Foreign methodologists believe that ‘Warming-Up’ is an activity at the beginning of a lesson (usually no more than 5-10 minutes). It has two goals: the first is to help students enter the language environment after they come to an English lesson after studying other school subjects, to tune in to communicate in English; the second is to give students a positive attitude for the rest of the lesson [17,18,19].
When determining the content and choosing forms of speech charging, the author of his lesson can be guided by the following rules:
Come up with the beginning of the lesson to make students want to speak English.
Associate voice exercises with the tasks of the lesson.
Remember that speech exercises, completely unsupported by the subsequent course of the lesson, simply lose their meaning. It is necessary to make sure that voice charging is not a “foreign body”.
It is advisable to prepare several options for voice charging. And the chosen option will depend on the circumstances that the teacher will face when entering the class. Pupils can be tired, passive or, conversely, overly excited.
There are many types of ‘Warming-up’:
drama;
discussion;
exchange;
grammar
to remember;
energizers
Examples of game workouts in an English lesson
Grammatical
1. Magic thing
The purpose of this workout is to work out the use of the verb to be with names, size, color, age; the verb has got, hasn't got, can, like.
One student goes to the blackboard and begins to draw part of his magic thing, while the rest of the group asks him leading questions, trying to guess what it is. You can only ask questions that require a yes / no answer, for example: Is it a flower? Is it a moon? No, it isn't ...
The one who guesses the thing becomes the next participant. The one who painted should tell about his magic thing, for example: My magic element is a kite. It is Kats. It's big. It's blue and orange. It has got two eyes. It can fly. It can sing. It can dance. It can't swim. It likes hamburgers butit doesn't like hotdogs [21].
2. Robot
Three participants are needed for this warm-up: one plays a robot, the other plays a buyer, the third plays a seller. Each of them performs its function. For example: a buyer wants to buy a robot to help in the house. The seller calls the robot and gives him instructions. The robot must greet the seller, introduce himself, spell the name, name the age, country, name and show what he knows or cannot do.
The purpose of this warm-up is to learn how to ask and answer questions correctly. This warm-up is suitable for fixing any grammatical structures. Questions can be prepared for students in advance, or you can invite them to make questions themselves. Participants stand in a circle, but questions are not asked to the neighbor, but to the one who stands behind him. Anyone who gets confused or does not answer their question leaves the game [20].
Memory training
3. Imperial cat
The English alphabet is written on the board. Below it is a cat and the inscription 'The Emperor's cat is an .... .... cat.' Students are then encouraged to recall as many adjectives as possible. The warm-up is as follows: the first student says: 'The Emperor's cat is an awful cat'. The second continues: 'The Emperor's cat is an awful and beautiful cat.' The third says: 'The Emperor's cat is an awful, beautiful and Chinese cat.' And so on for all the letters of the alphabet [22].
Energizers
4. Hot potato
The goal of the game is to show what is happening with facial expressions and gestures. The students sit in a circle, the task is given to transfer a certain subject to each other. For example: the teacher says ‘You hold a hot potato’, the students must quickly transfer the potatoes, while showing that they are hot. Then you can continue: glass of water, ice, baby, etc [23].
5. Chairs
10 chairs are arranged in a circle. Students sit on them. In the center is a presenter who gives instructions. For example: ‘Everyone with blond hair change your sit’. Everyone who suits this instruction should change. After each instruction, one chair is removed. The goal of the game is to stay in it as long as possible [24].
6. Ping pong
Students are divided into two teams and sit on chairs in two lines, opposite each other. The teacher names the word to be spelled. The first member of the first team says the first letter, continues the first member of the second team, and so on, until someone makes a mistake. Anyone who made a mistake leaves the team. The team whose player remains the last wins [25].
Discussion
7. Digital conversation
Students are given any topic for discussion, but when discussing this topic, five different numbers must be said: date, price, phones, time, sizes, etc [26].
To improve the effectiveness of teaching a foreign language, it is necessary to widely use the emotions of students in this process.
A comprehensive solution to the practical, educational, upbringing and developing tasks of learning is possible only if it affects not only the consciousness of students, but also penetration into their emotional sphere.
