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subtle differences between synonyms and their appropriate usage.
Teaching words with synonyms to B1 level learners can be highly effective in expanding their
vocabulary and enhancing their language proficiency. By incorporating synonyms in the teaching
process, learners can develop a more varied and nuanced vocabulary, leading to improved
communication skills. Moreover, the use of interactive teaching strategies can make the learning
experience engaging and enjoyable for the learners. Vocabulary acquisition is a gradual and ongoing
process, and learners should continue to explore and reinforce their knowledge of synonyms and other
aspects of language learning to further enhance their language skills.
REFERENCES:
1 Harmer, Jeremy. The Practice of English Language Teaching. New York: Longman
Publishing, 1991.
2 Hatch, Evelyn and Brown, Cheryl. Vocabulary, Semantics, and Language Education. New
York: Cambridge University Press, 2001.
3 Mukoroli, Joseph. “Effectiveness Teaching Strategies for the English for Academic Purposes
EFL Classroom”. Thesis of Master of Art in Teaching degree at the SIT Graduate Institute.
Battleboro, 2011.
4 Nation, Paul. Teaching Vocabulary. The EFL Professional’s Written Forum, 2005.
5 Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
6 Paribakht, T. S., & Wesche, M. B. (1999). Semantic and structural elaboration in L2
7 Pan, Qi. Vocabulary Teaching in English Language Teaching. Theory and Practice in
Language Studies. Vol. 1. No. 11, 2011.
8 Schmitt, N. (2008). Instructed Second Language Vocabulary Learning. Language Teaching
Research, 12(3), 329-363.
THE BENEFITS OF USING GAMES IN PRIMARY AND SECONDARY ENGLISH
LESSONS
Babajanova K.I. senior teacher of
Nukus State pedagogical Institute
At the present stage of school education development one of the most urgent problems
requiring new ways of solution is the necessity of qualitative improvement of foreign language
knowledge at a small number of hours of academic load allocated to the study of this subject by the
school program. Successful mastering of a foreign language today is a necessary prerequisite for
obtaining interesting work in the country and abroad, strengthening friendship with representatives
of different countries, for continuing studies in international higher education institutions and
professional growth in the chosen field of specialization.
However, unfortunately, most school programs provide 1-2 English lessons per week. This is
far from being enough to ensure a proper level of knowledge of the language when using traditional
methods and forms of work in the classroom.
It is necessary to develop and use new approaches and technologies aimed at increasing the
motivation of students' learning activities and, consequently, the level of language proficiency. And
active teaching methods meet these requirements, because their essence is to interest students, to
make him/her an active participant of the educational process. [1: 68]
Our time is characterized by the search for new forms, methods and techniques of teaching.
Modern school needs teaching methods that would help not only to teach qualitatively, but first of
all, to develop the potential of an individual. Modern teaching is aimed at preparing students not only
to adapt, but also to actively master situations of social change.
At a foreign language lesson a special place is occupied by forms of classes that provide active
participation in the lesson of each student, stimulate speech communication, and promote the
formation of interest and desire to learn a foreign language.
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These tasks can be solved with the help of game methods of teaching. In a game, the abilities
of any person and especially a child are fully manifested. Game - a specially organized activity that
requires strain of emotional and mental strength. The game involves making decisions - how to act,
what to say, how to win? The desire to solve these questions sharpens the thinking activity of the
players. And if students speak a foreign language, the game opens up rich learning opportunities.
Being entertainment, recreation, the game can grow into learning, into creativity, into a model of
human relations. [3:29]
Game activity in the learning process fulfills the following functions:
1) Teaching function is the
development of memory, attention, perception of information, the
development of general learning skills, and it also contributes to the development of foreign language
skills.
2) Educational function
is to cultivate such a quality as attentive, humane attitude to the partner
in the game; it also develops the feeling of mutual assistance and mutual support. Pupils are
introduced to phrases-clichés of speech etiquette to improvise speech address to each other in a
foreign language, which helps to cultivate such a quality as politeness.
3) Entertaining function
is to create a favorable atmosphere at the lesson, turning the lesson
into an interesting and unusual event, an exciting adventure, and sometimes into a fairy tale world.
4) Communicative function
is to create an atmosphere of foreign-language communication,
uniting the team of students, establishing new emotional and communicative relationships based on
interaction in a foreign language.
5) Relaxation function
is to relieve emotional tension caused by the load on the nervous system
during intensive learning a foreign language.
6) Psychological function
consists in the formation of skills to prepare one's physiological state
for more effective activity, as well as the reorganization of the psyche to assimilate large amounts of
information.
7) Developmental function
is aimed at the harmonious development of personal qualities to
activate the reserve capabilities of the personality.
For a child, a game is an interesting, exciting interaction with a teacher and peers, in which
statements of a certain type are dictated by the internal needs of the game. [2: 69]
Of course, not every game is suitable for this purpose. It is possible to formulate the following
requirements to the game as a teaching method
:
1. Children must be aware of the game result. This result can be the creation of unusual comic
or fantastic images with the help of words: flying objects, talking animals.
2. Children recognize the rules that they need to follow to achieve this result.
3. The possibility of choosing a specific action in the game by each child, which provides
individual activity in the collective form of play.
Of course, we should not forget that playing a game in foreign language classes is not just
collective entertainment, but the main way to achieve certain learning objectives at this stage - from
the smallest speech skills to the ability to conduct an independent conversation.
Games can also be specifically linguistically: grammatical lexical, phonetic and orthographic.
These are so-called "preparatory games" that contribute to the formation of speech skills. Such games
can make boring work that requires repetition of the same structures more interesting and exciting.
REFERENCES:
1.Ganina, N. S. Game technologies at the initial stage of education / N. S. Ganina // Almanac
of School No. 139. - 2007. - pp. 67 - 68.
2. Zainullina, G. M. Game technologies at the initial stage of education / G. M. Zainullina //
School Almanac No. 139. - 2007. - pp. 68 - 69.
3. Kurbatova, M. Y. Game methods of teaching English at the initial stage / M. Y. Kurbatova
// IYASH. - 2006. - № 3. - С. 28 - 32.
