DEVELOPING READING SKILLS IN PRIMARY SCHOOL STUDENTS THROUGH PLAY IN ENGLISH LESSONS

Aidarbekova Rauana

Master of Pedagogical Sciences

Raukena_97@mail.ru

The article describes the effective methods of teaching a foreign language using game methods, which allow students to learn English as early as possible, achieve success in mastering the correct vocabulary, and instill a love of the language.

Keywords: education, research, game, training, innovations, methods, interest, technologies.

When planning English lessons, one should not only focus on memorizing new words and a certain structure, but also try to create every opportunity for the development of the individuality of each child. To maintain students' interest in the subject, it is necessary to understand what working methods interest children.

Foreign language teachers are constantly looking for reserves to improve the quality and effectiveness of foreign language teaching. The main task is to ensure that interest in learning a foreign language does not disappear. Games are of great help in solving these problems. Their use gives good results, increases children's interest in the lesson, allows them to concentrate their attention, most importantly, on mastering speaking skills in a natural setting, and communicate during the game. The learning capabilities of games have long been known. Many prominent teachers have rightly paid attention to the effectiveness of using games in the learning process. Currently, the issue of using speech games in teaching a foreign language is widely covered in domestic and foreign methodological literature.

A game is a specially organized activity that requires emotional and mental strength. Understanding the nature of the game, its amazing educational potential is understanding the nature of a happy childhood, understanding your child. Games help children become creative individuals, teach them to be creative in any activity.

To be creative is to perform it at a high quality, high level. Creativity is constant improvement and progress in any activity. Games give children and adults creative joy. Without the joy of creativity, our life would be boring and routine. A creative person is always passionate about something. His level of life depends on the creative capabilities of a person.

We consider the game as a situational-variant exercise, in which it is possible to repeat the speech pattern with its characteristic features - emotionality, focus, speech effect - in conditions as close as possible to real speech communication. Games contribute to the implementation of the following methodological tasks:

− forming children's psychological readiness for speech communication;

− ensuring their natural need to repeat language material several times;

− teaching students to choose the correct speech option.

The modern school faces the following tasks:

− creating conditions for the intellectual and spiritual-moral development of students;

− preparing an intellectual person - that is, educating the needs of self-education, self-discipline and self-development in each student,

− forming students' broad, morally tolerant views of the world.

In this case, one of the leading roles is given to an active educational subject, full of educational, educational and developmental potential, which, among all academic subjects, can create a solid foundation for the formation of a modern intellectual person through the educational process within the framework of a secondary general education school, without any mediocrity. The most important and reliable method of systematic education at school is general education and foreign language teaching.

Methodology of teaching foreign languages ​​is an independent pedagogical discipline that deals with the laws and rules of language teaching, methods of language acquisition, features of not only education, but also, most importantly, education through a foreign language. Through the system of lessons (main and additional), students master a foreign language, first of all, as a means of communication, an understanding of the whole system of the language being studied is formed in their minds, which raises the process of language acquisition to the level of a conscious process.

The last rule is very important at the present stage of social development. It is difficult to agree with methodologists who put forward the rule about the advantages of automatic learning of a foreign language. We must not forget that a creative, conscious and conscious approach to the process of learning a foreign language involves not only the language as a means of communication, but also the linguistic culture of the language country, which is a guarantee of self-education, enrichment of the spiritual world, horizons and, ultimately, the self-development of a teenager.

Another important position in learning a foreign language, in my opinion, is the leading and guiding role of the foreign language teacher. After all, learning is nothing more than a certain cognitive process that the teacher directs and manages. This leading role of the teacher ensures the full mastery of the knowledge and skills of schoolchildren, the development of their mental abilities and creative abilities.

Currently, the relevance of integrating the Internet into the process of teaching a foreign language is beyond doubt. The main topic of discussion is not why, but how to competently and qualitatively integrate modern computer technologies into the learning process. Using the Internet allows you to expand the range of real communicative situations, increase student motivation, apply the acquired knowledge, developed skills, and speech skills to solve real foreign language communicative problems.

Modern children easily get involved in the learning process through ICT. It can be assumed that these tools can become an effective tool for teaching a foreign language in the simplest elementary school setting.

In practice, the most interesting and original ideas come from the children themselves. Having the support of the teacher, provided with his experience and expertise, children's suggestions turn out to be viable in terms of implementing new approaches to the process of teaching a foreign language.

