Role plays

Theoretical basis of a role plays as a teaching aid. Historic background of game origin. Psychological value of a role plays. The main function and principles of game organization. Gaming technique. Classification of role plays. Advantages of a game.
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INTRODUCTION

Learning a foreign language is on the first place at the present stage of education development. Teaching a foreign language is a complex set of practical, educational and educational objectives. Training covers the different types of language material (vocabulary, grammar, phonetics), also the practical skills are being imparted, students develop language skills, their logical thinking, self-educated and creative activity Knowledge of a foreign language - gives the ability to use language in real life.. To know a language means to be able to to read and understand books without a dictionary (if not all kind, then, at least, special books), the ability to explain your ideas, the ability to understand foreign speech, the ability to translate a text from the native language to a foreign one , finally, the ability to write a small text in a foreign language.

One of the most effective means that helps to understand a language linguistic material and forming a skill of verbal communication and treatment, is a role game. Games that are offered to the students, must have not only communicative point, but a professional orientation. у тебя ролевая игра

Games are interesting also because they take a specific time, and allow students to be engaged in the learning process, or to switch attention to studied material (depending on whether the game is being conducted in the beginning, middle or end of the lesson).

The use of games in the learning process stimulates verbal communication, promotes the formation of motivation and interest in learning a foreign language. Also a game is one of the most effective methods of implementing the principle of communicative language teaching. An important factor for a game is to take into consideration the age of students and their social experience, Thus, conducting a lesson game requires a great deal of preparatory work, which should provide not only the participance of individual students, but also of the whole group.

Thus, the relevance of issues raised due to the influence of games on the minds of today's learners. The goals of our course paper are:

1) to study and analyze the literature on the subject;

2) to characterize the current state of play activities in the classroom;

3) to reveal the concept of gaming technology;

4) to investigate the organization of a gaming lessons;

5) to develop a set of educational games;

6) to verify the results obtained in practice by creating a series of lessons using games;

7) to compile and analyze the results of the study;

Problem and relevance of the topic help to formulate the objectives of the study:

to analyze the games,

to prove their effectiveness in teaching a foreign language.

Thus, the object of our study is the process of learning a foreign language.

The subject of our study is a role play designed and carried out in the process of teaching foreign languages.

On this basis, we can formulate the following hypothesis: if we use role plays at the classroom, then learning will be more attractive to students, it will contribute to a better mastering of the material, increase learning motivation and cognitive activity of students,

The basic methods are:

1) analysis of scientific and methodological literature

2) modeling of lesson plans

3) monitor the process of learning

4) The synthesis of teaching experience

5) analysis of the learning process results

6) survey

The structure of the work consists of an introduction, 2 chapters, conclusion, and applications. The introduction has a goal, subject, object, objectives, methods and sources of research. The first part sets out the theoretical aspects of conducting classes in a form of a game. The second part deals with modeling of lesson plans according to the found material.

The application has materials that are required for the exercises, such as texts, tasks, examples.

1. Theoretical basis of a game as a teaching aid

1.1 Historic background of game origin

A game is a great invention of man, it has its biological, social and spiritual development.

The game has been associated with different types of art Savages played as children, the game consisted of dances, songs, drama and elements of art. Thus, human activities like playing games, constitute a reproduction of the relations between people. [1, c.43] A game is an activity that reconstructs the social relationships between people The concept of "game" has some difference in different gropus of people Thus, for the ancient Greeks, the word "game" meant an action, characteristic of children. The Jews considered a game to be a concept of a laugh and a joke. For The Romans a game meant joy and merriment. Subsequently, all the European languages considered ??the word "game" as a wide range of activities which bring people joy and pleasure.

The term "game" in different languages ??follows the concepts of jokes and laughter, ease and pleasure, and shows the connection of this process with positive emotions.

What is the reason the appearance of the game?

As the development of society grows higher, so it becomes more difficult for a child to prepare for the adult life. The game occurs in the course of historical development as a result of changes in the child's place in the system of social relations A game is social due to its origin and its nature. [2, c .13]. A game does not arise spontaneously, but arises in the process of education As a powerful stimulus to the development of a child, it is influenced by children and adults. "A game and game activity is one of the specific kind of animals and man activity" - says the pedagogical encyclopedia [3, c. 128]. According to the testimony of Plato, even the priests of ancient Egypt were famous for the construction of special training and bringing up games Plato in his "State" etymologically brought together the two words "education" and "game". He rightly argued that teaching crafts and martial art is unthinkable without a game [4, c. 97].

An attempt to study a game systematically was first made ??in the late XIX centuryby German scholar K. Gross, who believed that a game is a pre exercise of instincts to future conditions of the struggle for existence ("warning theory"). [5, c. 23 K. Gross names a game as a primary school of behavior According to his point of view , it is does not matter what factors (external or internal) game were motivated, their meaning is to be children's school life.

K. Gross' point of view was supported and continued by the Polish educator, therapist and writer Janusz Korczak, who believed that a game is an opportunity to find yourself in the society , in humanity, in the universe

In any historical epoch a game attracted the attention of educators. Iit gives a real real opportunity to educate and train a child in a joy.

A game always comes out as if in two temporal dimensions: in present and in future On the one hand, it provides a momentary personal pleasure and satisfaction . On the other hand, a game is directed to the future, because it has a forecast and simulats life situations, or qualities, skills and abilities that are necessary to perform the social and professional, functions become fixed..

The essence of a game is that the most important part of it is not a result, but a process itself, a process of experiences associated with playing actions. [6, c. 73]

This particular feature of a game carries a great educational opportunity, because by controlling the content of the game, the teacher can program some positive feelings . We can say that a game is a method of understanding the reality.

Leontiev A. N. noted that new, innovative education is developing in the game and there is a powerful cognitive motive, which is the basis of an incentive to learn.

According to M.F. Stronin, a game is an organized activity that requires intense emotional and mental strength. A game always involves making a decision what to do, or what to say? [8, c. 24]. The desire to resolve these issues aggravates the mental activity of the players. And what if a child will speak in a foreign language in this case? Are not here rich teaching opportunities? Children, however, do not think about it. For them a game is a fun That is why teachers like to use . Everyone is equal in the game It is feasible, even for the weakest students. Sense of equality, the atmosphere of enthusiasm and joy, a sense of feasible tasks - all of this gives students an opportunity to overcome shyness, which prevents free speech, and has a beneficial effect on learning process

A game is a kind of situation that has its own plot, conflict and actors During the game, the situation is played several times, and each time it may have a new version. But at the same time a situation of the game is a real life situation Despite the clear rules of a game and limited use of language material, it necessarily has an element of surprise. Hearing an unexpected question, a child will immediately begin to think how to answer it. That is why , it is characteristi...