foreigh language chair specialty

8/13/2019 Foreigh Language Chair Specialty

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FOREIGH LANGUAGE CHAIR

Specialty: The English Language and Literature

TOPIC:The Role of the Didactic Games in Developing

Communicative Competences of Young Learners.

Student:Irina Bahchivanji

Scientiic ad!iser: Olga "#r#$an%

"A% &h' candidate

"INISTR( OF E'UCATION AN' (OUTHINSTITUTE OFE'UCATION SCIENCES


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Chi)in*u +,-+

C#ntent

I.,7).....................................................................................................40FIND THE DIFFERENCE Worksheet...........................................63

CLASSROOM C!ES Worksheet "........................................7#Annex.............................................................................................................56

Introduction

Learning #reign languages has al.ays /een !ie.ed as useul and i0p#rtant1

On the #ther hand% spea2ing #reign languages is als# 3elegant3 4 it is a sign #

educati#n and n#/ility and can represent a 2ey #r ad0ittance int# the high

s#ciety1

The ne. r#le # #reign languages is cl#sely c#nnected t# the de!el#p0ent #

s#ciety itsel1 A hundred years ag# pe#ple 0ay ha!e needed t# spea2 #reign

languages #r educati#nal purp#ses% #r s#cial reas#ns #r #r tra!eling1 T#day% .e

li!e in a .#rld that is c#0pletely dierent r#0 .hat it used t# /e e!en ity years

ag#% a 3gl#/ali$ed3 #ne1 T#day% in the age # speed% e5tra ast 0eans # transp#rt

ta2e y#u any.here ar#und the .#rld in a 0atter # h#urs% and in#r0ati#n tra!els

at the speed # light1In the 0#dern .#rld #ne cann#t uncti#n eiciently .ith#ut 2n#.ledge #

c#0puters and # at least #ne #reign language1 T#day% .hen t#uris0 is a huge

s#urce # inc#0e .#rld.ide% e!en the 3hu0/ler3 6#/s /eneit r#0 #ne7s a/ility t#

c#00unicate1

The ne. r#le # #reign languages in hu0an s#ciety has 0ade educat#rs de!ise

ne. .ays # teaching the0% s# that their results 0atch the students7 needs1



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Teaching is #rganically lin2ed t# testing% that is .hy% changes in teaching .ere

s##n #ll#.ed /y changes in testing strategies% especially in pr#!iding #ral

c#00unicati#n in class1

Un#rtunately% the students d# n#t spea2 /y using the target language they

learned1 E!en th#ugh teachers ha!e in!ited the0 t# share ideas% #nly e. # the0

are eagerly t# spea21 "#re#!er% teachers c#nsider the0sel!es t# /e the #nes .h#

0ust tal2 in class all # the ti0e1 As a c#nse8uence% they #rget their students1 In

#ther .#rds% teachers d# n#t gi!e learners a chance t# spea2 and t# e5press .hat

they eel1 The learners are t## la$y t# spea29 n#t /ecause # ina/ility t# use the

language /ut /ecause # psych#l#gical #/stacles1

&sych#l#gical aspects are !ery inluential in successul achie!e0ent in"



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learning a #reign language1 Students .h# d# n#t understand the #/stacles in

spea2ing ind it diicult t# c#pe .ith the01 I this situati#n c#ntinues l#ng en#ugh%

it is /elie!ed that they .ill l##se their sel4c#nidence1 On the #ther hand% #r th#se

.h# 2n#. their psych#l#gical #/stacles in spea2ing% it .ill /e easy #r the0 t#

s#l!e such pr#/le0s1 The a/ility # the students t# 2n#. the inluence #

psych#l#gical aspects in #ral c#00unicati#n deter0ines their success in c#pping

.ith the01

The pers#n .h# .ants t# underta2e a tas2 0ust irst # all thin2 .ell # .hat

students .ant t# achie!e% h#. students .ant t# achie!e% and .hy students .ant t#

d# it1 Si0ilarly% the teacher # #reign languages 0ust 2n#. .hat% h#. and .hy

students are learning the #reign language1

In the gi!en .#r2 it is planned t# appr#ach t# the decisi#n # s#0e # the

designated pr#/le0s and t# render the real help .hich practice # a 0#dern s#ciety

needs1

F#r this reas#n there is a necessity t# reali$e a research in #rder t# de!el#p the r#le

# didactic ga0es in de!el#ping #ral c#00unicati!e c#0petences t# y#ung learners1

The g#al # the research is t# de!el#p a set # didactic ga0es t# y#ung learners t#

de!el#p their #ral c#00unicati!e c#0petences1

T# achie!e this g#al there .ill /e set the #ll#.ing #/6ecti!es:

curriculu0 analysis in #rder t# esta/lish #ral c#00unicati!e c#0petences9

analysis # the /##2s in #rder t# esta/lish the acti!ities pr#p#sed t#

de!el#p these c#00unicati!e c#0petences9 setting the degree # c#0pliance # the re8uire0ent # curriculu0 and the

te5t/##2s9

the study # the le!el # de!el#p0ent in the e5peri0ental gr#up # the

c#0petences9; the i0ple0entati#n # the pr#p#sed 0#del int# teaching practice1

< retest student7s le!el # c#00unicati!e c#0petence9 Te%-=?

The highly inluential .#r2s # linguists such as #hn Langsha. Austin% Her/ert

&aul Grice% 'ell Hy0es% Ge#rey Leech% Stephen C1 Le!ins#n% etc1% >i$ental%l?1

deter0ined the e0ergence # ne. /ranches # linguistics 4 e1g1 prag0atics% disc#urse

analysis 4 t# supple0ent the

traditi#nal #nes1 They als# /r#ught a/#ut a changed attitude t#.ardsK

language and its r#le in s#ciety% .hich in its turn triggered the e0ergence # ne.

appr#aches t#.ards #reign language teaching1

1.% Lan&ua&e in u'e Hy0es suggested thatlinguistic competenceis #nly #ne

aspect # c#0petent spea2ers7communicative competence% i1e1 their #!erall a/ility

t# interact .ith the help # the language1 An e5perienced pers#n 2n#.s the rules

# appr#priate s#cial /eha!i#r 4 .hen t# spea2 and .hen t# 2eep silent% .hat t#

tal2 a/#ut in dierent situati#ns% #r h#. t# address dierent types # pers#ns1

E!en s0all children 2n#. that they 0ust address an #lder pers#n dierently r#0

the .ay they address their peers >using dierent !#ca/ulary t#ne # !#ice% etc1?1

>ra6iCMOa%-+?

Analy$ing the nati!e spea2er7s c#00unicati!e /eha!i#r and a .ide sa0ple #

#rdinary e5changes% linguists c#ncluded that the c#0petent spea2er7s a/ility t#

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c#00unicate largerly depends #npragpiaticact#rs% i1e1 #n act#rs pertaining t#

his 2n#.ledge # the .#rld and # the un.ritten rules that g#!ern hu0an s#ciety

and c#00unicati#n1 Mn#.ledge # the .#rld and # s#ciety >in .hich e!ery

linguistic interacti#n ta2es place? ena/les c#0petent spea2ers t# c#n!ey 0#re

0eaning than is carried /y the se0antic l#ad # tcir .#rds1 "#re#!er% the

c#0petent c#00unicat#r als# 2n#.s h#. t# use language uncti#nally and

strategically% s# as t# #/tain the /est results and t# a!#id negati!e c#nse8uences1

a( )i'cour'e con'i'tin& *ro" text and context

In the real .#rld% language d#es n#t c#0e in is#lated sentences >#r utterances%

.hen reerring t# #ral c#00unicati#n?% /ut in a c#ntinu#us l#.% a l#gically

c#nnected string # .#rdssentences1 The 0eaning # each indi!idual

.#rdsentence is inluenced /y itslinguistic context!i1e1 the .#rdssentences that

precede and #ll#. it1 In #ral e5changes >such as ace4 t#4ace c#n!ersati#n?% the

utterances /el#ng alternately t# the interactants%


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Linguists s##n underst##d that languageis #nly #nemode# c#00unicati#n

and that 0eaning can /e carried /y #ther 0#des% t## >gestures% !isuals% 0usic%

etc1?% s# that c#00unicati!e c#0petence in!#l!es 0astery # #ther c#des as .ell1

A0#ng the 0#st p#.erul 0#des # c#00unicati#n a!aila/le #r the 0essage

sender is paralanguage% i1e1 hisher 30eaningul /eha!i#r31 Oral paralanguage

c#0es thr#ugh the spea2er7s t#ne # !#ice% acial e5pressi#n% eye c#ntact% s0ile%

gesture% #r /#dy p#sture% .hile .ritten paralanguage is c#n!eyed /y the 8uality #

the paper% that # the hand.riting% /y e0/#ldened #r italici$ed .#rds% ic#ns and

dra.ings% #r in!enti!e lay#ut1 >r#.n%+-?

Linguists als# reali$ed that 'hat#ne says is #ten # lesser i0p#rtance than

ho'she says it1 Their e5peri0ents c#nir0ed the act that the .eight # the

paralinguistic 0essage is greater than that # the linguistic 0essage% i1e1 .hen the

paralinguistic 0essage c#ntradicts the linguistic #ne% listeners ta2e the

paralinguistic 0essage t# /e the c#rrect #ne1 F#r e5a0ple% i the spea2er says% Its

/01 I dont mind it1.ith a 8ui!ering !#ice and a!#ids eye c#ntact >the linguistic

0essage is p#siti!e% /ut the paralinguistic #ne is negati!e?% the listener .ill 0#st

pr#/a/ly interpret it as 3It7s n#t OM at all I70 8uite upset31 Or% i0agine recei!ing

a c#ngratulat#ry n#te #r a pr#0#ti#n .ritten #n a p#stcard representing the

picture # a d#n2ey

+( ,-no!ed&e o* the or!d, and indirectne''

One # the 0#st i0p#rtant #/ser!ati#ns linguists 0ade regards the high degree

# indirectness# #rdinary linguistic e5changes : spea2ers d# n#t put int# .#rds

e!erything they .ant t# say9 ne!ertheless% listeners generally 2n#. h#. t#

3/ridge the gap3 and interpret the spea2er7s 0essage c#rrectly1 >PQV% -?

The /asic reas#n #r the 0assi!e indirectness # c#00unicati!e e5changes is

the act that all 0e0/ers # s#ciety share a certain a0#unt # $no'ledge of the

'orlds# that e5perienced c#00unicat#rs need n#t spell #ut e!ery detail t# gettheir 0essage thr#ugh1

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O/!i#usly% 2n#.ledge # the .#rld increases .ith educati#n and the #reign

language teacher can c#ntri/ute signiicantly t# .idening the students7 intellectual

h#ri$#n1

c( Cooperation

In dial#gues such as the a/#!e% the interl#cut#rs7 c#ntri/uti#ns t# the e5change

see0 t# /e unrelated : #ne pers#n 0a2es an in!itati#n% the #ther tal2s a/#ut a test1

Ne!ertheless: pers#n A understands that pers#n 7s .#rds c#0e in resp#nse t#

the in!itati#n and that the test represents a relevantdetail% i1e1 the reason .hyshe cann#t g# t# the 0#!ie1 It such cases% e5change # ideas #ccurs than2s t# the

cooperativecharacter # the interacti#n : the t.# interl#cut#rs 3c##perate3% each

pers#n c#ntri/utingrelevantl#and meaningfull#t# the e5change1 >PQV% --?

The c##perati!e character # hu0an c#00unicati#n has /een descri/ed /y

,er&ert 2aul Grice in his highly inluentialCooperative 2rinciple.Grice als#

#/ser!ed that% in #rdinary ace4t#4ace c#00unicati#n% pe#ple #ten say things

that are radically dierent r#0 .hat they actually 0ean1 H#.e!er% e!en

#utrage#usly alse resp#nses are generally interpreted c#rrectly /y .#rld4

e5perienced 0e0/ers # s#ciety% than2s t# their 2n#.ledge # the .#rld and #

the c##perati!e nature # c#00unicati#n1 F#r e5a0ple% in :

A: I !o't /our +oo0.

: I2" de!i&hted.

