« Lexical games in the classroom in English V primary school»
Povazhenko Lyudmila Valerievna
GBOU secondary school No. 394
Probably many teachers have asked themselves the question more than once: “How to make each lesson interesting, exciting and ensure that it develops cognitive interest, creative mental activity of students?”Among the various methods of organizing classes, games and game situations are of greatest interest to schoolchildren. The game is a real teaching tool that activates the mental activity of students and allows them to make educational process attractive and interesting, makes students worry and worry. This is a powerful incentive to master the language.Game, being one of the leading activities junior schoolchildren, an understandable and natural activity for them, should be used in the educational process. Foreign language is no exception. The use of games and gaming techniques in foreign language lessons helps to create a friendly environment in the classroom, remove psychological barriers, and increase motivation to learn the language. In the game, the child’s abilities and character are most fully revealed.The psychological characteristics of children of this age make it possible, thanks to the use gaming techniques, not only master large doses of material, but also systematize it using entertaining techniques. Usage games for English lessons, helps relieve fatigue and tension, create a friendly environment in the classroom, remove psychological barriers, and increase motivation to learn the language. In the game, the child’s abilities and character are most fully revealed.
The methodological typology of games is as diverse as their purpose. There are 2 main groups of games: language and speech.. Language games help make the process of learning a foreign language interesting and creative. They provide an opportunity to create an atmosphere of excitement and relieve fatigue in children. Language games are designed to develop pronunciation, lexical and grammatical skills and train the use of linguistic phenomena at the preparatory, pre-communicative stage of mastering a foreign language.
Phonetics games.Objectives: · train students in the pronunciation of English sounds; · teach students to read poems loudly and clearly; · learn poems in order to reproduce them by role.
Spelling games.Goals: · practice writing English words.
Some games are designed to train memory, others are based on certain patterns in the spelling of English words (can be used when checking homework).
Lexical games.Objectives: · train students in the use of vocabulary in situations close to natural settings; to intensify the speech and thinking activity of students; develop students’ speech response; introduce students to word combinations.
Grammar games.Objectives: · teach students the use of speech patterns containing certain grammatical difficulties; create a natural situation for using a given speech pattern; develop the speech creative activity of students.
Basically, educational games are not purely lexical or purely grammatical in nature. Lexical games can become grammar games, spelling games, etc. Whatever the direction of the games, they reflect children’s perception of the world: curiosity, love of animals, fairy-tale plots and characters, competitions, riddles. Speech games are also important in the process of learning foreign languages. They make it possible to organize targeted speech practice for students in a foreign language, training and activating, within its framework, the skills and abilities of monologue and dialogical speech, various types of interaction between communication partners.
Goals : teach students to understand the meaning of a one-time statement, highlight the main thing in the flow of information; · develop auditory response, auditory memory, speech response in the process of communication; · teach students the ability to express thoughts in their logical sequence.
One of the most important aspects Teaching a foreign language in elementary school is working with vocabulary. Let us present the requirements for the lexical side of speech.
Lexical side of speech. Lexical units serving communication situations within the scope of primary school topics, in the amount of 500 lexical units for bilateral (receptive and productive) assimilation, the simplest stable phrases, evaluative vocabulary and cliche remarks as elements of speech etiquette, reflecting the culture of English-speaking countries. An initial understanding of the methods of word formation: affixation (for example, nouns with the suffix - er, - or), compounding (postcard), conversion (play-to play). International words (for example, doctor, film).
Below are the games that were most interesting to children and had positive result both at the stage of introducing vocabulary and in the process of improving lexical speech skills.
Game "Be Quick"
One of the students starts the game by saying a word in English. Team representatives take turns quickly calling out a word that begins with the last letter of the previous word, for example: good, dark, kind, doll, long, etc.
If the player could not quickly come up with a word, he drops out of the game. The team with the most players left at the end of the game wins.
Game "Who Knows the Parts of the Body?"
The teacher quickly gives a task to representatives of two teams in turn, for example: “Touch your shoulders”, “Show your mouth”, etc. If the student completed the task correctly, the team receives a point; if they make a mistake, the team loses a point.
