up, raising their hands, etc.). This technique can also be used in writing.

10. Students complete creative tasks (mini-essay, essay, photo exhibition, video plot, crossword, scanword, puzzles, anagrams, object drawings, lesson-competition, lesson-presentation).

11. Control of students’ knowledge and skills in the form of a test (terminological, educational meeting with elements of competition, test on nomenclature, chronological).

However, the use of the above-mentioned active forms of training organization will be effective if the following conditions are met:

The active interest of the teacher in the formation of not so much learning skills, but educational competencies;

Transition to the “subject-subject” version of interaction between the teacher and students;

Constant growth of students’ independent work;

Methodological support for practical training in academic disciplines;

Updating the material base and its compliance with modern educational technologies, etc.

Thus, the use of active forms of learning organization can be considered one of the main ways to form key competencies of a modern high school graduate.

Features of active forms of learning are the solution of psychological problems in a team, a high level of mental (intellectual) and analytical activity of schoolchildren. In addition, practical activity contributes to a more solid assimilation of knowledge. Increases interest in the lesson, which is associated with positive emotions and leads to an emotional and intellectual response to learning. Observed high level motivation, self-management. Communication takes place on business basis. Creative and communication abilities develop.

2. Game activity as one of the forms of active teaching of English in secondary school

2.1 Features of using gaming technology in English lessons

Taking into account the goals of teaching (and the main one - to teach communication in English, as well as to maintain constant interest in the subject, to use the methods and techniques of innovative teachers), the teacher is in a constant search for new teaching tools, concerned about how to make the lesson more interesting and playing with children on the one hand, teach English on the other.

A game is a universal tool that helps a foreign language teacher turn a rather complex learning process into an exciting activity that students love. The game allows you to involve even a “weak” student in the learning process, since it demonstrates not only knowledge, but also intelligence and resourcefulness. Moreover, a student with weak language training can become the first in the game: resourcefulness and intelligence are sometimes more important here than knowledge of the subject. A sense of equality, an atmosphere of passion and joy, a sense of the feasibility of the task - all this gives students the opportunity to speak freely in a foreign language.

The game is also universal in the sense that it (in different types and forms) can be used at any stage, both with beginners and with knowledge of the material at a fairly good level and with any age categories of students. Moreover, one cannot overestimate the help that a game can provide when learning a foreign language, since we are less likely to encounter the material studied in this subject in everyday life than with materials studied in other subjects.

The game can and should be introduced into the process of teaching a foreign language from the first lessons. With the help of games, you can develop observation skills and activate attention. The game promotes the development of creative abilities, personal creative potential, raises self-esteem, and develops the ability to make independent decisions. With the help of the game you can develop memory, attention, perception, learn new skills, develop skills and just have fun and relax.

Games are an active way to achieve many educational goals:

For example:

- consolidate the material just covered;

- the game is a very successful solution to repeat what has been learned;

- a game is an excellent way to spur students on, to force them to actively work in class when they have to do less pleasant things;

- a game is a technique for changing activities after a difficult oral exercise or other tedious activity;

- the game is an ideal opportunity to relax;

Games help relieve inhibitions, especially if the element of competition is eliminated or minimized. A shy and weak student will feel more confident and will participate more actively in the game if the goal of the game is just to have fun and not count points and win. Although the element of competition often adds excitement and increases activity, it is precisely this element that creates great psychological pressure on students; they are afraid of not being able to cope with the task, which takes the shy and lagging behind from the game;

- fast, spontaneous play increases attention, enlivens, improves perception;

- the game allows the teacher to correct students’ mistakes quickly, as they go along, without allowing them to become deeply rooted in memory;

- games help you remember deeply and for a long time. Students tend to remember things they enjoyed doing;

-games make the learning process, sometimes difficult and tiring, fun, and this increases motivation to learn;

- students are very active during the game, because no one wants a pleasant pastime to end quickly because of it, therefore, games make them fight;

Games can be used at the beginning or end of a lesson in order to divide the lesson into two parts and relieve tension, which is decided at the discretion of the teacher. It is important that the work brings positive emotions and benefits, and, in addition, serves as an effective incentive in a situation when children’s interest and motivation to learn a foreign language begins to wane.