#r in:

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3 : O* cour'e4 I2" a "i!!ionaire.

pers#n A .ill understand that pers#n is #nly 6#2ing and saying the e5act

#pp#site # .hat she 0eans >that she is 8uite upset% and respecti!ely% that she.ill n#t gi!e hi0her the 0#ney?1

1. Co""unication co""unicati#e co"petence. Co""unication: +a'ic

*eature'

T# understand the ull signiicance # c#00unicati!e c#0petence .e 0ust als#

analy$e the nature # c#00unicati#n and identiy s#0e # its /asic eatures1

>"un/y%-J?A careul analysis sh#.s that >Richard and R#gers% -KJ?:

3 c#00unicati#n ismeaning4&ased 5

4 c#00unicati#n ai0s t# c#n!ey meaning thr#ugh a !ariety # channels :

language% paralanguage% etc1 9

4 in linguistic e5changes% interl#cut#rscooperate: they pr#duce 0essages that

are meaningful and relevant#r the interl#cut#rs and the gi!en situati#nal

c#nte5t 93 c#00unicati#n isinteractional 5

4 c#00unicati#n re8uires at leastt'o participants.h# interact 9 0eaning is

n#t inherent in .#rdsphrases% /ut negotiated /et.een the interl#cut#rs 9

0uch # the spea2er7s in#r0ati#n is 0erely i0plied% and the listener7s tas2 is

t# 0a2e the pr#per inerences t# dec#de the spea2er7s intended 0eaning 9

3 c#00unicati#n isstructured 5

4 hu0an c#00unicati#n c#nsists # a /#undless range #discourse t#pes 5 e1g1

the 6#urnalistic disc#urse% the p#litical disc#urse% that # the Church% # the

c#urt # la.% the disc#urse # ad!ertising% # classr##0 interacti#ns% #

casual discussi#n #r teleph#ne c#n!ersati#n% # letter .riting% etc1 9 >Gutu%?

4 each disc#urse type has its #.n typical structure : the structure # speech is

8uite dierent r#0 that # .riting 9 the #rgani$ati#n # p#litical speech is

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A: 'addy% can y#u gi!e 0e W-,, X


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dierent r#0 that # teleph#ne c#n!ersati#n 9 the lay#ut and #r0at # a

ne.spaper article is 8uite dierent r#0 that # a letter 9 etc9

3 c#00unicati#n is conventional4 the participants in a c#00unicati!e e5change

#/ser!e certainsocial conventionsc#ncerning therelationship/et.een :

4 the interactants : e1g1 s#cial c#e5istence re8uires that the spea2er sh#uld

address hisher /#ss #r0ally and hisher peers in#r0ally 9

4 thespea$erand thecontextin .hich the e5change ta2es place : e1g1 an #icial

setting >a classr##0% a church% a c#urt # la.? i0p#ses #r0ality # style e!en

a0#ng pers#ns .h# are #ther.ise #n riendly ter0s 9

3 c#00unicati#n isappropriate4 interl#cut#rsadapttheir disc#urse t# :

4 the relati!esocial status/et.een the spea2er and the listener >their respecti!e

age% se5% p#siti#n% a0iliarity% etc1? and the roles they assu0e in the

c#00unicati!e e5change >e1g1 teacherstudent% d#ct#rpatient% sh#p

assistantcust#0er? 9

4 the physical and te0p#ral setting! and the activit# t#pe >sh#pping% seeing a

d#ct#r% an inter!ie.? : spea2ing in#r0ally t# y#ur teacher /rings a/#ut s#cial

sancti#ns 9 addressing y#ur /est riend t## #r0ally .ill 0a2e hi0 thin2 y#u

are 0a2ing un # hi09 >Gutu%?

The c#untry% the pe#ple% the hist#ry% literature and culture # the target language9

there#re% learning a #reign language als# in!#l!es learning a/#ut the .#rld and

type # s#ciety the nati!e spea2ers # the language li!e in: their h#lidays% their

religi#n% educati#nal and p#litical syste0% their type # hu0#r% their hist#ry andliterature% etc19 2n#.ledge # the language can /e useless i #ne d#es n#t p#ssess

the re8uired /ac2gr#und in#r0ati#n1 In #ther .#rds% communicative competence

0eans a/ility t# use the language: >O5#rd%++?

3 accuratel#!i1e1correctl#in ter0s # !#ca/ulary and gra00ar9

3 appropriatel#!i1e1adaptedt# the s#cialsituati#nal c#nte5t in .hich the

e5change ta2es place and t# the disc#urse type9

3 functionall#andstrategicall#!i1e1 using the language tactully and

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p#litely% t# get things d#ne and achie!e real4.#rld ai0s9

3 competentl#in ter0s # cultural /ac2gr#und1 >Gutu%?

Chapter $. P'/cho!o&ica! Pecu!iaritie' o* /oun& !earner' 76819 /ear' o!d ( $.1.

P'/cho!o&ica! *eature' o* ear!/ in'truction.

The initial stage # sch##l lie #ccupies the age r#0 Y till -, Y -- years >I

Y I sch##l classes?1 Chr#n#l#gically in the child7s lie it is i0p#ssi/le t# c#nsider

s#cially4psych#l#gical /#rders # this age in!aria/le1 They depend r#0 the child7s

a!aila/ility t# training at sch##l% and als# in .hat ti0e /egins and as there is a

training at c#rresp#nding age1 I it /egins .ith 4year4#ld age as it and #ccurs n#.

in 0#st cases age psych#l#gically /#rders are usually displaced /ac2% i1e1 c#!er age

r#0 a/#ut appr#5i0ately -, years9 i the d#ctrine /egins .ith years age% that%

acc#rdingly% /#rders gi!en psych#l#gically age t# 0#!e appr#5i0ately #r #ne year

#r.ard% #ccupying a range r#0 till -- years1 #rders # this age can /e narr#.ed

and e5tend als# depending #n using training 0eth#ds: 0#re perect 0eth#ds #

training accelerate de!el#p0ent% and less perect sl#. d#.n it1 T#gether .ith that as

a .h#le s#0e !aria/ility # /#rders # it age n#t especially aects the su/se8uent

successes # the child1 >ra6nZCMOa%-?

At y#unger sch##l age children ha!e signiicant de!el#p0ent reser!es1 Their

re!ealing and eecti!e using Y #ne # the 0ain tas2s1

ut /e#re t# use a!aila/le reser!es% it is necessary t# tighten children t# the

necessary le!el # readiness #r training1 >He"O

%+=?Bith receipt # the child insch##l under the inluence # training re#rgani$ati#n # all its in#r0ati!e pr#cesses%

ac8uisiti#n # the 8ualities peculiar t# adult pe#ple /egins /y the01 It is c#nnected

/y that children 6#in in 2inds # acti!ity ne. t# the0 and the syste0s #

interpers#nal relati#ns de0anding r#0 the0 presence # ne. psych#l#gical

8ualities1 Their rand#0ness% eiciency and sta/ility sh#uld /ec#0e general

characteristics # all in#r0ati!e pr#cesses # the child1 At less#ns% #r e5a0ple%

r#0 irst days # training it is necessary #r child t# 2eep #r a l#ng ti0e special

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attenti#n% t# /e assidu#us en#ugh% t# percei!e and .ell t# re0e0/er all a/#ut .hat

the teacher spea2s1

y psych#l#gists it is pr#!ed that usual children in sch##l ele0entary grades

are 8uite capa/le% i #nly the0 c#rrectly t# train% ac8uire and 0#re diicult 0aterial%

than .hat is gi!en under the #perating pr#gra0 # training1 H#.e!er s2illully t#

use reser!es a!aila/le #r the child% it is necessary t# s#l!e preli0inary t.#

i0p#rtant pr#/le0s1 The irst # the0 c#nsists in as s##n as p#ssi/le t# adapt

children #r .#r2 at sch##l and at h#0e% t# teach the0 t# study% .ith#ut spending

superlu#us physical e#rts% t# /e attenti!e% assidu#us1 Thereup#n the curriculu0

sh#uld /e 0ade in the i0age t# cause and supp#rt c#nstant at pupils interest1

>He"O%+=?

$.$. enera! de'cription o* /oun& !earner'2 de#e!op"ent

At y#unger sch##l age th#se /asic hu0an characteristics # in#r0ati!e pr#cesses

>percepti#n% attenti#n% 0e0#ry% i0aginati#n% thin2ing and speech? .hich necessity

is c#nnected .ith receipt in sch##l are i5ed and de!el#p urther1 Fr#0 3natural3% /yL1S1yg#ts2y%>He"O%+=? these pr#cesses /y the end # y#unger sch##l age sh#uld

/ec#0e 3cultural3% i1e1 turn t# the higher 0ental uncti#ns c#nnected .ith speech1 It

is pr#0#ted /y principal !ie.s # acti!ity /y .hich the child # the gi!en age at

sch##l and at h#0e is 0#stly #ccupied: the d#ctrine% dial#gue% ga0e and .#r21 In

.hat the 0#st i0p#rtant changes .hich during y#unger sch##l age #ccur t#

percepti#n% attenti#n% 0e0#ry% speech and thin2ing # the child c#nsistX

T# se!en4year age it is p#ssi/le t# ind #ut in children #nly repr#ducti!e i0ages4

representati#ns a/#ut 2n#.n #/6ects #r the e!ents .hich are n#t percei!ed at present

# ti0e% and these i0ages /asically the static1 &resch##l children% #r e5a0ple%

e5perience diiculties% trying t# present inter0ediate p#siti#ns # a alling stic2

/et.een !ertical and its h#ri$#ntal p#siti#n1 >Fa6nZCMOa%-?

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&r#ducti!e i0ages4representati#ns # result # a ne. c#0/inati#n # s#0e

ele0ents appear at children ater J4year4#ld age% and de!el#p0ent # these

i0ages is c#nnected% p#ssi/ly% .ith the training /eginning at sch##l1 The attenti#n

at y#unger sch##l age /ec#0es any% /ut still l#ng en#ugh% especially in initial

classes% str#ng and c#0peting .ith any there is an in!#luntary attenti#n #

children1 #lu0e and sta/ility% c#ncentrati#n # any attenti#n t# I class #

sch##l t# children al0#st sa0e% as .ell as at the adult pers#n1 As t# s.itching it at

this age e!en a/#!e% than #n the a!erage at adults1 It is c#nnected .ith y#uth # an

#rganis0 and 0#/ility # pr#cesses in the central ner!#us syste0 # the child1

(#unger sch##l/#ys can pass r#0 #ne 2ind # acti!ity t# an#ther .ith#ut special

diiculties and internal e#rts1 H#.e!er here again the attenti#n # the child

2eeps still s#0e signs # 3childishness31 The attenti#n inds #ut the 0#st perect

lines in children #nly .hen the su/6ect #r the phen#0en#n% directly dra.n

attenti#n% are especially interesting t# the child1 1>[P\]^V% -@?

As a .h#le 0e0#ry # children # y#unger sch##l age is en#ugh g##d% and it

irst # all c#ncerns 0echanical 0e0#ry .hich #r irst three4#ur years # the

d#ctrine at sch##l pr#gresses 8uic2ly en#ugh1 Lags /ehind in the de!el#p0ent a

little% l#gic 0e0#ry as in 0#st cases the child% /eing it is #ccupied /y the

d#ctrine% .#r2% ga0e and dial#gue% 8uite 0anages 0echanical ]]P*_1>[P\]^V%

-@?

I% h#.e!er% children # y#unger sch##l age r#0 irst years # training at

sch##l specially t# lea0 t# recepti#ns it essentially raises eiciency # their l#gic0e0#ry1 Ign#rance # these recepti#ns% ina/ility the0 t# use in practice is%

p#ssi/ly% a principal cause # .ea2ness # any 0e0#ry at 0any children # the

gi!en age1

Training children t# acti#ns sh#uld pass thr#ugh t.# stages1 On the irst #

the0 it is necessary #r children t# sei$e the c#gitati!e #perati#ns necessary

#r st#ring and repr#ducti#n # a 0aterial% and #n the sec#nd Y t# lea0 t# use-K


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the0 as st#ring 0eans in !ari#us situati#ns1 In n#r0 it sh#uld #ccur at the seni#r

presch##l age% h#.e!er it is p#ssi/le t# /egin and /asically t# inish this pr#cess

in sch##l ele0entary grades1

Acti!e de!el#p0ent # 0e0#ry # children in the irst sch##l days is pr#0#ted

/y the decisi#n special pr#/le0s .hich arise /e#re children in c#rresp#nding

2inds # acti!ity1 $.$.1 Inte!!ectua! de#e!op"ent o* /oun& !earner'

The y#unger sch##l age c#0prises c#nsidera/le p#tential # intellectual

de!el#p0ent # children% /ut precisely t# deine it 0ean.hile it is n#t #/!i#usly

p#ssi/le1 The !ari#us decisi#ns # this 8uesti#n #ered /y scientists4teachers and

e5perts4teachers% are al0#st al.ays c#nnected .ith e5perience # applicati#n #

certain 0eth#ds # training and diagn#stics # p#ssi/ilities # the child% and it is

i0p#ssi/le t# tell in ad!ance% in a c#nditi#n #r n#t in a c#nditi#n children .ill

ac8uire 0#re diicult pr#gra0 i t# use perect tut#rials and .ays # diagn#stics

# educa/ility1 That data .hich are presented % it is n#t necessary t# c#nsider as

standard1 They speciy in the n#r0al child can achie!e .hat at n#t the /est0eth#ds and tut#rials% at the current curriculu0s n#t al.ays c#nsidering

p#ssi/ilities # children 0#re li2ely1 >[P\]^V% -@?

