Учебная работа № /2248. «Курсовая Grammar Translation method

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If games are to bring desired
results, they must correspond to either the students’ level, or age, or the
materials that are to be introduced or practiced,Not all of the games are
appropriate for all students irrespective of their age,Different age groups
require various topics, materials and modes of games,For example, children
benefit most from games which require moving around, imitating a model,
competing between groups, and the like,Furthermore, structural games that
practice or reinforce a certain grammatical aspects of language have to relate
to students’ ability and prior knowledge,Games become difficult when the task
or the topic is unsuitable or outside the students’ experience.

Another
factor influencing the choice of a game is its length and the time necessary
for its completion,Many games have time limits but according to Siek Piscozub,
the teacher can either allocate more or less time depending of the students’ levels,
the number of people in a group, or the knowledge of the rules of a game, etc,

Games
are often used as short warm-up activities or when there is some time left at
the end of the lesson,As Mr,Lee observes, a game should not be regarded as a
marginal activity filling in odd moments when the teacher and class have
nothing better to do,Games ought to be at the heart of teaching foreign
languages,Mr,Rixon suggests that games should be used at all stages of the
English lesson, provided that they are suitable and carefully chosen,At
different stages of the lesson, the teachers’ aims connected with a game may
vary:

1.
Presentation,It presents and provides a good model making its meaning clear.

2.
Controlled practice»