y studies, in this case their purpose is to attract students 'interest in what will be the content of lessons. The game may alternate with classes when necessary to strengthen the independent activities of students, to organize the application of learning styles in gaming activities, summarize, synthesize lessons learned on the material. [37, 576c.] p align="justify"> 2. The practical impact of the research of game influence
What is the game for foreign language lessons in terms of both content and mechanism of action? game is a little situation, the building of which resembles a dramatic work of its plot, conflict, actors. During the game, the situation is played several times, each time has a new versionat the same time, the situation of the game is a real life situation Thus, we consider the game as a situational variative exercise that raises the possibility for multiple repetition of the speech sample in conditions close to the actual verbal communication with its inherent characteristics - emotionality, spontaneity, action oriented speech effect.
2.1 The objectives of case studies
Apply to the practice of teaching foreign languages ​​and to check on the effectiveness of our developed games
Objectives:
1. Create and conduct a series of role play games
2. Prove the effectiveness of using role play games at foreign language lessons;
3. Identify the advantages and disadvantages of role play games
. В«TravelingВ»
Example of a game В«TravelingВ» in a group Let us assume that the group consists of 10 students The level of students knowledge is pre intermediate
Goals
. To develop speech and self-activity of pupils, the development of dialogue speech. p align="justify">. To elaborate of of structures of persuation and overpersuation
. To increase the motivation of language learning
Stage 1. Equipment3. The course of the lessonRole play 1. Cards - situations 2. Cards - the countries Dialogues The classroom should be divided into areas There are five areas - the five countries To split the group into pairs, 10 students - 5 pairs. Each pair begins her "tour" with a specific country Task: To make a dialogue, moving around. There is a new situation in every country There are 25 Thus, 5 pairs have 5 dialogues. The students are given a certain period of time - 5 min for a dialogue, during which time they have to speak. After the time is up everyone stops, and each pair says their situation to the whole group and summarizes to what conclusion they came. Thus, visiting ...