Game "Who Knows the Colors Best?"
Let's describe several game options.
The teacher names the color in English. Students show an object of a given color. If any student makes a mistake, his team receives a minus. The team with the fewest minuses wins.
The teacher shows the object and asks: “What color is this?” Students answer: “It is red.” And so on.
The teacher asks questions to both teams in turn: “What is white?” Students answer: “The chalk is white”, “The snow is white”, etc. The team that comes up with the most proposals wins.
The teacher calls students from two teams one by one. The called student must point to the object and say a sentence, for example: “The bookcase is brown”, “The blackboard is black”. He gets as many points as he made sentences using words denoting different colors. If he makes a mistake or names the same color twice, he must give up his place to a student from the other team.
The driver makes a wish for an object. Students guess it by asking questions: “Is it brown?”, “Is it red?” etc. When the students guessed the color, they ask: “What is this?”, and the driver names the hidden object
The teacher asks the students to show an object of a color called “Show me something red!” Pupils show objects.
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Game "Seasons"
The teacher chooses two drivers. The participants in the game agree on who comes up with which word. Suppose one thought of the word snow, another - flower, a third - tree, etc. One driver says: “I like snow. I like flowers. I like trees." The guys who thought of these words stand next to their leader. Then the second driver pronounces a sentence with different words. The one with the most guys next to him wins.
Game "Guess the Word"
After new words have been learned and repeated many times, the teacher thinks of a word and asks you to guess it. Students ask questions Is this a...? Until they guess. The student who guesses the intended word becomes the driver.
Game "Home, School, Zoo"
The teacher, addressing a student, names the topic: “School”, “Home” or “Zoo”. The student quickly names a word related to the topic. Each subsequent student must remember a word that his comrades had not yet named. Anyone who could not name a word on the topic is out of the game.
Game "Fill in the Missing Letters"
There are words written on the board, each of which has one letter missing, for example: c-p, a-d, p-n, etc.
The teacher pronounces, for example, the sound [e] and asks the students to mentally insert the corresponding letter into the words where it is missing and name it.
Game "The Chain of Words"
The teacher calls the first day of the week in Russian and throws the ball to the student.
The student who caught the ball says: Monday, the second - Tuesday, etc.
Another version of this game. The teacher, throwing the ball, asks: “What day is before (after) Monday?”, “What day is between...and...? etc.
You can play the same game to reinforce words denoting colors, names of months, and numerals.
Snowball game carried out with the aim of activating lexical skills. This game can be played both between teams and between several students by calling them to the board. For example, let’s set the topic “Food”. The first student names one word, the second must repeat his word and say his own. Thus, children develop memory, attention and the ability to listen to each other.
Game “What can you see? "Goal: development of attention, memory, logical thinking. Children are shown pictures on the topic “Animals”. But each of the pictures is covered with a piece of paper in which a round hole is cut. The teacher runs this piece of paper over the picture and the children, seeing only fragments of this picture, must guess who is depicted there. The game can be played on any topic.
Bingo game. This game can have many execution options depending on what goals are set for it. Goal: development of skills in using transcription. Students are given cards in which all words are written down in transcription. The teacher says a word, and the student must find this word on his card and, if it is there, cover it with a chip. The person who completes the words on their card the fastest wins. After the game there is a check.
Game “Do you have...? “. Goal: training in using the speech sample “Do you have...?” in speech. Four people stand facing the class, holding toy animals behind their backs. Those in the class must guess these animals by asking the question “Do you have a lion?” Do you have a bear? ..." In the same way, you can train the question “Is it...?”.
"Crossword". Goal: development of spelling skills. Solving various crossword puzzles helps children not only remember the pronunciation of a word, but also its spelling.
Game "Name the Rhyme".Goal: activation of previously learned vocabulary in the program; development of attention and logical thinking. The teacher calls a word, the students must choose a rhyme for this word: green - clean, fat - hat, light - night, house - mouse.