F#r irst three4#ur years # the d#ctrine at sch##l pr#gress in intellectual

de!el#p0ent # children happens apprecia/le en#ugh1 Fr#0 d#0inati#n # is

e!ident4eecti!e and ele0entary igurati!e thin2ing% r#0 a le!el # de!el#p0ent

and p##r l#gic # relecti#n the sch##l/#y rises t# !er/al thin2ing at le!el #

c#ncrete c#ncepts1 The /eginning # this age is c#nnected i t# use `1&ia$he and

L1S1yg#ts2y7s ter0in#l#gy% >bPV% +=? .ith d#0inati#n pre#perati#nal

thin2ing% and the end Y .ith pre!alence # #perati#nal thin2ing in c#ncepts1 At

the sa0e age the general and special

a/ilities # children .ell en#ugh re!eal% all#.ing t# 6udge their end#.0ents1+,

C#0ple5 de!el#p0ent # children7s intelligence at y#unger sch##l age g#es in

se!eral !ari#us directi#ns: 0astering and acti!e use # speech as thin2ing 0eans9

-K


20/75

c#nnecti#n and inluence against each #ther all 2inds # thin2ing: is e!ident4

eecti!e% is e!ident4shaped and !er/al9 all#cati#n% is#lati#n and rather

independent de!el#p0ent in intellectual pr#cess # t.# phases: preparat#ry and

e5ecuti!e1 On a preparat#ry phase # the decisi#n # a pr#/le0 the analysis # its

c#nditi#ns is carried #ut and the plan is de!el#ped% and #n an e5ecuti!e phase this

plan is reali$ed practically1 The recei!ed result then c#rresp#nds .ith c#nditi#ns

and a pr#/le01 T# all t#ld it is necessary t# add a/ility t# argue l#gically and t#

use c#ncepts1

The irst # the na0ed directi#ns is c#nnected .ith #r0ing children speeches%

.ith its acti!e use at the decisi#n # !ari#us pr#/le0s1 >Q^fPV%-?

'e!el#p0ent in this directi#n successully g#es i the child is trained /y

reas#ning 0essages al#ud% .#rds t# repr#duce a c#urse # th#ught and t# na0e

the recei!ed result

The sec#nd directi#n in de!el#p0ent is successully reali$ed% i the pr#/le0s

de0anding #r the decisi#n si0ultane#usly and de!el#ped practical acti#ns are

gi!en t# children% and a/ilities t# #perate in the i0ages% and a/ilities t# use

c#ncepts t# c#nduct a reas#ning at le!el # l#gic a/stracti#ns1 I any # these

aspects is presented p##rly intellectual de!el#p0ent # the child g#es as unilateral

pr#cess

At d#0inati#n # practical acti#ns the is e!ident4eecti!e thin2ing 0ainly

de!el#ps% /ut can deend igurati!e and !er/al1 Bhen the igurati!e thin2ing it is

p#ssi/le t# ind #ut delays in de!el#p0ent # practical and the#retical intelligencepre!ails1 At special attenti#n #nly t# a/ility t# argue al#ud at children /ac2l#g in

practical thin2ing and p#!erty # the igurati!e .#rld is 8uite #ten #/ser!ed1 All

it inally can c#nstrain the general intellectual pr#gress # the child1>[P\]^V%

-@?

The preparat#ry phase # #rientati#n in the c#nditi#ns # a s#l!ed pr#/le0 is !ery

i0p#rtant #r intelligence de!el#p0ent as children in practice #ten d#n7t c#pe .ith

a pr#/le0 6ust /ecause aren7t a/le t# analy$e its c#nditi#n1 Such lac2 is usually


21/75

#!erc#0e at the e5pense # the special e5ercises directed #n c#0paris#n a0#ng

the0sel!es # c#nditi#ns in pr#/le0s si0ilar against each #ther1 Such e5ercises are

especially useul .hen #r c#0paris#n pr#/le0s .ith diicult c#nditi#ns /et.een

.hich e5ist thin% hardly apprecia/le% /ut essential distincti#ns and #n .hich the

directi#n # search # the right ans.er depends are #ered children1 It is i0p#rtant%

that children ha!e learned n#t #nly t# see% /ut als# !er/ally t# #r0ulate these

distincti#ns1 >Q^fPV%-?

It is esta/lished that irst4graders can understand and accept the pr#/le0 set #r

the0% /ut its practical per#r0ance is p#ssi/le #r the0 #nly .ith a supp#rt #n the

e!ident sa0ple1 &upils # the third classes in a c#nditi#n t# 0a2e the plan # .#r2

#n a pr#/le0 and t# #ll#. it% .ith#ut leaning #n presented !isually the sa0ple1

$.$.$.Chi!dren a' !earner'

Bhile there are c#00#nalities acr#ss learners # all ages% y#ung children dier

r#0 #lder children in 0any .ays1 Studies # y#ung children sh#. h#. learning

changes acr#ss de!el#p0ent1 H#.e!er% .e n#. 2n#. that e!en !ery y#ung childrenha!e a predisp#siti#n t# lea0 in certain d#0ains% and that y#ung children are

acti!ely engaged in 0a2ing sense # their .#rld1 (#ung children appear t# /e

predisp#sed t# ac8uire in#r0ati#n in /i#l#gy% nu0/er and language% a0#ng #ther

d#0ains # 2n#.ledge1 >[P\]^V% -@?

These /iases t#.ard certain types # learning sh#uld pa!e the .ay #r

c#0petence in early sch##ling1 Children lac2 2n#.ledge and e5perience% /ut n#t

reas#ning a/ility1 Indeed% alth#ugh y#ung children are ine5perienced% they reas#n

.ith the 2n#.ledge they ha!e1 &rec#ci#us 2n#.ledge 0ay 6u0p4start

the learning pr#cess% /ut /ecause # li0ited e5perience and underde!el#ped++

+-


22/75

syste0s # l#gical thin2ing% children7s 2n#.ledge c#ntains 0isc#ncepti#ns1

"isin#r0ati#n can i0pede sch##l learning% s# teachers need t# /e a.are # the

.ays in .hich children7s /ac2gr#und 2n#.ledge inluences their understanding1Such a.areness sh#uld help teachers anticipate children7s c#nusi#n and

rec#gni$e .hy children ha!e diiculties grasping ne. ideas1 Strategies #r

learning are i0p#rtant1

Bhen children are re8uired t# lea0 a/#ut una0iliar 2n#.ledge d#0ains%

they need t# de!el#p intenti#nal learning strategies1 Children need t# understand

.hat it 0eans t# learn% .h# they are as learners% and h#. t# g# a/#ut planning%

0#nit#ring and re!ising% t# relect up#n their learning and that # #thers% and t#

learn h#. t# deter0ine i they understand1 These 0etac#gniti!e s2ills pr#!ide

strategic c#0petencies #r learning1 >[P\]^V%-@?

Children are /#th pr#/le0 s#l!ers and pr#/le0 generat#rs1 They atte0pt t#

s#l!e pr#/le0s presented t# the0% and they see2 n#!el challenges1 They reine

and i0pr#!e their pr#/le04s#l!ing strategies in the ace # ailure and #ten /uild

#n pri#r successes1 They persist /ecause success and understanding are

0#ti!ating in their #.n right1 Adults can help children 0a2e c#nnecti#ns /et.een

ne. situati#ns and a0iliar #nes1 Children7s curi#sity and persistence are

supp#rted /y adults .h# direct children7s attenti#n% structure e5perience% supp#rt

learning atte0pts% and regulate c#0ple5ity and diiculty le!els # in#r0ati#n #r

children1 Thus% de!el#p0ent in!#l!es interacti#ns /et.een children7s early

c#0petencies and the en!ir#n0ental supp#rts 4 strengthening rele!ant capacities

and pruning the early a/ilities that are less rele!ant1 Learning is pr#0#ted and

regulated /y /#th the /i#l#gy and ec#l#gy # the children 4 learning pr#duces

de!el#p0ent1 >bPV% +=?

(#ung children d# n#t c#0e t# the language classr##0 e0pty4handed1

They /ring .ith the0 an already .ell4esta/lished set # instincts% s2ills and


23/75

characteristics .hich .ill help the0 t# lea0 an#ther language1 >QV% -,?+

Be need t# identiy th#se and 0a2e the 0#st # the01 F#r e5a0ple% children:

4 are already !ery g##d at interpreting 0eaning .ith#ut necessarily understanding

the indi!idual .#rds9

4 already ha!e great s2ill in using li0ited language creati!ely9

4 re8uently learn indirectly rather than directly9

4 ta2e great pleasure in inding and creating un in .hich they d#9

4 ha!e a ready i0aginati#n9

4 a/#!e all ta2e great delight in tal2ing Learnin& co""unitie'

Relecti#n #r y#ung children /est #ccurs in interacti!e gr#up c#nte5ts in

.hich children c#lla/#rate t# c#nstruct an understanding # a pr#/le0 d#0ain1

The careul 0anage0ent # a culture # learning is an essential ingredient in the

s#ciali$ati#n # children in #rder #r the0 t# /ec#0e acti!e% independent learners1

>[P\]^V% -@?

A challenge #r the learning sciences c#00unity is t# pr#!ide a the#retical

ra0e.#r2 that lin2s assess0ent practices t# c#nte0p#rary learning the#ry1

Characteri$ing assess0ent in ter0s # c#0p#nents # c#0petence and the

c#ntent4pr#cess de0ands # the su/6ect 0atter /rings speciicity t# generic

assess0ent #/6ecti!es such as 7higher le!el thin2ing and deep understanding @1

Characteri$ing student per#r0ance in ter0s # c#gniti!e acti!ities #cuses

attenti#n #n the dierences in c#0petence and 2n#.ledge achie!e0ent that can

/e #/ser!ed in learning and assess0ent situati#ns1 It is e!ident that assess0ent

tas2s can in!#l!e 0any p#ssi/le c#0/inati#ns # c#ntent 2n#.ledge and pr#cess

s2ills that !ary as a uncti#n # children7s age and le!el # e5pertise1 Be /elie!e

that it is p#ssi/le t# identiy the nature # children7s e5pertise /y de!ising

appr#priate assess0ent pr#cedures% and that the in#r0ati#n #/tained r#0 such

pr#cedures sh#uld in#r0 su/se8uent instructi#n1

;h/ teach n&!i'h to


24/75

The decisi#n t# intr#duce #reign language learning int# pri0ary sch##ls is%

acc#rding t# its supp#rters% #ne that has identiia/le ad!antages1 re.ster% Ellis

Girard >-KK+? 0a2e the #ll#.ing p#ints:

4 Ad!antage can /e ta2en # certain aptitudes children ha!e in #rder t# start teaching

a #reign language at pri0ary sch##l1

4 There is n# the#retical #pti0u0 age #r starting teaching% It can !ary acc#rding t#

c#untry and linguistic situati#n1 The age # K is #ten settled #n ater trying #ther

ages1

4 Early learning # a n#n 0#ther4t#ngue language 0ust /e integrated int# #ther

teaching in the pri0ary sch##l1

4 Bhate!er else 0ay /e achie!ed% the 0ain c#ncern is t# prepare the gr#und s# that

the 0#st can /e 0ade # the teaching .hich .ill /e recei!ed in sec#ndary sch##l1

Later #n% the sa0e .riters su00ari$e the 2ey #/6ecti!es # early #reign language

learning as: linguistic% psych#l#gical and cultural1 It is .#rth 2eeping these three

#/6ecti!es in 0ind as y#u read 0#re #n this t#pic% and als# as y#u e!aluate 0aterials

#r (Ls1 >ra6iLCMOa%-+?