The judicious use of games in the classroom and their combination with other methodological techniques contribute to high-quality learning of the material and make the learning process a necessity for students.

2.2 Methodology for using various games in English lessons

Play, as you know, is the main activity of a child. It is a kind of common language for all the children. At the same time, a game is a teaching tool that activates the mental activity of students, makes the learning process attractive and interesting, and has an emotional impact on teachers. This is a powerful incentive to master the language.

According to psychologist A.A. Leontyev, the motivation created by the game should be presented along with communicative, cognitive and aesthetic motivation. All this taken together constitutes the motivation for learning. The most powerful motivating factor are teaching techniques and methods that satisfy the needs of schoolchildren in the novelty of the material being studied and in the variety of exercises performed. The use of a variety of teaching techniques helps to consolidate linguistic phenomena in memory, create more lasting visual and auditory images, and maintain the interest and activity of students.

We consider a foreign language lesson as a social phenomenon, where the classroom is a certain social environment in which the teacher and students enter into certain social relationships with each other, where the educational process is the interaction of all those present. The use of role-playing and language (speech) games provides ample opportunities for activating the educational process. Language games promote activation in classes and develop their speech initiative. The game form of work makes it possible to repeat and consolidate learned lexical units and standard phrases, diversify the forms of the lesson and maintain students’ attention during the lesson. A game serves as a means of increasing the effectiveness of a lesson only when it is pedagogically and methodologically targeted. It is necessary to gradually introduce more and more new types and types of games, modify and complicate their content and material.

By playing in foreign language lessons, students practice speech activity, which thanks to this is automated and constantly expanding.

Consider examples of educational games and game situations used in English lessons in high school.

In order to improve the quality of knowledge in the field of writing foreign words, spelling games are used. Part of the game is designed to train students' memory, others are based on certain patterns in the spelling of words. Similar games can be used when checking homework. For example :

1) A set of all the letters of the English alphabet on cards is prepared in advance. During class, cards are distributed to students. Then a word is called, for example, `chalk`. Students who have cards with named letters must go to the board and stand in such a way as to form the named word.

2) You can invite students to solve a teaword. Crossword.

Can you fill in the missing letters to find the English words?

1. ..a.. You grow it. (plant)

2. . a... It is opposite of small. (large)

3. a…. A man who acts in a play or in a film (actor)

4. . a … You wear it on your hand to know the time. (watch)

5. .. a ... It`s the same as `to go away` (leave)

3) To decipher the English proverb, the Russian equivalent of which is “When you start talking, it’s too late to argue,” you need to remember the English alphabet, since each number indicates the number of a letter in the English alphabet. (1 - A, 2 - B, etc).

For example: 23,8,5,14,21,14,19; 19,16,5,1,11; 9.20; 20, 15,15; 12, 1, 20, 5; 20, 15; 1, 18.7,21.5;

Key: When guns speak it is to late to argue.

For example: “The devil is not as scary as he is painted”

20, 8, 5; 4,5,22,9,12; 9,19; 14,15,20; 19,15; 2,1,4; 1,19,8,5; 9, 19; 16,1,9,14,20,5,4.

Key: The devil is not so bad as he is painted.

Various thematic games and game situations are used in lessons. For example: Topic: “Days of the Week”

Purpose of the game: Learn the names of all days of the week.

On Monday it is a sunny,

On Tuesday it is frosty,

On Wednesday I'm hungry,

On Thursday I'm thirsty,

On Friday I'm tired,

On Saturday and Sunday

I have a rest and watch TV,

And here comes next Monday.

Phonetics games

Among the phonetic games, the most prominent are riddle games, imitation games, competition games, games with objects, and attentive games. The following games are useful in developing pronunciation:

- The funny little clown

The poems contain some exercises that develop the mobility of the speech apparatus.

I am funny little clown.

I say, `Ah (a:) - oo (ou) - ee (i) - oo`

My mouth is open wide

When I say `Ah, ah, ah`.

I draw my lips far back.

When I say`Ee, ee, ee`

My lips are very round.

When I say `Oo,oo,oo`

`Ah-oo-ee-oo`

`Ah-oo-ee-oo`

I am a funny little clown.

Work on the game consists of two stages:

A) learning a poem with students;

C) theatricalization of the poem.

