XII Международная студенческая научная конференция Студенческий научный форум - 2020

The use of intellectual games in English in school program is aimed to achieve the following objectives:

1. introduce pupils with the traditions and customs of English - speaking countries and linguistic, regional and sociocultural competencies;

2. develop their skills to analyze and use information relevant to different aspects of cultural life of the English;

3. demonstrate tolerant and appreciable attitude to the conventions and ways of life of English - speaking countries.

The objectives are particularized in the following tasks:

the development of linguistic and speech competencies necessary for improving language skills;

working with various sources: textbooks, reference books, internet material and so on.;

motivate pupils for self-education, participation in different intellectual contests;

train in mnemonic techniques.

Mostly intellectual games are targeted at presenting pupils to the behavioral and linguacultural aspects of the language of the given country. As a roundabout way of teaching foreign language intellectual games affect to show speech skills and language proficiency effectively.

To organize any intellectual game experienced teachers must prepare learners providing them with a list of necessary information (sources, items …, ), to announce the criteria for competitors:

1.validity of the information provided ;

2.forms of presentation of database;

3.agreement with the interests of leaners;

The organizers of intellectual games must follow next requirements for tasks:

1.transparency and concise formulation of assignment;

2.visual support of the tasks (pictures,interactive whiteboard, mobile applications…, );

3.different type of the tasks ( varieties).

Specification of the content of tasks:

1.confidence of the recommended material (audio or video information, illustrations);

2.careful choice of topics, themes necessary in the development of language and sociocultural competences;

The leaners must be informed about thoroughly approach to the collection of facts:

realities reflecting cultural stereotypes, beliefs, superstitions, customs, etc.;

material and cultural values of English-speaking countries;

biographies of famous people and historical events;

national - specific qualities and features of the conduct of English people.

3. authorization of the material to test knowledge of the participants of the intellectual game.

The formation of the tasks is built taking into account the complexity of indicator of the exercises (the principle of increasing complexity), varying types of assignment, and also in accordance with the logic of the chosen topic. The underlying types of exercises include:

1. closed tasks, involving the selection of one or more answers from several proposed[1]:

What parts does the UK consists of ?

a) England, Wales, Scotland ;

b) England, Wales, Scotland , Ireland;

c) England, Scotland, Wales, Northern Ireland.

2. open tasks, which are statement with a missing word , phrase or special questions that suggest a detailed answer in English , so these tasks are marked as complicated:

Why is it never too hot or too cold in Britain? – Because of … (answer is: the sea).

3. assignments to determine whether a statement is true or false.The following quest is based on key facts from Shakespeare’s biography and has an average level of difficulty:

William Shakespeare :

1. an English poet, playwright and actor;

2.composed stories and poems since childhood;

3. William Shakespeare was the son of John Shakespeare;

4. disliked Math in childhood;

5. wrote mainly tragedies among them Hamlet, Othello, King Lear, and Macbeth.

4. assignments for establishing correspondence between two groups of objects, marked as complex and time-consuming:

Shakespeare matching. Match the phrase on the left with the Shakespeare play on the right.

1. “A horse, a horse! My kingdom for a horse!”	a) Macbeth
2. “as pure as the driven snow”	b)Taming of the Shrew
3. “Double , double toil and trouble”	c) The Winter’s tale
4. “kiss me, Kate”	d)Hamlet
5. “O, brave new world”	e) Twelfth Night
6. “Be not afraid of greatness: some are born great, some achieve greatness, and some have greatness thrust upon’em”	f) Richard III
7. “in the twinkling of an eye”	g) Merchant of Venice

During pedagogical practice held in senior classes for preparing a team to participate in intellectual game I used technology proposed by O.V.Grigoryeva. [2]

1. The training is aimed at enhancing student’s background knowledge on the announced topic and involves the use of intersubject communication.

For instance, in preparation for a game “Basic facts about William Shakespeare” participants activate knowledge from courses history, literature, geography, organizing the enumerate facts in the form of a cluster, and supplementing the scheme with questions reflecting knowledge gaps. These questions serve as guidelines for further work with sources.

 

Where was Shakespeare born?

Answer: Stratford-upon-Avon

 

Which of Shakespeare’s plays is the longest?

Answer: Hamlet

What is the name of Shakespeare’s theatre?

Answer: The Globe

 

Which of Shakespeare’s plays is the shortest?

Answer: The Comedy of Errors

How many sonnets did Shakespeare write ?

Answer: 154

Basic facts about William Shakespeare

 

Where is Shakespeare buried?

Answer: Holy Trinity Church, in Stratford-upon-Avon

 

Which of Shakespeare’s relatives was arrested and executed?

Answer: William Arden

 

Who were Shakespeare’s 3 children?

Answer: Susanna, Hamnet and Judith

The picture – organization of background knowledge of pupils at the initial stage of work on the topic “Basic facts about William Shakespeare”.[3]

2. Search for recommended literature.

3. Primary processing of information aimed at searching underlying facts.

4. Providing information for the team. This stage can have several options: oral communication, presentation with pictures, use of audio and video materials, etc.

5. Implies further work with texts and can have several types:

reading at a club meeting highlighting key information (for beginner teams);

individual study of information and verification of what was read at club meetings in the form of a mini-quiz compiled by the leader ( for experienced teams);

individual study of information and independent compilation of questions by students for team members (for the “masters” of the intellectual movement).

6. Trainings, mini-games, testing aimed at the best storing information. Also, O.N. Artemenko and L.I. Macadeus emphasized the importance of intellectual training for the development and improvement of mental operations.[4]

7. Participation in the tournament.

8. Self-analysis, analysis of the game, discussions of the questions and the reasons for unsuccessful answers, as well as encouraging the team regardless of the results of the game.

The above stages and methods of working with information in the process of preparing and participating in an intellectual game in English help pupils to engage in intellectual activity and consistently acquire and consolidate knowledge conducive to the development of socio-cultural and linguistic competencies.

Bibliography

1. Vasiliev V.I., Tyagunova T.N. Fundamental of adaptive culture testing. – M.: National Institute of Business, 2003. – 320 c. [Electronic resource]. URL: http://www.pandia.ru/text/77/152/10270.php (data appeal: 28.01.2020)

2. Grigoryeva Oksana Vasilyevna. Intellectual quiz competition “Kaleidoscope of culture” as a means of developing student’s socio-cultural and language competence in high school. [Electronic resource]. URL: http://www.intellektualnaya-igra-na-angliyskom-yaz-ke-kak-sposob formirovaniya-sotsiokulturnoy-i-yaz-kovoy-kompetentsii-starshih-shkolnikov.pdf

3. [Electronic resource]. URL: http://www.conversationstartersworld.com/shakespeare-trivia/ (data appeal: 28.01.2020)

4. Artemenko O.N., Makadei L.I. Intellectual games as a factor in the development of students’ practical thinking // Siberian Pedagogical Journal. -2010. – No.5.-p.150-157

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