The 0#st i0p#rtant act#r in teaching and learning in any setting is the learner1

Learners # any age dier r#0 #ne an#ther in signiicant .ays: Indi!iduals 0ay

lea0 /est thr#ugh listening #r reading% they 0ay learn 0#re easily al#ne #r .ithin a

s0all gr#up% they 0ay re8uire hea!y !isual rein#rce0ent #r learn /etter thr#ugh

!er/al e5planati#ns% #r they 0ay resp#nd /etter t# a se8uential #r t# a rand#0

#rgani$ati#n # 0aterials #r e5periences1 Each learner7s e5periences dier r#0

th#se # class peers in a !ariety # .ays1 Children and y#ung ad#lescents% h#.e!er%

dier r#0 #lder learners in certain patterned and predicta/le .ays as they pr#gress

thr#ugh stages # de!el#p0ent

+=


25/75

Chapter %. )idactic a"e' in >L c!a''e' %.1. enera! de'cription o*

didactic &a"e'

'e!el#ping spea2ing s2ills includes se!eral aspects that inluence this pr#cess1

It is 0#re than #/!i#us that the student t#gether .ith the teacher are the 0#st

i0p#rtant #nes1 The .ay this pr#cess can /e inluenced r#0 the p#siti#n # the

teacher .ill /e the ai0 # the thesis1 "#de0 teaching 0eth#ds # #reign

languages c#unt #n in!#l!ing the use # dierent #rgani$ati#nal #r0s and

acti!ities .hich supp#rt such a de!el#p0ent1 The .ay teachers #rgani$e these

acti!ities and the .ay they percei!e the indi!idual steps c#nnected .ith the

#rgani$ati#n # acti!ities 0ay essentially inluence the e!entual eiciency # the

acti!ity and the c#nse8uent de!el#p0ent # spea2ing s2ills1 >Er!in%+?

The the#retical secti#n there#re deals .ith the the#retical n#tes c#ncerning

spea2ing t#gether .ith the analysis # the 0#st re8uent #rgani$ati#nal #r0s1

Ne5t part includes the#retical suggesti#ns # the indi!idual stages that sh#uld /e

ta2en int# c#nsiderati#n .hen #rgani$ing acti!ities #cused #n the de!el#p0ent #

spea2ing s2ills1 >I00ac#lata% @?

Language learning is hard .#r2 111 E#rt is re8uired at e!ery 0#0ent and

0ust /e 0aintained #!er a l#ng peri#d # ti0e1 Ga0es help and enc#urage 0any

learners t# sustain their interest and .#r21 Ga0es als# help the teacher t# create

c#nte5ts in .hich the language is useul and 0eaningul1 The learners 'ant t#

ta2e part and in #rder t# d# s# 0ust understand .hat #thers are saying #r ha!e

.ritten% and they 0ust spea2 #r .rite in #rder t# e5press their #.n p#int # !ie.#r gi!e in#r0ati#n1

The need #r 0eaningulness in language learning has /een accepted #r

s#0e years1 A useul interpretati#n # %0eaningulness%is that the learners resp#nd

t# the c#ntent in a deinite .ay1 I they are a0used% angered% intrigued #r

surprised the c#ntent is clearly 0eaningul t# the01 Thus the

0eaning # the language they listen t#% read% spea2 and .rite .ill /e 0#re+


26/75

!i!idly e5perienced and% there#re% /etter re0e0/ered1 I it is accepted that

ga0es can pr#!ide intense and 0eaningul practice # language% then they 0ust

/e regarded ascentralt# a teacher7s repert#ire1 They are thus n#t #r use s#lely

#n .et days and at the end # ter0

There is a c#00#n percepti#n that all learning sh#uld /e seri#us and s#le0n

in nature% and that i #ne is ha!ing un and there is hilarity and laughter% then it is

n#t really learning1 This is a 0isc#ncepti#n1 It is p#ssi/le t# learn a language as

.ell as en6#y #nesel at the sa0e ti0e1 One # the /est .ays # d#ing this is

thr#ugh ga0es1 >Er!in%+?

There are 0any ad!antages # using ga0es in the classr##0:

-1 Ga0es are a .elc#0e /rea2 r#0 the usual r#utine # the language class1

+1 They are 0#ti!ating and challenging1

1 Learning a language re8uires a great deal # e#rt1 Ga0es help students t#

0a2e and sustain the e#rt # learning1

=1 Ga0es pr#!ide language practice in the !ari#us s2ills4 spea2ing% .riting%

listening and reading1

@1 They enc#urage students t# interact and c#00unicate1

1 They create a 0eaningul c#nte5t #r language use17

"any e5perienced te5t/##2 and 0eth#d#l#gy 0anuals .riters ha!e argued

that ga0es are n#t 6ust ti0e4illing acti!ities /ut ha!e a great educati#nal !alue1

B1 R1 Lee h#lds that 0#st language ga0es 0a2e learners use the language

instead # thin2ing a/#ut learning the c#rrect #r0s1 He als# says that ga0essh#uld /e treated as central n#t peripheral t# the #reign language teaching

pr#gra00e1 >r#.n% +-? A si0ilar #pini#n is e5pressed /y Richard4A0at#% .h#

/elie!es ga0es t# /e un /ut .arns against #!erl##2ing their pedag#gical !alue%

particularly in #reign language teaching1 There are 0any ad!antages # using

ga0es1 3Ga0es can l#.er an5iety% thus 0a2ing the ac8uisiti#n # input 0#re

li2ely3 >Richard4A0at# ?1 1 >r#.n% +-? They are

highly 0#ti!ating and entertaining% and they can gi!e shy students 0#re 1+


27/75

#pp#rtunity t# e5press their #pini#ns and eelings >Hansen ?1 >r#.n% +-? They

als# ena/le learners t# ac8uire ne. e5periences .ithin a #reign language .hich

are n#t al.ays p#ssi/le during a typical less#n1 Further0#re% t# 8u#te Richard4

A0at#% they% 3add di!ersi#n t# the regular classr##0 acti!ities%3 /rea2 the ice%

3/ut als# they are used t# intr#duce ne. ideas3 1 In the easy% rela5ed at0#sphere

.hich is created /y using ga0es% students re0e0/er things aster and /etter1 S1

"1 Sil!ers says 0any teachers are enthusiastic a/#ut using ga0es as 3a teaching

de!ice%3 yet they #ten percei!e ga0es as 0ere ti0e4illers% 3a /rea2 r#0 the

0#n#t#ny # drilling3 #r ri!#l#us acti!ities1 He als# clai0s that 0any teachers

#ten #!erl##2 the act that in a rela5ed at0#sphere% real learning ta2es place% and

students use the language they ha!e /een e5p#sed t# and ha!e practised earlier1

Further supp#rt c#0es r#0 `dy/ie.s2a% >r#.n% +-? .h# /elie!es ga0es t# /e a

g##d .ay # practising language% #r they pr#!ide a 0#del # .hat learners .ill

use the language #r in real lie in the uture1

Ga0es enc#urage% entertain% teach% and pr#0#te luency1 I n#t #r any #

these reas#ns% they sh#uld /e used 6ust /ecause they help students see /eauty in a

#reign language and n#t 6ust pr#/le0s that at ti0es see0 #!er.hel0ing1 %.$.

Pro+!e"' *acin& hen u'in& &a"e' in c!a'' ;hen to U'e a"e'

Ga0es are #ten used as sh#rt .ar04up acti!ities #r .hen there is s#0e ti0e

let at the end # a less#n1 (et% as Lee #/ser!es% a ga0e 3sh#uld n#t /e regarded as

a 0arginal acti!ity illing in #dd 0#0ents .hen the teacher and class ha!e

n#thing /etter t# d#31 >r#.n% +-? Ga0es #ught t# /e at the heart # teaching#reign languages1 Ri5#n suggests that ga0es /e used at all stages # the less#n%

pr#!ided that they are suita/le and careully ch#sen1 Ga0es als# lend the0sel!es

.ell t# re!isi#n e5ercises helping learners recall 0aterial in a pleasant%

entertaining .ay1 All auth#rs reerred t# in this article agree that

e!en i ga0es resulted #nly in n#ise and entertained students% they are still+J

.#rth paying attenti#n t# and i0ple0enting in the classr##0 since they 0#ti!ate

learners% pr#0#te c#00unicati!e c#0petence% and generate luency1 Ga0es ha!e


28/75

/een sh#.n t# ha!e ad!antages and eecti!eness in learning !#ca/ulary in

!ari#us .ays1 First% ga0es /ring in rela5ati#n and un #r students% thus help

the0 learn and retain ne. .#rds 0#re easily1 Sec#nd% ga0es usually in!#l!e

riendly c#0petiti#n and they 2eep learners interested1 These create the

0#ti!ati#n #r learners # English t# get in!#l!ed and participate acti!ely in the

learning acti!ities1 Third% !#ca/ulary ga0es /ring real .#rld c#nte5t int# the

classr##0% and enhance students-use # English in a le5i/le% c#00unicati!e

.ay1 There#re% the r#le # ga0es in teaching and learning !#ca/ulary cann#t /e

denied1 H#.e!er% in #rder t# achie!e the 0#st r#0 !#ca/ulary ga0es% it is

essential that suita/le ga0es are ch#sen1 >r#.n% +-? Bhene!er a ga0e is t# /e

c#nducted% the nu0/er # students% pr#iciency le!el% cultural c#nte5t% ti0ing%

learning t#pic% and the classr##0 settings are act#rs that sh#uld /e ta2en int#

acc#unt1 In c#nclusi#n% learning !#ca/ulary thr#ugh ga0es is #ne eecti!e and

interesting .ay that can /e applied in any classr##0s1 The results # this research

suggest that ga0es are used n#t #nly #r 0ere un% /ut 0#re i0p#rtantly% #r the

useul practice and re!ie. # language less#ns% thus leading t#.ard the g#al #

i0pr#!ing learners7 c#00unicati!e c#0petence1

;h/ U'e a"e' in C!a'' Ti"e=

Ga0es are un and children li2e t# play the01 Thr#ugh ga0es children

e5peri0ent% disc#!er% and interact .ith their en!ir#n0ent1 >Le.is% -KKK?

Ga0es add !ariati#n t# a less#n and increase 0#ti!ati#n /y pr#!iding a

plausi/le incenti!e t# use the target language1 F#r 0any children /et.een #urand t.el!e years #ld% especially the y#ungest% language learning .ill n#t /e the

2ey 0#ti!ati#nal act#r1 Ga0es can pr#!ide this sti0ulus1 >Le.is% -KKK?

The ga0e c#nte5t 0a2es the #reign language i00ediately useul t# the

children1 It /rings the target language t# lie1 >Le.is% -KKK?+K

The ga0e 0a2es the reas#ns #r spea2ing plausi/le e!en t# reluctant children1

>Le.is-KKK?


29/75


30/75

4 /uilds class c#hesi#n

4 #sters .h#le class participati#n

4 pr#0#tes healthy c#0petiti#n

Adapta+i!it/:

4 easily ad6usted #r age% le!el% and interests

4 utili$es all #ur s2ills

4 re8uires 0ini0u0 preparati#n ater de!el#p0ent

A ga0e can generate an unreas#na/le a0#unt # practice1 y unreas#na/le

0ean that the pupils carry #ut ar 0#re practice in !#ca/ulary and reas#ning

than they .#uld /e e5pected t# d# #r e!er 0anage t# get thr#ugh i they .ere

aced .ith a c#n!enti#nal te5t/##2 e5ercise1 This happens partly /ecause they

are .#r2ing #rally /ut als# /ecause their attenti#n is #n carrying #ut a 70#!e - in

the ga0e and n#t #n h#. 0uch .#r2 they are ha!ing t# d#1 It see0s t# gi!e a

sense # purp#se t# .hat is re8uired # the01 >Er!in%+?