One of the most effective means of influencing the emotions and feelings of schoolchildren is exercise, which is "the strongest psychic stimulator penetrating into the depths of consciousness."
Exercise can be invaluable in learning a foreign language at school. The advantage is that it helps, without much work, to assimilate and expand the vocabulary, as well as grammar skills and other types of speech activity more firmly [27,28].
In foreign language lessons, you can use exercise whenever possible at all stages of the educational process:
- at the initial stage of the lesson;
- in the formation of grammar skills;
- in the formation of lexical skills
In order to maintain motivation for learning a foreign language, the child needs to bring the prospect of “speaking” closer and support his initial desire to immediately enter the communication process. It is phonetic charging that facilitates the process of memorizing phrases necessary for communication and vocabulary difficult to remember.
Charging corresponds to the age and psychological characteristics of children. Charging plays an important role in the formation of diction, a clear and clear pronunciation of not only sound, words, but also phrases in general [30].
Charging helps to improve speech breathing, as it creates conditions for the clarity of compliance with pauses, due to this, expressiveness of speech appears.
Thus, we came to the conclusion that phonetic charging plays a huge role as a means of developing children's speech and its components, strengthens not only the arbitrary expressiveness of speech, but also contributes to the development of the correct pronunciation of individual sounds, words, as well as the phrase as a whole, which contributes to improve pronunciation quality. [29]
Recently, more and more growing interest in learning English, which is recognized as the language of professional communication in various fields of activity. Therefore, one of the most important tasks of a teacher is to increase motivation to learn English. Each teacher tries to find the best way to solve the problem. The use of traditional ways and means of influencing students in order to familiarize them with the culture of the country of the language being studied is being reviewed, new technologies are being introduced, one of which is gaming technology [36].
Outstanding scientists (I.L. Bim, S.S. Polat, E.I. Passov and many others) dealt with the problems of stimulating students' motivation to learn a foreign language using game teaching methods. In the methodology of teaching a foreign language, the game is considered as a situational exercise, with the possibility of repeating a speech sample in conditions close to real situations [31,32,33,34,35].
E.I. Passov, in his book “A lesson in a foreign language at school”, believes that: “a game is 1) an activity; 2) motivation, lack of coercion; 3) individualized activity, deeply personal; 4) training and education in the team and through the team; 5) the development of mental functions and abilities; 6) "learning with enthusiasm."[37] The game is a powerful incentive to master a foreign language and an effective reception in the arsenal of a teacher of a foreign language, "a universal tool that helps a teacher of a foreign language to turn a fairly complex learning process into a fun and favorite lesson for students." [38].
The game is a powerful incentive to master the language. The educational game fosters a culture of communication and forms the ability to work in and with the team, and its skillful use in the lessons makes students ready and willing to play and communicate. The game, as a form of organization of the lesson, performs the following tasks:
1. Coaches students in choosing the right speech cliche;
2. Promotes repeated repetition of linguistic units;
3. Creates a psychological readiness for real speech communication.
The game is feasible for almost every student. It so happens that a weak student in language training may be the first in the game: quick wit and resourcefulness here are more important than knowledge in the subject. A sense of equality, an atmosphere of enthusiasm and joy, a sense of feasibility of tasks - all this allows the student to overcome the shyness that prevents them from freely using the words of a foreign language, reduces the fear of mistakes, and has a beneficial effect on learning outcomes.
Game activity in the learning process performs the following functions:
1. Educational function - the development of memory, attention, perception of information.
2. Educational function - education of such quality as an attentive, humane attitude to a partner in the game.
3. Entertaining function - creating a favorable atmosphere in the lesson, turning the lesson into an exciting adventure.
4. Communicative function - creating an atmosphere of foreign language communication, the establishment of new emotional and communicative relationships based on interaction in a foreign language.
5. Relaxation function - relieving emotional stress caused by stress on the nervous system during intensive learning of a foreign language.
6. The developing function is aimed at the harmonious development of personal qualities to activate the reserve capabilities of the individual.
The implementation of gaming techniques and situations in the lesson form of classes takes place in the main areas:
1) The didactic goal is set before the student in the form of a game task;
2) Learning activities are subject to the rules of the game;
3) The educational material is used as its means, an element of competition is introduced into the educational activity, which translates the didactic task into a game one;
4) The successful completion of the didactic task is associated with the game result [41].
