Grammar Games - Motivation in Teaching English

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Contents: I. Introduction 1.1 General characteristics of the work 1.2 The role of games on language lessons II. Main Part Chapter 1. Theory part 2.1.1 The advantages of using games 2.1.2 The adequacy in using games 2.1.3 Learning grammar through games Chapter 2. Practice part 2.2.1 Games with prepositions 2.2.2 Conditionals and Wishes 2.2.3 Examples of worksheets III. Conclusion IV. BIBLIOGRAPHY I. Introduction 1.1 General characteristics of the work The theme of my qualification work sounds as following: “Grammar Games - Motivation in Teaching English” This qualification work can be characterized by the following: 2. Actuality of the theme. In recent years language researchers and practitioners have shifted their focus from developing individual linguistic skills to the

use of language to achieve the speaker's objectives. This new area of focus, known as communicative competence, leads language teachers to seek task-oriented activities that engage their students in creative language use. Games, which are task-based and have a purpose beyond the production of correct speech, serve as excellent communicative activities. On the surface, the aim of all language games is for students to "use the language"; however, during game play learners also use the target language to persuade and negotiate their way to desired results. This process involves the productive and receptive skills simultaneously. Standing on such ground, I considered the theme of the work actual enough to make investigation. 3. The tasks and aims of the work. 1. The first

task of my work is to describe the role of games on language lessons. 2. The second task is to describe views of different linguists on the problem of using games. 3. The last task is to describe various types of grammar games. 4. The novelty of the work. I consider that the novelty of the work is concluded in new materials of the linguists, which were published in the Internet. The novelty of my work is concluded in the fact, that I had worked out some grammar games, which I had approbated on English language lessons during my pedagogical practice. 5. Practical significance of the work. In my opinion the practical significance of my work is hard to be overvalued. This work reflects modern trends in linguistics and I hope it would serve as a good manual for those who wants to

master modern English language. Also this work can be used by teachers of English language for teaching English grammar. 6. Ways of scientific investigation used within the work. The main methods for compiling our work are the method of comparative analysis and the method of statistical research. 7. Fields of amplification. The present work might find a good way of implying in the following spheres: 1. In High Schools and scientific circles of linguistic kind it can be successfully used by teachers and philologists as modern material for writing research works dealing with using of grammar games. 2. It can be used by teachers of schools, lyceums and colleges by teachers of English as a practical manual for teaching English grammar. 3. It can be useful for everyone who wants to

enlarge his/her knowledge in English. 8. Linguists worked with the theme. As the base for my qualification work I used the works of Abbott G., Azar B. Sh., Horwitz E.K., Lee Su Kim and others0. 9. Content of the work. The present qualification work consists of four parts: introduction, the main part, conclusion and bibliography. Within the introduction part, which includes two items I gave the brief description of our qualification work (the first item), where I described its actuality, practical significance, and fields of amplification, and described the role of games on language lessons. The main part of my qualification work includes several items. There I discussed such problems as adequacy in using games and their advantages. In the second chapter (practice part) of main