DIDACTIC GAME AS A METHOD OF TEACHING CHILDREN IN THE ENGLISH LANGUAGE

The article reveals gaming techniques in teaching English at the initial stage of teaching English to preschoolers. Teaching younger students a foreign language is caused by the desire to use the potential of the age most favorable for mastering the language. Preschool age is the most favorable for learning a foreign language. The plasticity of the natural mechanism of language learning by young children, imitation abilities, natural curiosity and the need for new knowledge, the absence of a “frozen system of values and attitudes,” as well as the so-called “language barrier” promotes the practical solution of the tasks facing learning English. Didactic games are used to broaden horizons and cognitive activity, they form specific skills and abilities necessary for practical activities, and general education skills are developed during their implementation. Didactic games perform many functions in the process of child development, facilitates the learning process, helps to master the material, develops the necessary competencies. Therefore, the game, being the main activity of the child, allows overcoming most of the difficulties associated with the conditional nature of foreign language communication and enhancing the positive impact of a foreign language on the development of a personality. The abundance of game situations, fairy tales creates an atmosphere of joy, creativity, the favorable psychological climate in the classroom. There is a good reason to highlight the purpose of using games in the classroom foreign language: 13. the development of specific speech skills; 14. development of necessary abilities and mental functions; 15. cognition (in the formation of the actual language); 16. memorization of speech material. With the help of educational games, children learn to think independently, to use their knowledge in various conditions following the task. Many educational games teach children to find characteristic signs in objects and phenomena of the surrounding world, to compare, group, classify objects according to certain signs, to draw correct conclusions, to summarize. Many studies are devoted to the theme of the game and its influence on the development of a preschooler's child. (L.S. Vygotsky, A.N. Leontiev, S.L. Rubenstein, B.G. Ananyev, D.B. Elkonin). Teachers create whole systems of educational games (F. Frebel, 17. Montessori, E.I. Tiheeva, Z.M. Boguslavskaya, E.O. Smirnova, M. Z. Biboletova, Trubanova N. N.). As a result, a study was conducted at the “English Stars” children's center, where six preschool children aged five years studied. The following games were used during the lessons: “Who is in the house?”, “Find the card,” “On the farm,” “What can you see?”, Ball game “Hello! Good-bye! ”, Counts “One Fox, Two Foxes ... ”, song-game: “Walking, walking” as well as dramatizing games“ Goldilocks and the three bears,” “Turnip.” After using the educational game, the kids fixed lexical material on topics-figures, animals, family members, fairy tales, colloquial structures I can see ..., This is ..., Give me ..., familiarity phrases. By the end of the training, the majority of pupils have communicative and cognitive competencies, monologue, dialogical skills in the framework of the program; they can make 4-7 sentences about themselves, their family, friend, favorite toy, describe an animal, a subject. One of the effective methods of teaching communication is an educational game, because it brings speech activity closer to natural norms, helps develop communication skills, promotes effective processing of language program material, provides practical instruction in teaching, helps to eliminate indifference, boredom, and formalism from the educational process the school. Didactic games in a group of children have inexhaustible possibilities of recreating the most diverse relationships that people enter into in real life.