- What sound did I have in mind? (game is a riddle)

The teacher names a chain of words in which the same sound occurs. The first person to guess gets the right to make his own riddle. For example: mother, father, daughter, teacher or fat, map, cap, sat, dad.

- Say the word (game with an object)

The leader throws the ball to the students one by one, calling out the word in which this sound is heard. For example: fat, map, cap, sat, dad or mother, father, teacher.

- Truth is a lie (attention game)

A) The teacher names the sounds, pointing to letters and letter combinations, and the students must detect the error, if any.

C) the teacher shows sound cards and names them, and students must raise their hands if they find an error and correct it by naming it correctly.

- Tongue twister (imitation game)

Students try to pronounce a tongue twister, phrase, or poem for a certain sound after the teacher. For example:

A black cat sat on a mat and ate a fat rat.

Or

Why do you cry Willy?

Why do you cry?

Why Willy, why Willy,

Why Willy, why?

Lexical games

When teaching reading, it is advisable to use games on cards, riddles, crosswords, teawords, games like “Find the word”, “Find the proverb”.

- Secret Letters.

Words naming animals. They are missing letters. Students must insert them.

- Lottery.

Representatives of the two teams take turns taking out cards with the names of items from the box and placing them under the headings `Clothes`, `Shoes` or `Healthy and Unhealthy food`.

- Alphabetical Order. (A word puzzle.)

If you arrange the letters of any word in alphabetical order, it will seem quite strange to you, even if this word is very familiar to you. You can organize a game:

1. ABELT (You it at it)

2. ACHIR (You sit on it)

3. EFIR (You make it when you are in camp and you cold)

4. ALMP (You switch it on when it is dark)

5. CEHLOST (You put it on when you go to the street)

6. ABHT (Do you like it hot or cold?)

7. CEHIKNT (A room where you cook dinner)

8. ADEGNK (A place where flowers and vegetables grow)

ANSWER: 1. table; 2.chair; 3.fire; 4. lamp; 5. clothes; 6. bath; 7. kitchen; 8.garden;

- What we wear

The teacher quickly names words on the topic, and the students cover the named word with a picture. The teacher walks through the rows and determines which of the children completed the task correctly and faster than others.

1) My aunt is a doctor and me…… is an engineer.

2) This is a fork and this is a …..

3) We had English yesterday and we are going to have it……

4) I know seven colors: red, yellow, blue, black, brown and ……

5) I don`t like washing with cold……

(Answers: uncle, knife, today, green, water)

1) In my room there is a sofa, a wardrobe and a …….

2) Books, exercise - books and many other things are made of……

3) I go to ….. at nine o`clock.

4) There is an…. near the apple - tree.

5) In winter we like to ski and to…..

(Answers: table, paper, bed, apple, skate)

Representatives of the two teams take turns writing the required words into the cells of the crossword puzzle. The team that solves the crossword puzzle first without making any mistakes wins.

- A chain of letters.

How many words can be found in this chain?

CATCHAIREADDRESSPORTTHISIT

Games with phrases

- Game of attention

The teacher quickly shows the class picture after picture and says, for example: “I have got a bottle of milk.” Students agree; “Yes. You have got a bottle of milk." Sometimes the teacher “makes a mistake” and calls something that is not what he is showing.

- What is it?

Two teams play. The teacher brings to class a “black box” containing objects. These could be school supplies, toys, animal figurines, etc. Players from both teams take turns coming to the table, and they are asked to touch the item and answer the question: “What is it?”

If the student guesses the item, his team gets a point. “It is a...”

Grammar games

- Plural (body parts) Plurals.

The teacher throws the ball to the child, calling a noun (body part or something else) in the singular. The child names this noun in the plural and throws the ball to the teacher.

- Nonsense

The teacher names sentences that are not true, for example: “We wear school uniforms when we go to the theater.” Students correct phrases that are “wrong from their point of view”: “We do not wear school uniforms when we go to the theater.”

Games for learning to read

- Compositor

The teacher writes a word on the board, for example “representative”. Students make new words from the letters of a given word, which the teacher or the students themselves write on the board. For example: present, nest, tea, part, test, art, sir, rat, ten, train, vase, sea, pie, pine, pet, pen, pan.