Learning games are a strong motivating factor in the process of learning a foreign language. The game contributes to the consolidation of linguistic phenomena in memory, maintaining the interest and activity of students, the emergence of students' desire to communicate in a foreign language. Games help the teacher revitalize the lesson, introduce naturalness into educational communication in the studied foreign language, facilitate the process of mastering the language material, and make the educational work interesting[42].
A game in a foreign language lesson must meet the following requirements:
1. Well prepared in terms of both content and form, well organized;
2. Relieve lesson tension and stimulate student activity;
3. Be accepted by the whole group;
4. Relieve lesson tension and stimulate student activity;
5. It is carried out in a friendly, creative atmosphere;
6. Leave the educational effect in the second, often unconscious plan, and always realize the playing moment in the first, visible place;
7. Do not leave a single student passive or indifferent.
The game requires each student to be active, to be included in joint activities. Participants must receive satisfaction from the knowledge that they are able to communicate in a foreign language. At the same time, the game will be desirable and productive if it is expected as relaxation and entertainment amid difficult and sometimes hard work.
There are several classifications of games, but it must be emphasized that they are all conditional. So, some subdivide games into linguistic and communicative, others into interaction games and games for competition, others distinguish lexical, grammatical, phonetic and spelling. We are closer to the third classification, which we dwell on in more detail. In English lessons, to achieve my goals, I use the following games:
LEXIC GAMES
1. Associations
The captain of one of the teams addresses one of the members of the other team, names a word, for example, Water.
That student must quickly name the appropriate words.
Ex. Water: a fish, a boat, a wav, a swimmer, a ship, etc.
If the player could not quickly find the words, he is eliminated.
2. Finish the word
Teams sit against each other and throw the ball. The student throwing the ball says half the word, for example: class ... ... A student from another team catches the ball and pronounces the whole word in full - classroom.
3. The magic bag
Toys are placed in the bag, the names of which the children know in English. The child puts his hand into the bag without looking, palpates one toy and says that it is “It is a cat”. Then he takes it out of the bag and looks to see if he said correctly.
4. Brook
Children stand in pairs one after another, forming from the raised hands a long gate (brook). Each child has a well-known toy in his other lowered hand. The driver comes to the beginning of the "brook". His children ask, “A fox or a pig?” (in the hands of the first pair of fox and pig). Presenter: for example, “A pig.” He takes the child’s hand with this toy and passes through the collars, gets up at the end.
Ps, left without a couple - leading.
5. Yes - no - Black - and Blue Taboo
Ex: Are you eight years old?
What color are your eyes?
Can you run well?
6) Numerals.
Two teams are formed. The teacher calls an ordinal or quantitative numeral. The first command should name the previous number, the second - the next (respectively, ordinal or quantitative numerals). For each mistake the team receives a penalty point. The team with the least penalties wins.
7) Colors
The task is to name objects of the same color. The team that manages to name more objects, animals, etc. wins. one color.
8) Pantomime
A group of children goes to the blackboard and each of them imitates an action with gestures and facial expressions.
Teacher: Guess what each pupil is doing.
Pupil 1: This boy is doing his morning exercises.
Pupil 2: That girl is washing her face.
Pupil 3: This boy is putting on his red scarf.
etc.
9) My aunt went to town and ...
The teacher explains that students should add the phrase “My aunt went to town and bought ...” with a word that denotes school items or clothing.
Pupil 1: My aunt went to town and bought a book.
Pupil 2: My aunt went to town and bought a book and a bag.
Pupil 3: My aunt went to town and bought a book, a bag and a ruler.
If the student cannot name his word, he is eliminated from the game.
10) The last letter
Two teams are formed. The representative of the first team calls the word, students from another team must come up with a letter that ends the word called the first team, etc. The team that last names the word wins.
Grammar Games
1) Guess it
To consolidate general issues. The facilitator makes up an object in the classroom. Trying to guess the subject, the students ask only general questions to which the facilitator answers “yes” or “no” (the number of questions is limited). The team that guesses the item by asking fewer questions wins.
E x. Is it a thing? Is it on the wall? Can i see it? Can i eat it? Is it white?