A ga0e can all#. the intr#ducti#n # ideas that are diicult t# de!el#p in

#ther .ays1 In particular .ithin these ga0es it is the s2ill # understanding a

diagra0 and !isuali$ing its pr#perties and relati#nships1 F#r e5a0ple since

shapes are sh#.n in dierent #rientati#ns #n the cards and the cards are

ine!ita/ly /eing !ie.ed r#0 dierent angles% a l#t # .#r2 can /e d#ne #n

rec#gni$ing 1

Ga0es see0 t# /e a/le t# lead pupils t# .#r2 a/#!e their n#r0al le!el1 A

ga0e d#es n#t deine the acade0ic li0its # the .#r2 in any .ay and since thereis a natural .ish t# .in% pupils .ill #ten de!ise .ays # l##2ing at the .#r2

they are d#ing .hich lead the0 .ay /ey#nd .hat they are e5pected t# achie!e1

The ga0e situati#n appears t# ree the pupils r#0 eeling a need t#

d# s#0ething .hich the teacher .ants and e5pects% thus all#.ing the0 t#-

thin2 reely a/#ut the situati#n1

A ga0e can create discussi#n # all 2inds1 This is greatly enhanced /y the

pairing techni8ue descri/ed a/#!e% /ecause the partners ha!e t# !er/ali$e their


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ideas a/#ut the ne5t 0#!e t# each #ther and 6ustiy their #pini#ns1 This n#t #nly

helps the0% /ut can /e !ery in#r0ati!e #r a passing teacher .h# can ea!esdr#p

and assess .here they ha!e g#t t# in their thin2ing1 C#4#perati!e ga0es can /e

!ery useul in creating discussi#n t##1 >Er!in%+?

Ga0es put pressure #n players t# .#r2 0entally1 This is #/!i#us in 0any

.ays /ut it is easy t# #!erl##2 the act that al.ays re8uires dra.ing and#r

.ritten .#r2 #r the pupils1 The pr#!isi#n # shapes and pr#perties #n cards

0eans that they can /e .#r2ed #n 0entally rather than #n paper1 This 0ust /e a

great relie t# th#se .h#se dra.ing s2ills are li0ited

A ga0e #ten can /e played at 0#re then #ne le!el1 As a result # the

pre!i#us pr#perty # ga0es% it is p#ssi/le #r the players t# play the ga0e .ith

0#re #r less s2ill #r percepti#n depending #n their #.n c#0petence1 They .ill

#ten lea0 t# de!el#p their le!el # play /y .atching and listening t# the #ther

players1 >Allan%K?

Ga0es are played in a c#nte5t in .hich there is usually unthreatening help

a!aila/le1 Bhen a ga0e is played /y pairs then a pupil7s partner is al.ays there t#

help 0a2e decisi#ns a/#ut .hat t# d# #r t# e5plain s#0ething .hich her partner

d#es n#t understand1 In additi#n in 0#st gr#ups #ther players .ill 0a2e

suggesti#ns i a player is stuc2% i #nly t# 2eep the ga0e 0#!ing #n1 F#r e5a0ple

.hen a pairs ga0e is played there is usually a0ple ad!ice r#0 #ther players as

t# .hether they 70atch7 #r n#t

A ga0e all#.s a pupil t# hide until he eels c#nident1 In .atching gr#ups# pupils playing ga0es n#ticed that there .ere th#se .h# played 8uietly and

rather 0echanically #r a .hile and then suddenly started t# 6#in in and 0a2e

suggesti#ns1 It see0ed that in a ga0e situati#n they had

the reed#0 t# assess the situati#n .ith#ut pressure until they elt they had+


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things s#rted #ut and then t# c#ntri/ute in a 0#re p#siti!e ashi#n1 Clearly there

are #ther types # acti!ity .hich pr#duce 0any # these #utc#0es% #nly s#0e #

the0 are in any .ay uni8ue t# the ga0e playing situati#n1 H#.e!er .hat see0s

clear t# 0e is that ga0es are a .ay # reducing teacher d#0inati#n and c#ntr#l #

the situati#n in a .ay .hich has p#siti!e #utc#0es #r the learners1

Intr#ducing ga0es in the classr##01 >"un/y%-J? I a ga0e is t# /e played

/y the .h#le class at the sa0e ti0e% .#r2ing in gr#ups # #r s#% then clearly

s#0e th#ught has t# /e gi!en t# h#. the pupils are taught the rules and

pr#cedures # the ga0e1 Bhat #ll#.s here are s#0e th#ughts a/#ut h#. t# 0a2e

this as eicient as p#ssi/le1 It .ill /e n#ted that alth#ugh the ga0es in this

/##2let are #rganised t# .hich they relate% there are in each secti#n ga0es # a

si0ilar type% e1g1 pairs ga0es1 The re4use # dierent types # ga0e #r dierent

purp#ses si0pliies their intr#ducti#n greatly as the class ha!e #nly t# /e t#ld that

it is a pairs ga0e #r a happy a0ily ga0e and they 2n#. h#. t# play it1 At 0#st

it 0ay /e necessary t# l##2 at the particular type # card t# /e used1 In teaching

ga0es t# large gr#ups ha!e #und three dierent 0eth#ds that .#r2 .ell

depending #n the ga0e and the situati#n1 Intr#duce the ga0e t# #ne gr#up #

pupils .hile the #thers are c#0pleting s#0e indi!idual .#r2 and then di!ide the

.h#le class int# gr#ups% putting #ne # the irst gr#up int# each gr#up t# teach the

ga0e t# the gr#up1 >Allan%K? &lay the ga0e .ith the class di!ided int# the

gr#ups in .hich they .ill

su/se8uently play and play the ga0e .ith the .h#le class% each gr#up acting as asingle player1

Ch##se a set # pupils t# c#0e t# the r#nt # the class and play the ga0e

as a de0#nstrati#n% p#ssi/ly .ith assistance in decisi#n 0a2ing r#0 the .h#le

class1 I this is d#ne it 0ay /e useul t# ha!e large4si$e cards% .hich can /e seen

/y the .h#le class #r cards 0ade r#0 il0 and cut up s# that they can /e

pr#6ected1

+


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The use # pairs .#r2ing as a single player has already /een discussed as a .ay #

enc#uraging discussi#n and indeed c#ncept de!el#p0ent1 It has #ther ad!antages

in that a larger nu0/er # pupils can use the sa0e set # 0aterials% s# that there

are e.er gr#ups in the classr##0 t# set4up and 0anage and less 0aterials t#

pr#duce and st#re St#rage is ine!ita/ly a pr#/le0 l#sing and re0a2ing sets #

ga0es until ad#pted the syste0 # 2eeping a class set # any particular ga0e in a

plastic /#5 clearly 0ar2ed .ith its na0e &lastic /ags # ga0es d# n#t .#r2 at all

.ell1 I the pupils can 0anage the si$e # card sh#.n in this /##2% then it is 8uite

easy t# st#re class sets in a s0all /#5% #und that they .ere /ig en#ugh% /ut the

cards can% # c#urse% /e enlarged i this is elt desira/le1

Ten o* the Ver/ 3e't Rea'on' *or U'in& C!a''roo" a"e'

O!er the past -@ years% .e ha!e raised the 8uesti#n% 3Bhy d# y#u use classr##0

ga0esX3 t# #ur .#r2sh#p participants1 Fr#0 their eed/ac2 had c#nst0cted a list

# the ten !ery /est reas#ns #r using learning ga0es1 >Er!in% $(These -,

descripti#ns .ill re0ind and sti0ulate us t# c#nsider learning ga0es as a training

alternati!e9 and% then t# c#nsider #ne # #ur ine% ield4 tested% un4t#4play%

classr##0 pr#!en pr#ducts1 >Er!in%$( Rea'on 1: a"e' are >un ith a

Purpo'e

Ga0es create a c#gniti!e engage0ent /et.een the learner and the t#pic in a

l#.ing% s0iling en!ir#n0ent1 Ga0es cele/rate y#ur t#pic and re.ard indi!idual

and gr#up achie!e0ent1 Ga0es /ring un and energy int# a /u#yant learning

$#ne% /ut .ith the #cus #n learning1 Rea'on $: a"e' Pro#ide >eed+ac0 to the

Learner Learners .ant and need eed/ac2 #n their per#r0ance1 Ga0es gi!e

the0 i00ediate eed/ac2 #n the 8uality # their input Y their successes and their

err#rs1 Bith the appr#priate c#rrecti!e eed/ac2% this can /ec#0e an in!alua/le

learning #pp#rtunity1

Rea'on %: a"e' Pro#ide >eed+ac0 to the Trainer

Ga0es pr#!ide a practice ield .here learners interact .ith the t#pic%

de0#nstrating their 2n#.ledge and a/ility t# apply the in#r0ati#n1 y #/ser!ing


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this real4ti0e de0#nstrati#n% the trainer can ad6ust the su/se8uent le!el # lecture%

readings and inter!enti#ns% acc#rdingly1 Rea'on : a"e' are xperientia!

T#day7s learner needs t# d# and t# try things #n her #.n1 Ga0es pr#!ide an

en!ir#n0ent that trans#r0s the passi!e student int# an acti!e part # the learning

pr#cess .here she can c#nnect her #.n d#ts and e5perience her #.n ideas1

Ga0es als# re0ind /#th player and teacher that energy in the classr##0 is a g##d

thing1

Rea'on 5: a"e' Moti#ate Learner'

Ga0es engage players and then 0#ti!ate the0 t# interact .ith the t#pic1 This

interacti#n dri!es players t# de0#nstrate their understanding # the t#pic in a

riendly c#ntest .here successes are 0e0#ra/le 0#0ents # shared triu0ph and

cele/rati#n and .here 0ista2es 0ean #nly that the learner is /eing stretched t#

his #r her #.n li0its1 >Er!in% +=? Rea'on 6: a"e' I"pro#e Tea" ;or0

Ga0es are real4ti0e acti!ities that /ring players int# tea0s% de0#nstrate the rules

and r#les # .#r2ing t#gether as a tea0% and undersc#re the !alue # tea0

c#lla/#rati#n1 Ga0es gi!e y#ur learners a chance t# 2n#. their peers as they

share the sa0e real4ti0e e5periences% all#.ing #r str#ng net.#r2ing and

/#nding1

Rea'on @: a"e' Pro#ide a Le'' Threatenin& Learnin& n#iron"ent

ecause the ga0e #r0at is playul% the inherent challenge # the 0aterial% e!en

ne. #r diicult 0aterial% is less threatening1 'uring ga0e play see0ingly

diicult 8uesti#ns and scenari#s are 36ust part # the ga0e13 And% teachers canuse the .ind#. #ll#.ing classr##0 resp#nses t# /uild a /ridge /et.een the

t#pic and the learner1

=


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Rea'on : a"e' 3rin& Rea!8;or!d Re!e#ance

Ga0es all#. y#u t# present real4.#rld in#r0ati#n in the #r0 # 8uesti#ns%

scenari#s% r#le4plays% and s# #rth1 In this .ay% players learn n#t #nly the 3.hat%3/ut the 3.hy%3 # the t#pic r#0 a real4.#rld perspecti!e1 &layers als# #/ser!e

their #.n /eha!i#r and that # #thers during ga0e play1 st ga0e de/rie0gs

gi!e insights int# th#se /eha!i#rs in th#ughtul e5a0ples #/ser!ed during ga0e

play1 >Er!in% +=? Rea'on B: a"e' Acce!erate Learnin&

Ga0es all#. y#u t# c#0press y#ur t#pic and de0#nstrated learning int# sh#rter

peri#ds # ti0e% accelerating the speed # learning1 The !isual presentati#n% #ral

interacti#ns% and acti!e participati#n # ga0e play appeals t# all # the learning

styles >!isual% audit#ry and 2inesthetic?% in!#l!es /#th the rati#nal and

e5periential 0ind that helps players re0e0/er .hat they ha!e learned1

Rea'on 19: a"e' i#e


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t# e5press their #pini#ns and eelings1 They als# ena/le learners t# ac8uire ne.

e5periences .ithin a #reign language .hich are n#t al.ays p#ssi/le during a

typical less#n1

Chapter . )e#e!opin& L c!a''e' throu&h )idactic a"e'

The pers#n .h# .ants t# underta2e a tas2 0ust irst # all thin2 .ell # .hat

students .ant t# achie!e% h#. students .ant t# achie!e% and .hy students .ant t#

d# it1 Si0ilarly% the teacher # #reign languages 0ust 2n#. .hat% h#. and .hy

students are learning the #reign language1F#r this reas#n there is a necessity t# reali$e a research in #rder t# de!el#p the

r#le # didactic ga0es in de!el#ping #ral c#00unicati!e c#0petences t# y#ung

learners1 The g#al # the research is t# de!el#p a set # didactic ga0es t# y#ung

learners t# de!el#p their #ral c#00unicati!e c#0petences1

T# achie!e this g#al it is a set # #ll#.ing #/6ecti!es:

