Using games in the foreign language classroom

Various modes and forms of work are used while teaching a foreign language. The most effective ones are believed to be active forms of work. Playing activity is one of them due to its positive pedagogical effects.

A game is a methodical mode which belongs to the group of active methods of teaching a foreign language.

There are different ways to classify games. Games which directly relate to the process of teaching foreign languages can be divided into two groups: "Preparatory games", which include grammatical, lexical, phonetic and orthographic gamesthat contribute to the development of vocal skills. The other group is "Creative games", the purpose of which is to assist further development of linguistic skills and abilities.

According to N.I. Gez and N.D. Gal'skova, games can be linguistic, communicative, role-plays and business. [ N.I. Gez and N.D. Gal'skova, 1993].

Linguistic games serve for the development of abilities and skills based on different signs of language, from syllables to microtexts.

Communicative games teach intercourse using reproductive and productive exercises. Imaginary situations which in English-language methodological literature are named simulations are used quite frequently in such cases.

A role-playing game is an activity in which pupils undertake certain roles and execute them. A role-playing game has a great educative value.

A business game is an effective mode of teaching a foreign language, the primary objective of which is to enrich knowledge and to develop abilities in order to make strategies and tactics of professional intercourse.

Thus, active games in the foreign-language classroom have a huge methodological potential that is to be used to meet motivational teaching, upbringing and social needs of language learners.

Ivasenko Kateryna The importance of audiovisual aids in the foreign language teaching

Nowadays modern methods of teaching are becoming very popular. Interactive foreign language teaching is especially widespread. Part of this teaching method is the usage of audiovisual materials.

In this field such linguists, philologists and teachers as Myrolyubova A. A., Lyahovytsky M. V., Kyzykeyeva A. B. worked.

Audiovisual evidence gives a person an opportunity to hear and to see at the same time. It comprises slideshows with soundtracks, movies and film fragments, for example trailers. There are two types of educational films. They are entire movies and film fragments (3-5 minutes).

The slideshows combine a picture and a word. The sound helps the pupils to correct their pronunciation. Subtitle reading leads to correct expressive reading. Movies and film fragments influence the pupils’ motivation greatly – the actors’ acting, their mimics and gestures, scenery stimulate children to learn the language. The usage of movies helps to develop different pupils’ thinking, their memory and attention. While watching a film in class an atmosphere of common cognitive activity is formed. In such conditions even absent-minded pupils become attentive. This very fact was proved in practice.

At school children are not used to watching movies or slideshows. That’s why if such an opportunity appears children catch it immediately. A movie or a film fragment makes all the children interested in the subject, especially if it coincides with their personal tastes. The audiovisual aids which meet the age peculiarities of children at school make the pupils concentrate on the movie content. All the children begin to do everything in their power in order to catch the idea of a film. All this leads to constant work, desire to study the language and in the end, to better results.

Keda Inna