Usage vocabulary games in English lessons in elementary school
Target: introduce teachers to vocabulary games that can be used in English lessons and extracurricular activities.Tasks: description of games aimed at activating vocabulary in oral and writing.
I teach English in a primary school and lead an English club for grades 1-4. Children visit it with pleasure and interest. The program for the 1st grade club ensures continuity in learning English between the preschool course (if children started learning it already in kindergarten) And basic course 2nd grade of primary secondary school.
The subject content of the speech corresponds to educational and educational goals, as well as interests and age characteristics junior schoolchildren and includes the following:
Acquaintance. With classmates, teacher, characters from children's works: name, age. Greetings, farewells (using typical phrases of speech etiquette).
I and my family. Family members, their names, character traits, what he is like, what he can do.
The world of my hobbies. My favorite activities. Sports and sport games. Me and my friends. Name, age, appearance, character, interests/hobbies. Favorite pet: name, age, color, size, size, what it can do.
My school. School supplies.
The world around me. Wild and domestic animals.
Country/countries of the language being studied and native country. General information: Name. Literary characters from popular books of my peers (names of book characters, character traits). Small works of children's folklore in the target language (rhymes, poems, songs).
As a teacher, I try to instill in children an interest in the learning process and in the language itself. It is necessary to take advantage of children's memory. The child is able to memorize language material in whole blocks, as if “imprinting” it into memory. But this only happens when he has created the appropriate mindset and it is very important for him to remember this or that material. The easiest way to do this is in the game. Games in the classroom give us the opportunity to justify the requirement, which is actually unreasonable for a child, to communicate with partners in English; find ways and show significance English phrases, built according to the simplest models; make it emotionally attractive to repeat the same speech patterns and standard dialogues. I will give a number of games that I successfully use in lessons and in circles. Goals:
train students in the use of vocabulary in situations close to natural settings;
to intensify the speech and thinking activity of students;
develop students’ speech response;
1. Game “I Can’t See”
Goal: development of attention, development of speaking skills (monologue. speech) There are several toy animals on the table. Children close their eyes, and one toy “runs away.” Students need to answer which of the toys is missing and which of the animals is left: I can see... I can’t see ...
2. Deaf phone.
Goal: activation of lexical units, development of attention. Children are divided into two teams. Team members speak words or phrases into each other's ears. The last player to hear the word raises his hand. That player's team wins.
3. Snowball.
Goal: activation of vocabulary on several topics, development of memory and attention. The teacher names topics on which students will name words. The first player names a word, the second repeats this word and adds his own word, etc. When players cannot repeat many of the words they came up with, the game ends.
4. Game “What is your name?” with claps.
All children play at the same time. They sit in a circle. After clapping their hands twice and knees twice, they ask: “What`s your name?” Answers: “My name is/I am …” - children do individually, one at a time. The answer is preceded by clapping of hands and knees.
5.Guess!
The children are sitting in their places. The first player, chosen by the counting rhyme, shows the students one of the portraits of a literary hero and asks: “What`s his/her name?” Those who guess say: “Her/his name is …” The one who guessed replaces the driver. Game continues.
6. Guess by voice.
The children are sitting in their places. They play alternately. The driver is selected by a counting rhyme. He goes to the middle of the class and stands with his back to the others. The teacher, unnoticed by the driver, points to one of the students. This student says Hello! The driver guesses his friend by his voice, asking the question: “Are you...?” Possible answers: “Yes, I`m… No, I`m…” The greeting student replaces the driver. The game continues until all students have taken part.
7. And you?
The children are sitting in their places. They play alternately. The teacher starts the game. He says: “I like to run, and you?” At the same time, he conveys to the student to whom he addresses “ magic wand" He, in turn, says his phrase and passes the wand to his comrade. The game continues until all students have taken part.
8. Flower - seven flowers.
The children are sitting in their places. They play alternately. On the teacher's desk is a set of colored cards in the shape of flower petals. Children take turns taking colored cards and attaching the core of a flower to a special circle, forming a flower. At the same time they say: “I like green.”