The leading activity in teaching a foreign language is still speech activity, which is ensured by the joint work of several interconnected psychophysiological analyzers, the connection between which is dynamic and mobile, changing when switching from one type of speech communication to another. Methodologists (N. D. Galskova, N. I. Gez) precisely observe the general Skills that reflect the interaction of various forms of oral foreign language communication at the perceptual-semantic level. Thus, in order to develop speaking skills in a particular foreign language, the teacher should pay attention to the need to observe a number of rules:

− associating acoustic (when listening and speaking) and visual (when reading and writing) images with their meaning;

− correlating the speed of listening (reading) to a foreign text;

− regulating the perception and processing of information depending on the difficulty of the foreign text;

− automatically using the rules accumulated in memory;

− using the rules of perception and formation of the text when creating a device for performing a specific speech act with the received message;

− combining mnemonic activity with logical-semantic activity, i.e. relying on pauses, stress, intonation, listening to the font and content when reading and writing;

− being able to connect the form and content of the text;

− use of various forms of communication;

− solving communicative problems in different situations, relying on pedagogical communication in the lesson.

In addition, it is necessary to learn to correctly translate sensory-perceptual skills formed in the native language into a foreign language [8, p. 160].

In general, the specificity of a foreign language as a subject of study in primary general education schools and higher education institutions allows us to competently emphasize the role of a foreign language in the modern education system; the specificity of teaching allows us to make the learning process interesting and productive. Teaching a foreign language at the higher stage has certain characteristic features, which allow us to strengthen the learning process through the cognitive activity of students according to the opposite principle: the more complex it is, the more interesting it is:

− active interaction of all types of speech activity (listening, speaking, reading, writing);

− use of English texts of various genres as a source of information on current issues of the present day;

− initiative of students in the lesson;

− spontaneity of students' speech, mainly in non-standard situations of communication;

− relying on dialogical speech (spontaneous conversation, group discussion of the problem, exchange of opinions);

− building students' own statements based on the text;

− building students' own, substantiated, detailed statements about what they have read (heard) [9, p. 187].

Thus, the main goal of teaching a foreign language is to simultaneously improve all components of foreign language communicative competence, which is a prerequisite for the implementation of intercultural communication.

Currently, the use of games in foreign language lessons to simulate real communication situations is of great interest, especially when teaching primary school students. According to M. Yu. Kurbatova, "the game easily enters the lesson and gives students pleasure."

The game method of teaching is an interesting and effective method of teaching in organizing students' learning activities and can be used at any stage of language learning. The game is an objective-primary spontaneous school, allowing the child to get acquainted with the behavioral traditions of the people around him [13, p. 120].

The structure of the game as an individual includes the following stages:

− goal setting;

− planning;

− goal realization;

− analysis of the results, in which the individual fully realizes himself as a subject.

The structure of the game as a process includes:

− roles played;

− game actions as a means of implementing these roles;

− use of objects through the game, that is, replacing real objects with game, conditional objects;

− real relationships between players;

− plot (content) – a sphere of reality that is conditionally reproduced in the game.

Many games are distinguished by the following features:

− free developmental activity, carried out at the child’s discretion, not only for the sake of enjoying the result, but also for the sake of the process of action itself (procedural pleasure);

− the creative, mainly improvised active nature of this activity (creative field);

− emotional arousal of activity, competition, rivalry, rivalry (emotional tension);

− the presence of direct or indirect rules that indicate the content of the game, the logical and temporal sequence of its development [14, p. 192].

It is very difficult to determine the main function of the game. According to many researchers, games perform a training function in ontogenesis.

Taking into account the essence of the game and the possibility of its use in the process of teaching English, it is necessary to classify games, on the one hand, according to the “game element” inherent in them, and on the other hand, according to their pedagogical purpose, taking into account the age characteristics of students.

Usually in the methodological literature one can find only a list of games and their conditions. One of the first attempts to organize games is in the collection of M.E. Andreeva "Extracurricular work on a foreign language in primary school", etc.

The authors of this collection offer the following classification of games:

− Oral games: quiet and mobile games

Written games

Board games

Creative games

Attraction games

The main disadvantage of this game system is that the classification according to the essence of the game is given in one plan, on the same plane as the classification according to the pedagogical purpose of the games. Since this is about extracurricular work, this classification is somewhat convenient. However, if we talk about the use of games in the classroom, then in this case open games are not used. If we classify games used in the classroom, then quiet games should be contrasted with mobile games. Mobile games include games with a clear element of the game, for example, games with a winning series.

Methodological features of the game in learning listening and speaking

Speaking is a productive form of speech activity, in which oral communication (along with listening) is carried out. The content of speech is the oral expression of thoughts. Speech is based on pronunciation, lexical, grammatical skills. In most teaching methods, speech is one of the important areas of teaching.

In the methodological literature, teaching speech is considered in relation to two types of speech: monological and dialogical. In both forms, there are certain differences in linguistic and psychological plans, tasks and teaching methods.

Listening is a type of speech activity that provides perception and understanding of sound speech. Listening is an active process of perception and processing of information that requires a person's mnemonic thinking.

Features of listening are that the listener understands and perceives the formed thoughts, and the process is accompanied by complex mental activity: analysis and synthesis of multi-level language units, as a result of which signals are semantically transformed, only in this case does an understanding arise.