-1 curriculu0 analysis in #rder t# esta/lish #ral c#00unicati!e

c#0petences9

+1 analysis # the /##2s in #rder t# esta/lish the acti!ities pr#p#sed t#

de!el#p these c#00unicati!e c#0petences9

1 setting the degree # c#0pliance # the re8uire0ent # curriculu0 and

the te5t/##2s9

=1 the study # the le!el # de!el#p0ent in the e5peri0ental gr#up # the

c#0petences9

@1 the i0ple0entati#n # the pr#p#sed 0#del int# teaching practice1

1 retest le!el # c#0petence9

1 #r0ulate c#nclusi#ns and rec#00endati#ns9

Curricu!u"# the #reign languages .as 0#derni$ed% /eginning r#0 need #

de!el#p0ent and interrelati#n .ith ne. re8uire0ents # s#ciety #r regular

de!el#p0ent1 >Gutu I.4? juality # educati#nal pr#cess in the Repu/lic #


37/75

"#ld#!a depends r#0 8uality # curriculu0 de!el#p0ent% .hich 0eans

de!el#p0ent and change # an educati#nal paradig01


38/75


39/75

C#00unicati#n in the 0#ther t#ngue9

C#00unicati#n in #reign languages9

"athe0atical c#0petence and /asic c#0petences in science and

techn#l#gy9

'igital c#0petence9

Learning t# learn9

S#cial and ci!ic c#0petences9

Sense # initiati!e and entrepreneurship9

Cultural a.areness and e5pressi#n1

The 2ey4c#0petences are all c#nsidered e8ually i0p#rtant% /ecause each # the0

can c#ntri/ute t# a successul lie in a 2n#.ledge s#ciety1 "any # the

c#0petences #!erlap and interl#c2 aspects essential t# #ne d#0ain .ill supp#rt

c#0petence in an#ther1 C#0petence in the unda0ental /asic s2ills # language%

literacy% nu0eracy and in in#r0ati#n and c#00unicat#r techn#l#gies >ICT? is an

essential #undati#n #r learning% and learning t# lea0 supp#rts learning

acti!ities1 There are a nu0/er # the0es that are applied thr#ugh#ut the

Reerence Fra0e.#r2: critical thin2ing% creati!ity% initiati!e% pr#/le0 s#l!ing%

ris2 assess0ent% decisi#n ta2ing% and c#nstructi!e 0anage0ent # eelings play a

r#le in all eight 2ey4 c#0petences1%GutuL!6

Communication in foreign languages/r#adly shares the 0ain s2ill

di0ensi#ns # c#00unicati#n in the 0#ther t#ngue: it is /ased #n the a/ility

t# understand% e5press and interpret c#ncepts% th#ughts% eelings% acts and#pini#ns in /#th #ral and .ritten #r0s >listening% spea2ing% reading and

.riting? in an appr#priate range # s#cietal and cultural c#nte5ts >in educati#n

and training% .#r2% h#0e and leisure? acc#rding t# #ne7s .ants #r needs1

C#00unicati#n in #reign languages als# calls #r s2ills such as 0ediati#n=,

and intercultural understanding1

An indi!idual7s le!el # pr#iciency .ill !ary /et.een the #ur di0ensi#ns

>listening% spea2ing% reading and .riting? and /et.een the dierent languages% and

K


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acc#rding t# that indi!idual7s s#cial and cultural /ac2gr#und% en!ir#n0ent% needs

and#r interests1

Essential 2n#.ledge% s2ills and attitudes related t# this c#0petence:

C#0petence in #reign languages re8uires 2n#.ledge # !#ca/ulary and uncti#nal

gra00ar and an a.areness # the 0ain types # !er/al interacti#n and registers #

language1 Mn#.ledge # s#cietal c#n!enti#ns% and the cultural aspect and !aria/ility

# languages is i0p#rtant1

Essential s2ills #r c#00unicati#n in #reign languages c#nsist # the a/ility t#

understand sp#2en 0essages% t# initiate% sustain and c#nclude c#n!ersati#ns and t#

read% understand and pr#duce te5ts appr#priate t# the indi!idual7s needs1 Indi!iduals

sh#uld als# /e a/le t# use aids appr#priately% and lea0 languages als# in#r0ally as

part # liel#ng learning1

A p#siti!e attitude in!#l!es the appreciati#n # cultural di!ersity% and an interest

and curi#sity in languages and intercultural c#00unicati#n1 >GutuI1%?

choo! text+oo0'#er !ari#us te5ts% >Iulia Ignatiuc% J? in#r0ati#n% le5ical and

gra00ar acti!ities1 Teacher is gi!en the tas2 t# select 0aterial% .hich is pr#p#sed

/y the auth#rs # the te5t/##2s% in acc#rdance .ith the c#0petences% .hich sh#uld

/e #r0ed /y adapting acc#rdingly t# the #r0ati#n # the c#0petences1 >Iulia

Ignatiuc% J?

In the te5t/##2 # the third #r0 the #l#.ing c#ntent is /eing studied:

< Unit -: Alpha/et% nu0erals% plural% pr#n#uns% 6#/s% l#cati#n1

Unit + 4 .eather% /usy ti0e% sh#pping% lunch% ruits and !egeta/les% 0eal1

Unit 4 city% urniture% h#use% 2ind # h#uses % address% children acti!ities1

Unit = 4 .inter% .inter acti!ity% Christ0as% characters% /irds in .inter1

Unit @ 4 a0ily% /irthday% cl#thers% ti0e% 0#rning e5ercises% cleaning day1

Unit 4 .eather% 0a2ing 8uesti#ns% spring acti!ities% sh#pping% letter%

leisure1

Unit 4 "#ld#!a% Chishinau% entertain0ent% !acati#n% su00erti0e% leisure1


41/75

There#re% there is a need t# re!ise the c#ntent supple0entng it in such a .ay that

the c#0petence # c#00unicati#n in a #reign language is de!el#ped in ascending

#rder1 ut the teacher is n#t pr#!ided .ith the right supple0ented 0aterial t#

e0phasite the sp#2en interacti#n # the students1 There#re he is #rced t# search

#utside # sch##l /##2s and curriculu0 as in li/raries and internet and is #rced t#

add 6ust the teaching 0aterial t# his #.n #pini#n and p#int # !ie.1 Here c#0es the

c#nclusi#n: the te5/##2s ha!e t# /e re!ised% ha!e t# c#0e t#gether .ith a l#t #

e5tra 0aterial helping t# teacher1

The set # didactic 0eth#ds signiicantly enriched and /eca0e di!erse in last

decade1 It ca0e t# a l#gical c#nclusi#n% that the traditi#nal 0eth#ds are n#t t# /e

neglected% d# n#t need t# /e .ai!ed9 they sh#uld /e re!alued% updated creati!ely and

c#0petently1 ut these traditi#nal 0eth#ds ha!e t# /e synchr#ni$ed .ith the ne.

#nes in such a .ay that the pupils can ta2e the 0#st r#0 each less#n and t#pic1 Als#

the eecti!eness # the e!ery 0eth#d depends #n the educati#nal c#nte5t% in .hich it

is used and r#0 the teacher7s pr#essi#nal s2ills1

The result # using the 0eth#ds and strategies # interacti!e learning is theupgrading the learning 0#ti!ati#n% aith in y#ursel9 is pr#iled the c#0petence #

.ritten and #ral interacti#n and as result is created a p#siti!e

attitude t#.ards learning #reign languages1 Training is /ased #n the=+

=-


42/75

c##perati#n% participati#n% acti!e attitude and has an educati#nal g#al #

appreciati#n /y identiying the !alue # the e!ery pupil7s p#tential and his s#cial

intr#ducti#n1

Inthe experimentparticipated -@ students # the %d#r0 3A3 >c#ntr#l gr#up?

and -@ students # the rd #r0 33>e5peri0ental #ne?1 They are riendly

children% resp#nsi!e% they participated .ith great interest and .ith e5cite0ent

.ere attracted in d#ing interesting acti!ities1 As the leading type # acti!ity in

this age it is the ga0e% the children are acti!ely included in the .#r2 and ulill a

6#/ that .as gi!en /y a teacher1

T# ind #ut the le!el # the English language .ere ela/#rated t.# tests : #ne #r

the rd3A3 and 33 #r0s >Anne5 -? using /e#re #ll#.ing pr#p#sed acti!ities

and an#ther test #r the rd3A3 and 33 #r0s >Anne5+?1 ? using ater #ll#.ing

pr#p#sed acti!ities

The tests included tas2s .hich c#!er c#00unicati!e c#0petences # the

students # the rd33% thus students .ere as2ed t# ind #ut syn#ny0s%

ant#ny0s% .riting 0issing letters% getting the translati#n # s#0e .#rds% as2ing

8uesti#ns and #thers1 In the result it .as #und #ut that the le!el # the pupils3

c#00unicati!e c#0petences is l#.1 The results are gi!en in the ne5t diagra0

In the pr#ces # the test there .as als# #und that the students use the

0echanical 0e0#ry #ther than the l#gical #ne% and their !isual and listening

studen 1 student student student student = -, -

=+


43/75

c#0prehensi#n #!erc#0es the .ritten #ne1

T# de!el#p pupils7 c#00unicati!e c#0petences .as designed a psych#4

pedag#gical 0#del including teaching 0eth#ds such as dial#gs% si0ple c#n!ersati#ns%

and interacti!e ga0es% etc1% and didactic 0aterials such as tests% lash cards% s#ngs%

p#e0s% .ar04ups:

The #ll#.ing ta/le sh#.s the acti!ities pr#p#sed t# /e i0ple0ented at the less#ns

.ith pupils # the ld33 #r01>Sa6ina%?% >I00ac#lata%@?% >Beintrau/%+@?

7 The topic 8ctivit#

Unit - >Anne5 ?

- "eet #ld riends AC s#ng9

+ A ne. class0ate S#ng 3'ay # the .ee23

These are childrenFlashcards 3Adults and y#ung3 >ani0als?

= I a0 y#ur riend 'ra.ing a .#rd >!#ca/ulary re!ie.?

@ Bhat is her 6#/XE5press y#ur !ie. >spea2ing and

listening?

Bhere is the 0apXInterrupting the st#ry >listening and

as2ing 8uesti#ns?

Unit + >Anne5 =?

Autu0n .eather B#r2sheet 3H#. 0any sunny daysX3

J In the garden"e0#ri$ing .#rds >0e0#ri$ing ne.

.#rds?

K At the 0ar2et Fruit% !egeta/le /ing#% c#l#ur /ing#

>.#r2sheet?

-, Lunch at a snac2 /ar H#. d# y#u eelX >descri/ing eelings?

-- I 0a2e a salad Feel the #/6ect >!#ca/ulary re!ie.?

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-+ Atern##n tea 'ra. a .#rld >!#ca/ulary re!ie.?

Unit >Anne5 @?

- H#uses% h#uses% h#uses B#r2sheet 3 Find the dierences3

-= "y riend7s r##0I0aginary r##0 >descri/ing a r##0 use

the prep#siti#ns?

-@ There is n# place li2e h#0e B#r2sheet 7Trying t# get h#0e3

- Bh# li!es in this h#useX I0p#rtant pe#ple >discussi#n?

- Bhat7s addressXB#r2sheet 3'irecti#ns3 >using the

c#0pass

-J I can ride a /i2e3Bal2ing .ar0ers3 >listening and acting?

Unit = >Anne5 ?

-K Its .inter Three picture st#ry >#ral luency and

i0aginati#n?

+, Binter is un Unusual !ie. >!#ca/ulary re!ie.?

+- Christ0as is c#0ingFa!#rite .#rds >tal2 a/#ut a!#rite .#rds

#r .#rds d#n7t li2e?

++Be .ish y#u a 0erry Christ0as S#ng Be Bish (#u a "erry Christ0as

>cards% s#ngs?

+ All a/#ut 0eB#r2 sheet 3All a/#ut 0e3 >h#//y%

a!#rite ##d% 2eeping it?

+= irds in .inter e0 3irds in .inter3

Unit @ >Anne5 ?

+@ A happy a0ilyH#. d# y#u eelX >descri/ing eelings?

+ Grand0a7s /irthday irthday7s s#ng

+ Bh#se 6ac2et is itXThe cl#thes >descri/ing% rec#gni$ing and

na0ing cl#thes?

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+J In the 0#rning 'escri/ing picture

+K Stay healthyB#r2sheet 3 I70 healthy .hen I d# this3

>2eeping healthy?