9. Swap places.
Children stand in a circle. Everyone plays at the same time. Everyone has a card with a number in their hands. The card should be held with both hands in front of you. Each player names his number, thereby confirming that he remembers it. The teacher calls two numbers, for example: “Two – five.” Students holding these cards quickly change places. There are no winners in the game.
10. Remember the word.
The children are sitting in their places. Everyone plays at the same time. Everyone has a set of drawings or photographs of their family members on their desk. The teacher calls a word, for example “a mother,” and students show a drawing or photograph of their mother. If there is an error, the student returns the drawing. The winner is the one who saves all the drawings or photos.
The game can be complicated: after the teacher lists all the words, each student talks about his family: “I have got a mother, a father and a sister.”
11. Who is this?
The children are sitting in their places. Everyone plays at the same time. The first player is chosen by a counting machine. He goes to the middle of the class and, using facial expressions and gestures, imitates one of the family members. For example: “driving a car” - dad, “reading a newspaper” - grandfather, “playing hopscotch” - sister, etc. The rest of the students guess who is in this moment depict using the structure “Are you a mother?” The guesser replaces the first player. The game continues until all students have taken part.
12. Swap places.
Children stand in a circle. Everyone plays at the same time. They hold cards with pictures of animals in their hands. The teacher names two animals. Children who have cards with pictures of these animals quickly change places.
13. Circus.
Children play in pairs. Partners are chosen at will or by lot. The task of each pair is to prepare a circus performance of a trained animal, as a result of which the children alternately play the role of trainer and animal. 2-3 minutes are given for preparation, after which the “performance” begins. Couples take turns entering the arena. The trainer says: “I have an elephant. My elephant can run. My elephant can jump.” The student, in the role of an elephant, performs the so-called actions. Then the students change places and the “performance” continues
14. Name a word on the topic.
All children sit in a circle at the same time. The teacher calls each student a word on any of the topics covered, and he, in turn, calls another word on this topic.
For example: Teacher: Five! Student: Seven! Each time the student says a word, he takes a chip for himself.
Game "Listen to the command"
For example, the game can be aimed at practicing prepositions. In this case, it is better to do it with some object, for example, a soft toy. The teacher names the command and preposition, and the children show: on the chair, under the chair, etc.
Game “Sending a Telegram”
The class chooses a driver. The teacher asks him to imagine himself in the role of a telegraph operator and send a “telegram” - spell out the words, pausing after each word. During pauses, the called student (one by one from each team) pronounces one word from the “telegram”. If the student makes a mistake, his team loses a point.
Game "Chain of words"
The teacher calls the first day of the week in Russian and throws the ball to the student.
The student who caught the ball says: Monday, the second - Tuesday, etc.
Another version of this game. The teacher, throwing the ball, asks: “What day is before (after) Monday?”, “What day is between...and...? etc.
You can play the same game to reinforce words denoting colors, fruits
Game "Name the Sixth"
Progress of the game. The players sit in a circle. The driver begins the game by listing words from the studied vocabulary, for example, 5 sports, 5 professions, 5 animals, and so on. The one who is asked to continue the list must quickly add one more name, name the “sixth”, without repeating what was listed before. If the responder immediately names the 6th word, then he becomes the leader; if the student hesitates, then the leader remains the same.
Example: cat, dog, monkey, rabbit, cow...(pig)
Captains game.
Each captain is given a bag containing 2 toys. One, for example, has a wolf and a monkey, and the other has an elephant and a cat. Captains must describe each toy without naming it. The guys from the other team guess. Example: “It’s an animal. It's lives in Africa. It's brown. It lives in the trees. It likes bananas." (a monkey).
For younger children school age You can often use games in lessons and in extracurricular activities. They will be useful and effective in the work of a teacher.
The purpose of this work is a generalization of the pedagogical experience accumulated in teaching English to primary school children. This material will be useful for teachers primary classes teaching English in primary schools. Here are didactic games aimed at better mastering lexical and grammatical material, and crossword puzzles for teaching children to read and write English words.
The topic of the lesson is competitions:“Conjugation of the verbs “to have” and “to be” in the present tense.
