Development of creative abilities at English lessons — страница 5

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lesson is considered as the social phenomenon where the class audience is a certain social surroundings where educational process is an interaction of all present. Thus, the success in teaching is a result of collective use of all possibilities for teaching. Great opportunities for formation and development of skills of independent creative activity are given by use of game in the course of teaching a foreign language. Game makes active aspiration of pupils to contact with each other and with the teacher, creates equality conditions in speech partnership, destroys a traditional barrier between the teacher and the pupil. Game gives the chance the shy to break an uncertainty barrier. In it everyone receives a role and should be the active partner in speech dialogue. In games pupils

seize such elements of a dialogue as ability to begin conversation, to support it, to interrupt the interlocutor, from time to time to agree with his opinion or to deny it, ability to listen to the interlocutor purposefully, to ask specifying questions etc. Language games help to acquire various aspects of language (phonetics, lexics, etc.) They devide on: phonetic, lexical, grammatical and stylistic. The main objective of phonetic games is statement (correction) of a pronunciation, training in a pronunciation of sounds in words, phrases, working off intonation. They are used regularly, mostly at the initial stage of teaching a foreign language (an introductory-corrective course) by way of the illustration and exercises for working at the most difficult sounds for a

pronunciation, intonation. In process of advancement forward phonetic games are realised at the level of words, offers, rhymings, tongue twisters, verses, songs. The experience got in games of this kind, can be used by pupils further on speaking foreign language. Lexical games concentrate attention of pupils exclusively on a lexical material. They help to get the vocabulary and to increase it, to illustrate and fulfill the use of words in dialogue situations. There are various kinds of lexical games: Grammatical games urged to provide ability of pupils practically to apply knowledge on grammar, to stir up their cogitative activity directed on the use of grammatical designs in natural situations of a dialogue. Stylistic games pursue the aim of teaching pupils to distinguish

official and informal styles of a dialogue, and also to apply each of them correctly in different situations. Speech games teach the skill of using language means in the course of fulfilment of the speech act and make a start from a concrete situation in which speech actions are carried out. Games for training urge to help reading and listening with the decision of the problems connected with data VRD. And in the basis they assume work of pupils with the text: coding and an illustration, guess, designing, paraphrase, compression/expansion etc. Games are very important for forming pupils’ informative interests. They promote the realised development of a foreign language. They promote development of such qualities as independence, initiative; to educate the feeling of a

collectivism. Pupils work actively, with enthusiasm, help each other, listen to the companions attentively; the teacher only operates educational activity. It is necessary to note efficiency a role game as a methodical way of training raises, if the teacher defines duration of speech dialogues correctly. Duration of optimum working capacity of pupils of elementary grades in a dialogue reaches five minutes. The expediency of use of role games, in 1-4 th forms is caused by the fact that children prefer the group form of study. For them joint activity and a dialogue get the personal importance, they aspire the development of new forms and ways of a dialogue, knowledge of other people of a dialogue, the organisation of mutual relations with contemporaries and adults. At all variety

of plots in games the same maintenance essentially is activity of the person and the relation of people in a society. Essential psychological feature of children's role game isn’t its utilitarian character defining appeal of the process of game. Participation in it is accompanied by the diverse and strong emotions connected about breakdown of own forces, self-affirmation. Role game is under construction on interpersonal relations which are realised in the course of a dialogue. Game use in class allows to form and develop pupils at trained skills and abilities to find out the necessary information, to transform it, to develop on its basis plans and decisions, both in stereotypic and unstereotypic situations. It means that educational game can act as the means of pedagogical