- Super secretary.

The class is divided into two teams. One player from each team goes to the board and writes down sentences as dictated by the teacher.

- Two first letters.

The teacher asks the students to come up with words whose first two letters are the same as the syllable written on the board. For example:

Be sa

Beat saw

Been sat

Beast same

Bee sack

Belong salt

Games for teaching listening skills

It is well known that speech is one of the most important means of communication. Communication can be done orally and in writing. Oral speech is a means of carrying out two types of activities - speaking and listening. Listening and speaking are closely related to each other, therefore it is impossible to teach listening without speaking, and speaking without listening.

Teaching listening in games brings the greatest effect, since the game activates mental activity, makes the learning process more attractive and interesting, and difficulties that arise during learning are overcome with the greatest success and ease.

- Sit for sounds (If you hear, sit down)

The game starts standing. The teacher asks the players to sit down if they hear words starting with a certain sound. For example:

`I am going to say 4 words. Sit down when you hear one that begins with the sound (t) as in TEN. Ready? DISH, VERY, THAT, TIDY…..`

When students stop making mistakes, you can do the same thing, but turn your back on them. They cannot see the lips and guess what sound was uttered.

-Please

The game can be played after students have learned to understand and follow commands. There are more and more teams, and it is necessary to continue training. The game comes to the rescue. According to the terms of this game, children must follow commands only if they are preceded by the word “please”. For example:

Stand up, please. Hands up, please. Hands on your shoulders, please. Hands on your knees, please. Hands on your hips. Oops. Sorry, but you are to sit down.

A student who makes a mistake is eliminated from the game. The one who doesn't make a single mistake wins.

- Doing it quickly.

Several students stand with their backs to the class. The rest of the students take turns quickly giving various commands. For example:

Touch your nose.

Touch your shoes.

Turn round three time.

Shake hands with each other.

Draw a circle on the board.

Fold your arms.

Look out of the window.

All students carry out the commands at the same time. If any student makes a mistake, he is eliminated from the game and is replaced by the student who gave the last command.

Games for teaching speaking

- Snowball.

A very common game. Cards with the words and expressions being studied are laid out in the center of the table. One student takes a card, shows it to everyone and uses the given word or expression. Students sit according to the principle in a sentence. The second student takes a second card and comes up with a second sentence that is logically related to the previous one.

1. I am Mike.

2. Nick is my friend.

3. He is ten years old….. and so on.

- Tilly- Willy.

This game is fun. Funny things create the atmosphere of the game and make it more exciting. The teacher says: “I know a boy. His name is Tilly - Willy. He is very strange. He likes some things and hates others. His “likes” and “dislikes” have something in common »

What are they?

- Who will say more.

The teacher, turning to the players of both teams in turn, asks a question, for example: “What is spring?”

The student addressed by the teacher must say a few sentences on the topic “Spring”, for example:

“Spring is a season. It comes after winter. It has three months. They are: March, April and May. It is not cold in spring. The sky is often blue. The trees are green. The grass is green, too"

The team gets a point for each correct sentence.

Mixed games

- Animals theme

Find out the extra word and give its serial number. For example:

1) Dog 2) Cat 3) Cow 4) Sheep 5) Cheetah (Cheetah, because …..)

2) Hunt 2) Hide 3) Write 4) Live 5) Run (Write, because……)

3) Tiger 2) Cheetah 3) Zebra 4) Lion 5) Crocodile (Zebra, because …..)

Students must explain their choice.

- Theme "Professions"

The following sentences are written on the board:

She works with many people.

She talks a lot.

She fixes sinks and toilets.

She often has to work at night.

She writes a lot.

She comes to your house.

She works with water.

She needs a special uniform for her work.

(Teacher, plumber, doctor)

One of the students leaves the class, and the rest agree on what profession to choose. When he returns, his comrades speak one sentence at a time describing their profession, and the leader tries to guess.

- Guess what is it?

The class is divided into two teams. A student from one team leaves the class, while the second team comes up with a name for the subject. When the guesser returns, his team helps him guess the intended word, suggesting signs of the object. Tips:

- It is white. We use it at every lesson. We write with it on the blackboard.

- It is a chalk.