Tasks:
1. All students are given cards with the verbs “have”, “has”, “is”, “are”. The teacher names the subject (for example, “a table,” “two girls”), and the children hold up a card with the predicate in the correct form.
2. Theme "Getting to know each other." Students from two teams take turns asking questions about the topic, earning a point.
3. Reading and translating sentences with the verbs “to have” and “to be”. For correct pronunciation and translation, everyone gets a point.
4. Identification of a sentence with an error. The teacher says 3 sentences, one of them contains an error. Students hold up a card with the number of the incorrect sentence.
5. Listening. Before listening, children read the questions. The text is played once. After listening, sheets with questions written in Russian are filled out. Opposite the answer “yes” they put +, “no” -.
6. Guessing the objects shown on the cards. A student on one of the teams receives a card from the teacher and looks at it without showing it to the others. Children of the other team ask questions like “Is it an animal?”, “Is it big?”, “Is it blue?”. Whoever guesses gets the next card from the teacher, and the guys from the other team guess the object.
7. Captains competition.
Each captain is given a bag containing 2 toys. One, for example, has a fox and a monkey, and the other has an elephant and a cat. Captains must describe each toy without naming it. The guys from the other team guess. Example: “It’s an animal. It's lives in Africa. It's brown. It lives in the trees. It likes bananas." (a monkey).
Summarizing. Rewarding.
Activity game “Minibus Taxi”.
Purpose of the game: learning to work in shift pairs, where the stronger one helps the weaker one in completing a common task.
Description of the game. The “dispatcher” at the minibus station has a card with a task for the “driver”. The “driver” can move on only after receiving a note on his route sheet that the task has been completed. The “dispatcher” essentially plays the role of a teacher. The tasks are designed in such a way that the “dispatcher” copes with them without errors.
Example: working on route sheets to increase interest in reading columns of words of the same type. Cards with 10 words are numbered, and in the route sheet against the option number there are numbers up to 14 (according to the number of card options, there are 14 people in the group and each has their own word option out of 10). The student reads his option to his desk partner, and the partner puts a number on his route sheet next to the number of the option - the number of answers, for example, 8 out of 10. Then the partner reads his card and receives a score on his sheet. After this they exchange cards; each of them goes to any other partner and works in the same way. As a result, they first listen to each card, then read it, receiving a mark on their route sheet. This way, the children have time to read 5-6 options, while each reads at their own speed, gradually increasing it, acquiring reading fluency and self-confidence. The material is selected to be familiar, and out of two students, one always knows the material better and will not let the other make a mistake. In addition, the teacher can plan the work so that each child gets to him during the reading process to correct possible errors.
Game name: "Mathematical Lotto"
Purpose of the game: to consolidate knowledge of the names of numbers in English.
Description of the game: children are divided into three groups of 4-5 people, compose and solve examples, calling numbers in English, then “visit” other tables, reading their examples. In this way, they take turns acting as students and teachers, and read with much more pleasure than if they were reading the same examples simply written on the board. When working with lotto in groups, all children participate in it at once.
Game name: “What’s missing?” (What's gone?)
Purpose of the game: consolidation lexical meaning words; development of attention and memory.
Game description:
Place no more than six pictures on the table, united by topic or individual. Ask the children to name and remember them and at the command “Shut your eyes!” close eyes. Remove one picture and at the command “Open your eyes!” Ask the children to open their eyes and guess which picture is missing. For example:
Shut your eyes!
Open your eyes! What's missing?
Game name: "Echo"
Purpose of the game: development of phonemic hearing.
Game description:
Turning to the side, pronounce the sound in a clear whisper; word. Children are like an echo, repeating the sound, the word is yours.
Game name: "Please, show me..."
Purpose of the game: to consolidate knowledge of animal names.
Game description:
Place pictures of already known animals on the table. Invite children to show a picture of a cat when asked “Please, show me...” (for example, a cat), and so on.
Name of the game: “What can you do?” (“What can you do?”)