, Cleaning day 3Classr##0 cu/s3 .#r2sheet >cu/?

Unit >Anne5 J?

- It .as c#ld in .inter rainst#r0 r#und the .#rd 3Binter3

+ Bas Ti0 at the circusXjuesti#ns a/#ut a state0ents >practice in

#r0ing 8uesti#ns?

They .#r2ed in the garden

yesterday

"a2ing dial#gues

= Be .ent sh#pping yesterday'ial#gue a/#ut sh#pping1 egeta/le

pyra0id

@ Angela .r#te a letter S#0ething interesting a/#ut 0ysel

>tal2ing !#lunteering pers#nal

in#r0ati#n?

A picnic in the c#untry Cr#ss.#rd pu$$le >c#untry?

Unit >Anne5 K?

I li!e in "#ld#!aA/stract picture >descri/ing and

!#ca/ulary practice?

J Belc#0e t# Chi)in*uS#0ething interesting a/#ut Chisinau

tal2ing: !#lunteering pers#nal

in#r0ati#n

K At the puppet sh#. In!isi/le elephant >!#ca/ulary re!ie.?

=, Su00er !acati#n C#0paring things

=- Su00erti0e Li2es and disli2es >discussi#n?

=+ A /usy .ee2 Rela5ati#n techni8ue >listening and

rela5ing?

=@


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'uring this acade0ic year in the e5peri0ental gr#up .as earned #ut !ari#us #r0s and

0eth#ds #r de!el#p0ent #ral c#00unicati!e c#0petence at these pupils1 &upils

acti!ely g#t int# gear that pr#0#ted increase in 2n#.ledge their English language%

there/y de!el#ped the a/ilities t# spea2 English .ell1 "#st # all% pupils li2ed t# dra.%

sing% c#llect #ers1 Thus% it is p#ssi/le t# 0a2e a c#nclusi#n% that playing children

study English /etter1 That it is i0p#ssi/le t# tell a/#ut c#ntr#l gr#up # children% in

this gr#up children als# t##2 part in acti!ity% /ut that passi#n in achie!e0ent # the

purp#ses here .asn7t elt and children .#uldn7t li2e t# learn independently s#0ething

0#re1 They .#r2ed strictly #n a te0plate and thus the #ll#.ing results speciied in

the ta/le .ere reached1

At the end # the e5peri0ent students .ere gi!en a inal test /ased #n .hat they

learned the .h#le year >Anne5 ?1 Fr#0 the recei!ed results # sec#ndary testing it is

!isi/le that children r#0 e5peri0ental gr#up sh#.ed the /est results ha!ing raised the

0ar2s #n a p#int #r e!en #n t.#1 The gr#up .here the didactic ga0es .ere applied

g#t higher results # their c#00unicati!e c#0petences that the #ther #ne1 That it is

i0p#ssi/le t# tell a/#ut children r#0 c#ntr#l gr#up .here children sh#.ed the l#.

result% s#0e e!en l#.ered the p#int1 That7s /ecause they ha!en7t g#t n# #ne didactic

ga0e% #nly si0ply acti!ities r#0 their te5t/##21

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And n#. it is p#ssi/le t# 0a2e a

c#nclusi#n that i y#u

i0ple0ent

the didactic

ga0es .e

c#uld de!el#p aster the

c#00unicati!e c#0petences in the class1

In the e5perience t# create a didactic ga0e #r students taught that ga0es sti0ulate

c#00unicati!e s2ills1 Students re!ealed that they elt less araid # using their English

during ga0e play1 It is als# #/ser!ed that they .ere 0#re .illing t# as2 8uesti#ns and

thin2 creati!ely a/#ut h#. t# use English t# achie!e the g#al1 The didactic ga0e ga!e

students a natural #pp#rtunity t# .#r2 t#gether and c#00unicate using English .ith

each #ther1 Further0#re% /y integrating playing and learning% students practiced the

learned linguistic 2n#.ledge in a !i!id and 0eaningul c#nte5t1 "any ca0e t#

understand that they c#uld successully use English t# acc#0plish a !ariety # tas2s1

And inally% the didactic ga0e sti0ulated their interest in #reign culture1 Ga0es

enc#urage% entertain% teach% and pr#0#te luency and c#00unicati!e s2ills1 I n#t #r

any # these reas#ns% they sh#uld /e used 6ust /ecause they help students see /eauty in

a #reign language and n#t 6ust pr#/le0s that at ti0es see0 #!er.hel0ing1

studentl stude

nt -

m third "A"

third

"B"

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Conc!u'ion'

Results # the gi!en .#r2 all#. us t# 0a2e the #ll#.ing c#nclusi#ns .hich are

stated /el#.1

First # all% it sh#uld /e n#ted that de!el#p0ent # c#00unicati!e c#0petence #ccurs

n#t in a natural .ay% and /y 0eans # the special recepti#ns c#nsisting in creati#n #

special situati#ns # inluence1 All acti!e 0eth#ds pursue #ne ai0: t# ha!e s#cial and

psych#l#gical i0pact #n the pers#nality% pr#0#ting de!el#p0ent and i0pr#!e0ent #

her c#00unicati!e c#0petence1

As .e already said% the purp#se # training # a #reign language in sch##l is

#r0ati#n # c#00unicati!e c#0petence # pupils .hich is reali$ed in a/ility t# speech

c#00unicati#n1 Guarantee # successul speech acti!ity # pupils are as .ell

n#nc#n!enti#nal #r0s # English less#ns during .hich pupils are ac8uainted .ith

culture # the c#untries # the studied language% and als# e5pand their 2n#.ledge in

cultural heritage # the nati!e land that all#.s pupils t# ta2e acti!e part in dial#gue

a/#ut cultures1

In this research the #ll#.ing results .ere reached: #n the /ase # the analysis #

reerences .as descri/ed the #ral c#00unicati!e c#0petences% the r#le # #reign

languages in hu0an s#ciety% psych#l#gical aspects # y#ung learners% and the a/ility #

the students t# 2n#. the inluence # psych#l#gical aspects in #ral c#00unicati#n1

In the gi!en .#r2 .as sh#.ed the actual help in teaching a #reign language

n#.adays in #ur s#ciety1 Be per#r0ed a research in deter0ining the r#le # didactic

ga0es in i0pr#!ing the #ral c#00unicati!e c#0petences # y#ung learners1 In #rder t#

achie!e this .e de!el#ped a set # didactic ga0es #r y#ung learners .hich .ere

i0ple0ented during the e5peri0ent1

Achie!ing this g#al there .ere set the #ll#.ing #/6ecti!es:

curriculu0 analysis in #rder t# esta/lish #ral c#00unicati!e c#0petences9

analysis # the /##2s in #rder t# esta/lish the acti!ities pr#p#sed t# de!el#p

these c#00unicati!e c#0petences9

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< setting the degree # c#0pliance # the re8uire0ent # curriculu0 and the

te5t/##2s9

the study # the le!el # de!el#p0ent in the e5peri0ental gr#up # the

c#0petences9

the i0ple0entati#n # the pr#p#sed 0#del int# teaching practice9

retest student7s le!el # c#00unicati!e c#0petence1

T# ind #ut the le!el # the English language .ere ela/#rated t.# tests: #ne #r the

rd3A3 and 33 #r0s >Anne5 -? used /e#re the pr#p#sed acti!ities and an#ther test

#r the rd3A3 and 33 #r0s >Anne5+? used ater the pr#p#sed acti!ities1

The gr#up .here the didactic ga0es .ere applied g#t higher results # their

c#00unicati!e c#0petences than the #ther #ne1 That it is i0p#ssi/le t# tell a/#ut the

children r#0 c#ntr#l gr#up .here they sh#.ed a l#.er result% s#0e e!en l#.ered the

p#int1 That is /ecause they ha!e n#t g#t any didactic ga0es% #nly si0ple acti!ities

r#0 their te5t/##21

And n#. it is p#ssi/le t# 0a2e a c#nclusi#n that i y#u i0ple0ent the didactic

ga0es .e c#uld de!el#p aster the c#00unicati!e c#0petences in the class1

The result # using the 0eth#ds and strategies # interacti!e learning is the

upgrading the learning 0#ti!ati#n% aith in y#ursel9 is pr#iled the c#0petence #

.ritten and #ral interacti#n and as result is created a p#siti!e attitude t#.ards learning

#reign languages

=K


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Reco""endation'

The pr#!ided c#nclusi#ns all#. 0a2ing the #ll#.ing rec#00endati#ns: in the

training i0pact .hen the teacher is preparing a less#n it is necessary t# pay attenti#n

t# the te5t/##2s% curriculu0% and students7 age1

There#re% there is a need t# re!ise the c#ntent supple0entng it in such a

.ay that the c#0petence # c#00unicati#n in a #reign language is

de!el#ped in ascending #rder1 ut the teacher is n#t pr#!ided .ith the right

supple0ented 0aterial t# e0phasi$e the sp#2en interacti#n # the students1

There#re he is #rced t# search #utside # sch##l /##2s and curriculu0 as in

li/raries and internet and is #rced t# add 6ust the teaching 0aterial t# his #.n#pini#n and p#int # !ie.1 Here c#0es the c#nclusi#n: the te5t/##2s ha!e t#

/e re!ised% ha!e t# c#0e t#gether .ith a l#t # e5tra 0aterial helping the

teacher1 Setting the degree # c#0pliance # the re8uire0ent # curriculu0

and the te5t/##2s9 The le!el # student de!el#p0ent sh#uld /e studied #

the c#0petences9 T# i0ple0ent # the pr#p#sed 0#del # the set # acti!ities

int# teaching practice1 As an e5a0ple # the additi#nal 0aterial .hich c#0es

in help t# the teacher is r#0 the e5peri0ent .hich can /e ind in >AC

s#ng9 S#ng 3'ay # the .ee23 % Flashcards 3Adults and y#ung3 >ani0als?%

'ra.ing a .#rd >!#ca/ulary re!ie.?% E5press y#ur !ie. >spea2ing and

listening?% Interrupting the st#ry >listening and as2ing 8uesti#ns?% B#r2sheet

3H#. 0any sunny daysX3% "e0#ri$ing .#rds >0e0#ri$ing ne. .#rds?%

Fruit% !egeta/le /ing# >.#r2sheet?% Fruit% !egeta/le /ing# >.#r2sheet?% H#.

d# y#u eelX >descri/ing eelings?% Feel the #/6ect >!#ca/ulary re!ie.?%

B#r2sheet 3 Find the dierences3% I0aginary r##0 >descri/ing a r##0 use

the prep#siti#ns?% B#r2sheet 3Trying t# get h#0e3% I0p#rtant pe#ple

>discussi#n?% B#r2sheet 3'irecti#ns3 >using the c#0pass?% 3Bal2ing

.ar0ers3 >listening and acting?% Three picture st#ry >#ral luency and

i0aginati#n?% Unusual !ie. >!#ca/ulary re!ie.?% Fa!#rite .#rds >tal2 a/#ut


51/75

a!#rite .#rds #r .#rds d#n7t li2e?% S#ng Be Bish (#u a "erry Christ0as@-

>cards% s#ngs?% B#r2 sheet 3All a/#ut 0e3 >h#//y% a!#rite ##d% 2eeping it?% e0

3irds in .inter3% H#. d# y#u eelX >descri/ing eelings?% irthday7s s#ng% The cl#thes

>descri/ing% rec#gni$ing and na0ing cl#thes?% 'escri/ing picture% B#r2sheet 3 I70healthy .hen I d# this3 >2eeping healthy?% 3Classr##0 cu/s3 .#r2sheet >cu/?%

rainst#r0 r#und the .#rd 3Binter3% juesti#ns a/#ut a state0ents >practice in #r0ing

8uesti#ns?% "a2ing dial#gues% 'ial#gue a/#ut sh#pping1 egeta/le pyra0id% S#0ething

interesting a/#ut 0ysel >tal2ing !#lunteering pers#nal in#nnati#n?% Cr#ss.#rd pu$$le

>c#untry?% A/stract picture >descri/ing and !#ca/ulary practice?% S#0ething interesting

a/#ut Chisinau tal2ing: !#lunteering pers#nal in#nnati#n% In!isi/le elephant >!#ca/ularyre!ie.?% C#0paring things% Li2es and disli2es >discussi#n?% Rela5ati#n techni8ue

>listening and rela5ing?1

i/li#graphy:

