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In the article the theoretical underpinnings of efficiency of using language
\ngames in teaching English are shown. The complex of theoretical methods was drawn
\nin the research: comparative analysis of methodical sources with the purpose of
\ndetermination the state of developed research problem; analysis of didactical sources
\nas for the integration language games to the process of teaching English;
\nsystematization of different researchers’ views as for classification the language
\ngames.
\nThe basic results of the article are determination the definition of "game", the
\nadvantages of using games, the study of didactic potential of language games in
\nEnglish lessons, description of the main forms, types, functions of language games,
\ntheir classification.
\nIt is shown the game is one of the fundamental learning activities. The games
\nshould be regarded as supplementary activities. When choosing a game, a teacher
\nshould be careful to find an appropriate one for the class in terms of language and
\ntype of participation. Once the game has begun, the teacher should not interrupt to
\ncorrect mistakes in language use. The teacher should not compel an individual to
\nparticipate. Games are serious devices by which we can create an interesting
\nactivity.
\nGames have following characteristics: they are based on a learning objective,
\ngive the player control over his own destiny, include doable challenges, they are fun
\nand interesting, thus motivating, based on reality in order to intrinsically motivate
\nthe players to continue to play the game, they require interaction, must include
\neveryone.
\nSome game forms are mentioned: information gap, guessing games, search
\ngames, matching games, matching-up games, exchanging games, collecting games,
\narranging games.
\nTo use games effectively in the classroom a teacher should adhere to the
\nfollowing rules: the game must have a clear learning objective and purpose; the
\nteacher should assign students to teams; be sure to explain all necessary procedures
\nand rules clearly and slowly; be consistent; be prepared; maintain a non-threatening
\nenvironment; it may be useful to have students create games.
\nThe conclusion is to determine the rules for successful usage of games in the
\nEnglish classes as the game is one of the most effective forms of educational process
\norganization and in the process of foreign language teaching at all levels is has the
\ngreat pedagogical value.