Purpose of the game: consolidation of the speech pattern “I can” (“I can”)
Game description:
Inviting your child to imagine himself as a bear, fox, etc. using a mask will cause delight. To the question “What can you do?” ask for the answer “I can jump” or “I can run”
Game name: “Come up to me”
Purpose of the game: consolidation of adjectives.
Game description:
Hand out pictures of a big and a small dog, a big and a small bunny, etc. to the children sitting on the chairs. Explain to them that at the request of “Little dog, come up to me!” the child, who has a small dog in his hand, should come to you. At the request of “Big dog, come up to me!” the child with the picture of a big dog runs up, and so on.
Game name: "Broken Phone"
Purpose of the game: consolidation of the studied material on a given topic;
development of phonemic hearing
Game description:
Divide the children into two teams. Clearly say a word or phrase into the ear of the first team leader; say another word or phrase into the ear of the leader of the second team. The children repeat what you said into their ears down the chain, trying not to “spoil the line.” The team wins if the word or phrase was passed correctly from the first child to the last.
Options: This is a little mouse.
This is a big dog.
Game name: "Rhymes with Ball"
Purpose of the game: to consolidate the names of adjectives denoting color.
Game description:
Introduce the children to a color rhyming game. When passing the ball to one of the children, say: “A red cock.” When returning the ball to you, the child can answer: “A green frog.” The game continues until all the children have taken part in it.
Possible rhymes:
a gray have - a black bear
a white cat - a gray bet
a blue box - a red fox.
Game name: "Shopping"
Purpose of the game: development of dialogic speech skills.
Game description:
Introduce the children to the game of shopping. Say: “Let’s play shop!” Select a "seller" and place several toys in the store for sale.
Buyer: knock, knock, knock! May I come in?
Seller: Come in, please.
Buyer: Good morning!
Seller: Good morning!
Buyer: Please, give me a brown box.
Seller: Here you are.
Buyer: Thank you. Good bye.
Seller: Good bye.
Game name: "I have"
Purpose of the game: entering the adverb “too” (too)
Game description:
Call two children and ask them to imagine themselves as a cat or a mouse. The cat starts the game, and the mouse repeats after it, adding the word “too”.
Cat: I have one tail.
Mouse: I have one tail too, and so on until the new words of this lesson are practiced.
Game name: "Teremok"
Purpose of the game: to consolidate the learned speech patterns.
Game description:
Arrange the chairs with their backs facing forward. Build a “teremok” out of them. Distribute the roles of a small green frog, a large red fox, a small gray bunny, a large black cat, and a small white dog.
The game begins with a knock on the door. Children, looking out of the “windows” (holes in the backs of the chairs), ask in unison “Who are you?” The child playing the role of a frog says: “I’m a little green frog.” "May I come in?" The children answer in unison: “Come in, please.” Frog: “Thank you!” Then all the children take turns asking: “Who lives in the house?” When meeting another guest, they say: “Let’s live together!”
Game name: "Wire"
Purpose of the game: to consolidate the question-answer block on any topic.
Description of the game: the teacher lines up teams in two lines (children stand behind each other’s heads) and asks the first two students from opposite teams a question (for example, “What’s your name?” Children must answer and, turning around, ask the same question to the students standing behind them . The latter also answer, turn and ask the next question, etc. This game is associated with transmitting a signal through a wire. Whose team “transmits the signal” faster gets a point. You can include a game “What am I doing?” in the lesson for repetition verbs. Two students from one team think of a verb and gesture to the other team. The guys must name the verb in English that describes this action. If they name it correctly, they get a point.
GAMES
1. GAMES TO DEVELOP LISTENING SKILLS
Goals: - teach students to understand the meaning of a single statement;
Teach students to highlight the main thing in the flow of information;
Develop students' auditory memory.
Whose sun is brighter?
Team captains go to the board on which two circles are drawn and describe the animal from the picture. Each correctly said sentence is one ray to the circle and one point. The captain whose sun has more rays wins, i.e. more points.
Who knows the numbers better?