Listening and speaking are two sides of oral speech.

Methodological features of the game when learning to write

The goal of teaching written speech is to form students' written communicative competence, which includes mastering written signs, the content and form of a written speech work.

The tasks to be solved in teaching written speech are related to creating conditions for mastering the content of teaching written speech. These tasks include the formation of the necessary graphic automatisms of students, the skills of formulating thoughts in accordance with the speech and written style, expanding knowledge and thinking, mastering cultural and intellectual readiness to create the content of a written work, the formation of realistic ideas about the thematic content, speech style and graphic form of a written text. The final requirements for teaching written speech include the formation of students' ability to practically use a foreign language as a means of communication, cognition and creativity in accordance with the achieved program level of mastering a foreign language.

The content of teaching writing at different stages will be different, but you should always be consistent in learning and move from simple to complex. Therefore, at the initial stage of schooling, the formation of written speech is not considered as a learning goal. Writing is used as an independent form of speech activity only at the senior, final stage. But the path to written language is very long and not easy. The success of the final stage largely depends on how well the basic writing skills are formed.

Let's not consider the components of the content of teaching writing in stages.

In order for a person to learn to write in a foreign language, first of all, he must learn to write letters, to know their configuration. Here, learning to write is closely related to learning to read. At this stage, the establishment of grapheme-phoneme correspondences occurs simultaneously.

Teaching writing is carried out on specific and general methodological principles using teaching aids such as a blackboard, overhead projector, cards, etc.

Teaching graphics is carried out in the following order:

− showing the letter (upper and lower case);

− the teacher slowly writes the letter on the blackboard, with the necessary explanations to understand the actions performed during writing;

− repeated spelling of the letter with the task of students to increase the movement of the pen in the air behind the teacher;

− children writing letters in notebooks.

Thus, teaching graphics includes: visual perception of the letter; the teacher's attention to the features of the letter drawing, for example, in the letter B, the vertical line is on the left, and in the letter D - on the right, in the letter N, the oblique line runs from top to bottom, from left to right; students writing letters under the guidance of the teacher in the classroom; teaching independent writing of letters at home.

Spelling games

This type of game is aimed at developing the skills of combining letters in a word, developing the skills of knowing the place of a letter in a word, developing word-building and spelling skills, and checking the mastery of spelling within the studied lexical material.

The third of the two.

Purpose: to develop word-building and spelling skills.

Game progress: this game is very close in meaning to guessing charades. Therefore, it can also be used to play the words given in its description. Complex nouns are selected, which can be divided into two parts, and each of them can be an independent word. Parts of the word are written on paper and distributed to the participants in the game.

Everyone must find a partner on the sheet of paper with the second part of the word written on it. The pair that does this faster than the others wins.

Letter formation

Purpose: to check the mastery of spelling within the studied lexical material.

Game progress: two teams are formed. The board is divided into two parts. Words are written for each team, each of which has a missing letter. Team representatives take turns coming up to the board, inserting the missing letter and reading the word.

For example: English. c…t, a…d, a…m, p…n, r…d, s…t, r…n, t…n, o…d, t…a, l…g, h…n, h…r, h…s, f…x, e…g, e…t, d…b (cat, and, arm, pen, red, car, sit, ran, ten, old, tea, leg, hen, her, his, fox, egg, eat, bed).

Lexical games

This type of game is aimed at: developing lexical skills, introducing, consolidating and controlling lexical material, activating vocabulary on the topic studied, and developing dialogical speech skills.

Purpose: to repeat numerical numbers.

Game progress: two teams are formed. The same numbers are written on the right and left sides of the board. The teacher calls out the numbers one by one. Team members must quickly find and cross out the number on the half of the board. The team that completes the task faster wins.

Five words.

Purpose: to consolidate vocabulary on the topic or on one of the previous lessons.

Game progress: when a student from one team counts to five, a representative of the other team must name five words on this topic. The participant who does not complete the task is eliminated from the game.

This work considers game methods of teaching English at the initial stage of learning. Currently, this topic is relevant, since students' interest in learning foreign languages ​​is becoming more and more relevant. At primary school age, children are very emotional and mobile, their attention is involuntary and unstable. Therefore, in the learning process, it is necessary to take into account the psychological characteristics of children of this age. As a rule, primary school students first of all pay attention to what is of direct interest to them. And the game, as you know, is the main activity of a child of preschool and primary school age.

In the course of studying the materials on this topic, it was found that the game enhances the mental activity of students, because it involves decision-making: how to act, what to say, how to overcome. Any lesson should be interesting, arouse the interest of children, because interest is the main driving force of cognitive activity. The use of game methods increases interest in learning a foreign language, the development of speaking skills; repetition and consolidation of learned vocabulary, expansion of vocabulary.

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