-1 "et#dica pred*rii li0/ii engle$e: strategies # teaching and testing English as a

#reign language Adriana i$ental1 4 Ed1 A 4a% re!1 4 Iasi: lir#0% +,,J15 @

+1 yrne%' kTeaching Oral English3 % L#ng0an% -KJ1 #hns#n% and "#rr#.% kC#00unicati#n in the Classr##03 % L#nd#n% L#ng0an%

-KJ-

=1 Little.##d% B kC#00unicati!e Language Teaching3 % Ca0/ridge Uni!ersity &ress%

-KJ-

@1 I00ac#lata Cala/rese Sil!iana Ra0p#ne% kCr#s4Curricular Res#urces #r y#ung

learners3 O5#rd% Uni!ersity &ress1

1 Test (#ur English: Test Sa0ples #r the rd #r0 Irina S6ina% L#rina u6#r1 4 Ch1:

Lyceu0% +,-,

1 Gumu I1% rVn$* E1% #r#niuc S1 )1a1 Curriculu0 pentru Pn!*m*0Pntul pri0ar%

clasele 4 4 a I4 a1 Li0/i str*ine I1 Chi)in*u: Editura Stiinta% +,-,1i 5 "

J1 "agic English: "an1 de l/1 engl1 &entru cl1 4a Iulia Ignatiuc% Lara Aladin% Liud0ila

F#ca%111 4 Ch1 : Arc% +,,J

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K1 Allan% E1'1% -K@: C#00unicati!e C#0petence% Eric Clearing h#use #n Language

and Linguistics9 Arlingt#n% irginia9 Centre #r Applied Linguistics1

-,1QV% 1o1 qPQP*qf f]q]qf _]\P q \

q\P]\\Pb f vwf]x 1o1 QV ]Pqf bPqf1 4+,,1 4 zJ1

1PQV 11 [q\*Vq]qfq P\PV fPbb_\qf]qV\ b]PPV P{_\q

q\P]\\Pb_ f_ vwf]x 11 PQV \P]1 1 V |f1 4 -KKJ1 4z%=1

X

-+1Q}fPV 1~1% Qq q P\q P{_\q *PVP\qm V \Q^\P |fPQ

vwf]x 1~1 Q^fPV% 11 PV \P]1 1 V |f1 4 -KK@14 z 4 1

-1Q^fPV 1~1 PVb\\ b]Pqf P{_\q q\P]\\b fb:

PP{q Q _q]Q1 4 1: w% +,,1

-=1 11 PbqPV\q fPbb_\qf]qV\P fPb]\qq ff P{}f] _{\

b]Pqfq qQPV\q vwf]x 11 \P]1 V |f1 4 -KJ@1 4 z +1

-@1[P\]^V% 11 qPQP*qfq PQfq PVQ\q q\P]\\b fPb

vwf]x 11 [P\]^V \P]1 1 V |f1 4 - KJ@ 1 4z@1

-1]PQ^\ f\q* PV]Q q\P]\\P*P f vwf]x VP\P

PP{q1 4 q\f: o|-QfPQ1 4 +,,,

-1The O5#rd 'icti#nary # English Ety0#l#gy1 4 O5#rd% The Clarend#n &ress% -KK

-J1"un/y% 1% -KJ: C#00unicati!e Sylla/us 'esign1 Ca0/ridge uni!ersity &ress1

-K1art$% B1H1% -K=: 3A study # the relati#nship # certain learner act#rs .ith the

a/ility t# c#00unicate in a sec#nd language #r the de!el#p0ent # 0easures #

c#00unicati!e c#0petence13 &h1'1 'iss1% Chi# state Uni!ersity1

+,1a0ers% '1 >-K?1 Fr#0 c#00unicati#n t# curriculu01 Ha00#nds.#rth% England:

&enguin1

+-1r#.n% M1L1 >-KJ=?1 Teaching and assessing #ral language1 In F1B1 &ar2.ay% S1

7o*_~ "1 Hennessy >Eds1?% juest #r 8uality9 I0pr#!ing /asic s2ills instructi#n

in the -KJ,7s >pp1 J4J?1 Lanh0an% "': Uni!ersity &ress # A0erica1

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++1O5#rd student7s dicti#nary # current English1 &r#s!eschenie% -KJ1 4 II% K p1

+1Er!in 4 Trip% S1 >-KJ+?1 Structures # c#ntr#l1 In I%1 C1 Bil2ins#n >Ed?%

C#00unicating in the classr##01 Ne. (#r2: Acade0ic press1

+=1bPV &11 qPQP*q: {1 Q ]_1 V|1 1 _{1 V\q: o f\14 =

4 q1 \] o[~% +,,1 4 \1+: qPQP*q P{PV\q1 4 ,J1

+@1'idactic Ga0es% ased #n the idea /y Ephrai0 Beintrau/1+,,JThird *or"' 7+e*ore i"p!e"entin& the propo'ed acti#itie'(

D /dd one out.

9rida# 4 (onda# 4 (a# 4 Tuesda# ::::::::::::

$itchen 4 &athroom 4 &edroom 4 &ro'n :::::::::::::::

red 4 mouth 4 &lue 4 orange :::::::::::

fish 4 dog 4 to# 4 cat :::::::::::

candle 4 meat 4 mil$ 4 &read ::::::::::::

D Complete the sentences with: is% are% d#% d#es1

; It........(onda# toda#. ,e......not translate a sentence. ? I .............................. not 'rite.

Write the names of:

T#ys C#l#urs

Find 11 words in the following puzzle and write them out

Cupenu0/errulerr##0#useght#0at#rangeraseredri!er

Choose the right word.

;. %This@ These:::::::::::::is a ta&le. i!! in:There isorThere are1

:::::::::a vase on the ta&le. :::::::::children in the room.

:::::::::a &o# 'ith a &oo$. :::::::::t'o girls in the street.

a dress on the chair.

Brite the plural #r0 # the n#uns1a dress::::::::::::: a tree::::

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a &ush ::::::::::: a doll::::

a &ench ::::::::::: a soc$ : a &ox:::::::::::::: a &lousea cat a shoe

Fill in the 0issing letters1

GRA (% ROR% FR N'% AR" AIRTAFTERN N% ,7CL, % "

THER% &OLI "AN% BE'NES'% ATHR"1

"atch the ant#ny0s1 SHORT 4

CLEAN NEB 4 LONG S"ALL 4

OL' 'IRT( 4 IG COL' 4 HOT

Find and c#rrect the 0ista2es1

(ai neim are 2eter.:::::::::::::::::::::::::

I have ;A #ear old.:::::::::::::::::::::::::::

I is a pupils. ::::::::::::::::::::::::::::::::

Translate int# English1

EF::::FHJ ::::KH:::::

JMNOEP:::::FQ : FES

HJ::::UFM::::::

OM

@=

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55/75

Third *or"' 7a*ter i"p!e"entin& the propo'ed acti#itie'(

D ;rite the de&ree' o* co"pari'on o* the *o!!oin& adEecti#e'.

nois# 4 ::::::::::::::::::: 4:::::::::::::::::::::clean 4 ::::::::::::::::::: 4:::::::::::::::::::::

sad 4 :::::::::::::::::::::4 ::::::::::::::::::::&ad 4 :::::::::::::::::::::4:::::::::::::::::::::

good 4:::::::::::::::::::::4:::::::::::::::::::::

D Correct the "i'ta0e'.

4:::::::::::::::::::::::::::::::::::::::::::::::::::*e run in the par$ next Vunda#.

:::::::::::::::::::::::::::::::::::::::::::::::::::4:::::::::::::::::::::::::::::::::::::::::::::::::::Is this (ar#s &oo$+4::::::::::::::::::::::::::::::::::::::::::::::::::It is sun toda#.4:::::::::::::::::::::::::::::::::::::::::::::::::::Bo& is tall than Ted.4::::::::::::::::::::::::::::::::::::::::::::::::::There are man# childs outside.

;rite the pa't *or"' o* the #er+'

&u# 4 &e 4::::::: teach 4 ::::::::::::eat 4 drin$ 4:::::: $no' 4 :::::::::::

go 4 'rite 4 ::::: &egin 4 ::::::::::::

D A'0 Fue'tion'.

-1 Be .ent t# the theatre yesterday1Bhen

+1 "#ther /#ught 0e a pair # s2is #n !acati#n1Bhat

1 Father .#r2ed in the garden last Saturday1Bhere=1 I .as at 0y riend t# help hi0 .ith English1

Bhy@1 Be planted ten trees in the garden yesterday1

H#. 0any

D >i!! in the +!an0' ith:the Giant! poor! stars! soft! 'all! pla#! lovel#! at home! no'here! children.There 'as a large::::::::::::::garden. The grass 'as green and ::::::::::::. The

flo'ers 'ere &eautiful li$e::::::::::::. The children 'ere happ# to::::::::::::there

'hen the Giant 'as not::::::::::. /ne cla#::::::::::::came &ac$. ,e sa'

the in his garden and didnt li$e it. ,e made a high:::::::::::::::::::::::

all around the garden. The:::::::::::::children had::::::::::::::::to pla#.

D ;rite the nu"+er' in !etter'.

K

=

-

J

K+

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@=

@

Anne5 -


57/75@


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hort de'cription o* the each acti#itie' *ro" the Unit 1

-1 8BC song"The students are as2ed t# sing a s#ng # each letter r#0 the

alpha/et111

Singing the AC s#ng pupil easier learn the alpha/et

+1 Vong WDa# of the 'ee$WStudents sing the s#ng and learn a/#ut days # the .ee2

8uic2er% then si0ply t# read and learn days # the .ee21

19lashcards W8dults and #oungW %animals.

ing ani0al pictures% teach #r re!ise the !#ca/ulary #r adult ani0als and their

y#ung >h#rse#al% c#.cal% 111? scatter the pictures #n a ta/le and as2 children t#

say .hat 2ind # relati#nship these ani0als ha!e t# each #ther >0#ther 4 /a/y9

adult 4 y#ung?1

=1Dra'ing a 'ord %voca&ular# revie'.#ca/ulary re!ie.1 Bhisper t# #ne

student% #r .rite d#.n #n a slip # paper% a .#rd #r phrase that the

@J

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class has recently learnt1 The students dra.s a representati#n # it #n the /#ard: this

can /e a dra.ing% a sy0/#l% #r a hint clariied thr#ugh 0i0e1 The rest # the class

has t# guess the ite01

@1Xxpress #our vie' %spea$ing and listening.Spea2ing and listening1 Near the

/eginning # ter0% tell the students that y#u .ant each # the0 t# /e ready t# tal2 #r

e5actly #ur 0inutes #n a su/6ect they care a/#ut1 Each .ee2 select a na0e rand#0ly

>perhaps r#0 na0es in a hat?1 That student 0ust prepare his #r her tal2 #r the

#ll#.ing .ee21 At the end # the tal2 the #ther students can as2 8uesti#ns and

e5press h#. they eel a/#ut the ideas e5pressed1

1Interrupting the stor#>listening and as2ing 8uesti#ns?1 Listening and as2ing

8uesti#ns1 Tell the students that y#u are g#ing t# /egin a st#ry and that they sh#uld try

t# st#p y#u saying 0#re than a e. .#rds /y as2ing 8uesti#ns1

-1 W,o' man# sunn# da#s+Ta2e the shit # paper% di!ide it #n = parts1 T.# lash

cards .ith .#rds% the irst card is .ith ad6ecti!es descri/ing the .eather% and an#ther

is .ith n#un c#rresp#nding t# the seas#ns1 "atch the .#rds t# 0a2e .#rd

c#0/inati#ns% using the .#rd c#0/inati#ns1

+1(emoriing 'ords>0e0#ri$ing ne. .#rds?1 'i!ide the /#ard int# t.# hal!es1

Brite in #ne hal !#ca/ulary .hich the students ha!e #nly 6ust enc#untered and

.hich y#u .#uld li2e the0 t# re0e0/er1 As2 the class t# pic2 #ne # the ne. .#rds

and t# suggest a .#rd they 2n#. .hich it re0inds the0 # in s#0e.ay1

19ruit! vegeta&le &ingo! colour &ingo>.#r2sheet?1

Anne5 =Sh#rt descripti#n # the each acti!ities r#0 the Unit +


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=1,o' do #ou feel+>descri/ing eelings?1 Tell the students t# cl#se their eyes9

they 0ight li2e t# place their heads #n their ar0s1 As2 the0 t# thin2 h#. d#6#

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