Communication games

These games contribute to the following tasks:

- teach students to express thoughts in their logical sequence;

- teach students speech reactions in the communication process;

- develop compensatory skills (ability to overcome a difficult situation when there is a shortage of linguistic resources through the use of synonyms, periphrases, etc.)

- When I go to London.

The player begins like this:

-When I go to London, I shall take a suit-case with me.

Second player:

-When I go to London, I shall take a suit - case and a camera with me.

- Guess who the great man is?

The leader leaves the class, and the student thinks of the name of some outstanding person. The driver asks questions. For example:

- Is this a man or a woman?

- Is she/he a writer,(poet, actor, actress, singer)?

- Is she/he alive?

-In what country does/did he/she live?

- When was she/he born?

If the driver asks a certain number of questions and does not guess what kind of person he is, he is eliminated from the game.

- Finish my story.

The teacher invites students to listen to the beginning of the story, for example:

`Yesterday I was at home. I was writing for my friend John who promised to come, but he did not come. I was lonely and decided to go out. I put on my cap and jacket and went out into the yard. But as soon as I closed the door I heard a terribly cry. I turned round and saw……`

At the most interesting point, the teacher stops and gives the students two to three minutes to think about the ending of the story.

2.3 The effectiveness of using a game form of teaching in English lessons

At school, a special place is occupied by such forms of classes that ensure the active participation of each student in the lesson, increase the authority of knowledge and individual responsibility of schoolchildren for the results of educational work. These problems can be successfully solved through technology game forms training. V.P. Bespalko in his book “Components of Pedagogical Technology” defines pedagogical technology as the systematic implementation in practice of a pre-designed teaching and educational process. Play is of great importance in a child’s life; it has the same meaning as an adult’s activity, work, or service. The game only seems carefree and easy on the surface. But in fact, she imperiously demands that the player give her the maximum of his energy, intelligence, endurance, and independence.

Game forms of learning allow the use of all levels of knowledge acquisition: from reproductive activity through transformative activity to the main goal - creative search activity. Creative search activity turns out to be more effective if it is preceded by reproducing and transformative activity, during which students learn learning techniques.

As To study the effectiveness of using gaming technologies in teaching English, a lesson was held in the 5th grade on the topic “Introduction and primary consolidation of Past Simple Tense grammar.” The lesson development is presented in Appendix A.

At the end of the lesson, a survey was conducted to identify attitudes towards the subject.

So, to the question “What subjects do you like to study and which ones do you not like?” 86% of students gave a positive answer regarding English. The questionnaires allow us to conclude that there is a comfortable situation in English lessons and that the majority of students are interested in this subject.

To the question “what forms of work in the classroom do you like?” The results show that games are students' favorite form of work in the classroom.

Diagnostics of learning outcomes showed that In lessons where games are regularly held, student performance is higher. At the end of the study of topics, cross-sectional work and testing were carried out in order to determine the level of mastery of the material. The results showed that children learned significantly better on topics that included games.

Advantages of using game forms of learning:

Students compose crossword puzzles, and the class solves them in class, or competitions are held for crossword puzzle enthusiasts on topics.

Students write interesting essays that use their acquired knowledge and make drawings to accompany their answers.

Master the ability to create texts in a journalistic style on socio-political, moral and ethical topics.

They know how to listen and hear, they know how to defend their views and beliefs.

There is a broadening of horizons, intellectual mutual enrichment, and the development of aesthetic taste.

They take a creative approach to solving a particular problem.

During gaming activities, students have the opportunity to practically apply the skills acquired in the lessons. The children formulate questions more clearly to clarify the essential features of an object or phenomenon. They learn to explain their point of view and try to defend it.

In the process of preparing and conducting role-playing games, students develop the ability to fantasize, hear others, contact them, learn to connect all their life experiences, synthesize skills in a single act of action, learn to comprehend the peculiarities of thinking of English-speaking people.

Thus, and The use of games in English lessons is of great importance for the formation of new skills. The use of various game techniques and situations in the lessons contributes to the formation of a friendly team in the class, fosters responsibility and mutual assistance, since in the game they must be “one team”, help and support each other. I would also like to note that the use of games and gaming techniques at various stages of education not only helps in learning a foreign language, but also plays a certain role in the transition of students to a new, higher stage of development.

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