Annotation: In this article, we have examined the role that the use of games plays in the process of teaching foreign languages at school. Definitions of the concept of "game" by different methodologists are given. The article describes various types and forms of games used in English lessons at school, identifies goals, functions, lists the factors influencing the conduct of the game and highlights methodological aspects. It is noted that the game is an integral part in the process of learning a foreign language at the initial stage.

Keywords: games, motivation, communication, learning a foreign language.

The problem of finding effective methods and techniques for learning to communicate in a foreign language is relevant to this day. Effective personal development of students is possible if the educational activity has an emotional connotation. It is considered that the motivation of learning and the creation of interest in the student is of great importance in the organization of the educational process. Thus, the most powerful motivating factors in the process under consideration are learning techniques that satisfy the need students in the variety of exercises they perform and the novelty of the material being studied. The use of various non-standard techniques contributes to the consolidation of linguistic phenomena in short-term and long-term memory, the creation of more stable visual and auditory images, the formation of new neural connections, as well as maintaining the interest and activity of students. The urgency of this problem is caused by the following factors. First, the in-depth learning process sets itself the task of finding means of maintaining students' interest in the subject and engagement throughout the lesson. Educational games are an effective means of solving this problem. Secondly, one of the most important problems of teaching English is learning to speak. It is speaking that is an integral part in the process of learning a foreign language. Its main goal is to create conditions for the disclosure of the communicative function of language and bring the learning process closer to real conditions, which increases motivation to learn a foreign language. If the conditions for the speaking process are uncomfortable or unfavorable, then the student has difficulties. The involvement of students in oral communication is greatly helped by play activities. That is why an increasing number of teachers prefer the so-called active teaching methods, the main of which is the game [1, p 46-48].

There are many definitions of the game. According to M. F. Stronin, "a game is a type of activity in situations aimed at recreating and assimilating social experience in which self–management behavior develops and improves." According to M. Y. Kurbatova, "the game easily fits into the lesson and gives students pleasure. Games for children at primary school age are very important." V. A. Sukhomlinsky said: "

There is no full-fledged mental development without a game. The game is a huge bright place a window through which a life-giving stream of ideas and concepts flows into the spiritual world of a child. The game is a spark that ignites the flame of inquisitiveness and curiosity" [4, p. 178]. Therefore, the game method of teaching is an interesting and effective method in organizing educational activities at the first stage of language learning.

E. I. Passov identifies the following goals of using the game during the educational process:

1. - formation of skills;
2. - development of speech skills;
3. - ability to communicate;
4. - development of necessary abilities and mental functions;
5. - memorization of speech material.

It is worth noting that the gameplay has a number of functions:

1. Educational – creates the opportunity to repeat the learned material in situations close to real conditions. So, the child will be able to learn to express his thoughts in a foreign language, and, more importantly, he will not be afraid to use the acquired knowledge in the future – in the present conditions;
2. Motivational, emotional – helps to arouse a child's desire and interest in learning a foreign language. The child will attend foreign language lessons are fun, quickly included in the educational process, which will speed up the assimilation of the material;
3. Educative– if the game is well thought out, then the student can develop and strengthen a sense of responsibility, flexibility, independence and the ability to work in a team.

The use of games in foreign language lessons helps the teacher to reveal more deeply the personal potential of each student, his positive qualities (hard work, activity, ability to work in cooperation, initiative, independence, etc.), to preserve and strengthen the educational motivation. In addition, thanks to the game, lexical and

grammatical material is being activated, pronunciation is being perfectly practiced, and listening and speaking skills are being developed. This method helps, among other things, to improve the student's creative and thinking abilities. "All this is due to the fact that a decision is supposed to be made in the gameplay: what to do, what to do and how to answer, how to win. The feeling of equality and the atmosphere that engages in the process enable the children to overcome shyness, stiffness and remove the language barrier" [2, p. 183]. Games, in turn, are different, perform different functions and have their own directions. M. F. Stronin divides games into the following categories:

1. Lexical – games that promote the memorization of new

words, their high-quality memorization and use in situations close to real conditions;

1. Grammatical – games that help the child to better assimilate speech patterns and use them correctly;
2. Phonetic – games that contribute to the formation of pronouncing skills and practicing intonation. Over time, phonetic games are conducted at the level of words, sentences, rhymes, tongue twisters, poems, songs;
3. Spelling games for learning the correct spelling of words in English;
4. Creative games develop speech skills and abilities. In this case, bright and colored materials are good helpers, cards, toys, figurines, posters, pictures and so on. They train the child's imagination, create a love of creativity and help to better master information."

From the point of view of psychology, lexical games are the best way to present and learn vocabulary for children studying in elementary school. "With the help of lexical games, two problems can be solved:

1. to cause students to need new words;
2. to give them these words in an easy-to-use form" [1, p. 47].

Grammar games, in turn, are an effective way of working in the formation of grammatical skills. The ability to play is expressed in the fact that students easily accept an imaginary situation. This allows we to use fairy-tale story games in the lessons for effective introduction, consolidation and activation of grammatical material. Each of these categories plays an important role in the process of learning

English. It is best to use them in a complex, alternating them with each other. Thus, such a mechanism will contribute to a more effective memorization, repetition, consolidation and assimilation of information. The fascinating side of the gameplay, in turn, will give an emotional coloring, fascination, which will entail an increase in motivation to learn a foreign language and activation of the child's mental processes. Thanks to all this, the assimilated material will remain in the student's memory for a long time. Another category that is relevant today is role-playing, which is becoming more popular among foreign language teachers, as it has great learning opportunities.

1. Role-playing can be regarded as the most accurate model of communication. After all, it involves imitation of reality in its most essential features.
2. Role-playing involves strengthening personal involvement in everything that is happening. The student enters the situation, although not through this "I", but through the "I" of the corresponding role.
3. Role-playing contributes to the formation of educational cooperation and partnership.
4. Role-playing has an educational value" [3, p. 66].

Thus, the game gives educational communication a communicative orientation strengthens interest in learning a foreign language and significantly improves the quality of mastering it. There are many factors that affect the conduct of the game with students that should be taken into account: the atmosphere, the right time, the rules of the game itself, the required number of participants, age matching, the necessary knowledge base, and so on. Therefore, it is important to highlight the methodological aspects of the games:

1. A preparatory stage should be carried out (to make sure that children have the necessary knowledge base (vocabulary and grammar) and skills for this game);
2. The game must match the age of the participants and be understandable;
3. The teacher himself must, first of all, believe in the effectiveness and usefulness of the game;
4. The game should be productive and make the student want to complete the task as best as possible;
5. The teacher must make sure that the game is accepted positively by the whole group;
6. It should be held in a creative and favorable atmosphere;
7. In the game, it is advisable to use visibility and, if necessary, gestures and emotions to bring excitement to the process.

In conclusion, it is worth noting that the game is an integral part in the process of learning a foreign language at the initial stage. It helps to present information to students in an unobtrusive and fascinating way, make the educational process more exciting, and deeply interest students in this subject, especially in the first years of study. The presence of a language barrier among students is sometimes a real problem. The game, with its ease and friendly atmosphere, helps to remove them and allows the child not to get upset because of mistakes, gives a greater sense of confidence and freedom. The game makes it easier for both the teacher and the students to learn, without forming an image in them that English is boring and uninteresting, but, on the contrary, helps to involve, motivate, develop, educate, inspire and open up new opportunities.

References:

1. Kazimirova S. N. The game form in teaching a foreign language // Philology and linguistics. 2017. No. 1. pp. 46-48.
2. Konysheva A.V. The game in teaching a foreign language. Theory and practice M. : TetraSystems, 2015. 288 p.
3. Satyukova A. A., Fomin M. V. Modern classification of games (based on the theory of M. F. Stronin) // Young Scientist. 2016. No. 7. pp. 65-71.

Elkonin D. B. Psychology of the game. M. : Direct Media, 2008. 703 p