Representatives from each team go to the board on which numbers are written (not in order). The presenter calls the number, the student looks for it on the board and circles it with colored chalk. The one who circles the most numbers wins.
Riddles about animals.
The teacher reads riddles to the students, the students must guess them. For example:
1. It is a domestic animal. It likes fish. (a cat)
2. It is a wild animal. It likes bananas. (a monkey)
3. It is very big and grey. (an elephant)
4. This animal likes grass. It is a domestic animal. It gives us milk. (a cow)
For each correct answer the team receives 1 point.
Cheerful artists
U The student, closing his eyes, draws an animal. The presenter names the main parts of the body:
Draw a head, please.
Draw a body, please.
Draw a tail, please.
If the drawing is successful, the team receives five points.
Let's clap our hands.
Members of both teams stand in a circle. The leader is in the center of the circle. He names domestic and wild animals mixed together. When children hear the name of a wild animal, they clap once; when they hear the name of a domestic animal, they clap twice. The one who makes a mistake is eliminated from the game. The winner is the team with the most players remaining.
Identikit.
The class is divided into three teams, each representing a police department. 3 presenters are selected. They contact the police department with a request to find a missing friend or relative. The presenter describes their appearance, and the children make corresponding drawings. If the drawing matches the description, the missing person is considered found.
Host: I can`t find my sister. She is ten. She is a schoolgirl. She is not tall/ Her hair is dark. Her eyes are blue. She has a red coat and a white hat on.
Seasons.
The teacher invites one of the students to think of a season and describe it without naming it. For example:
It is cold. It is white. I ski. I skate. I play snowballs.
Students try to guess: Is it spring? Is it winter?
The one who correctly named the time of year wins.
Riddle games.
Teacher : I have Good friends. These are special friends. They came to us from fairy tales. You know them too, but can you guess who I’m talking about?
I have a friend. Not a small boy. Can't read, write and count, but not well. He can run and jump and play. He cannot draw and he cannot swim. /Dunno/.
I have a friend. Not a big fat boy. He cannot read and write, but he can run, sing, dance and play. He can fly! /Carlson/
I have a friend. He is not a boy. He is not a girl. He is green. He can swim. He cannot jump and he cannot fly. /Crocodile Gena/.
2. PHONETICS GAMES
Target: train students in pronouncing English sounds.
Wide and narrow vowels
Progress of the game: the teacher names the words. Students raise their hand if the sound is pronounced widely. If the vowel is pronounced narrowly, you should not raise your hand. The team that made the fewest mistakes wins.
Whose team will sing the song “WHATISYOURNAME?” better?
The winning team receives five points.
Singing in foreign language lessons allows you to include in active cognitive activity each child, creates the preconditions for teamwork in an atmosphere of positive emotions.
Dunno and us.
Dunno came to the class. He will study English. Now the guys don’t just repeat the sounds, they try to teach Dunno the correct pronunciation. Dunno shows the children transcription signs, and the children call them in unison. And in order to check how the guys remembered these sounds, Dunno begins to make mistakes. If the sound is pronounced correctly, the children are silent, and if incorrectly, they clap their hands together.
Telegram.
The class chooses a leader. The teacher asks him to imagine himself in the role of a telegraph operator and send a telegram - spell the words, pausing after each word.
3.VOCABULARY GAMES.
Goals:
Train students in the use of vocabulary in situations close to natural settings;
Activate the speech and thinking activity of students;
Develop students' speech reactions.
Teacher and pupil
During the oral introductory course, students are introduced to a large number of lexical units. And the game “Teacher and Students” provides great assistance in mastering these words. The student in the role of the teacher asks questions to the student, showing a picture of a certain object, to which he answers. Then the players change places.
In the shop
On the counter of the store are various items of clothing or food that can be purchased. Students go to the store and buy what they need.
P 1: Goodmorning!
P 2: Good morning!
P 1: Have you got red apples?
P 2: Yes, I have. Here you are.
P 1: Thank you very much.
P 2: Not at all.
P 1: Have you got sweets?
P 2: Sorry, but I haven`t.
P 1: Good bye.
P 2: Good bye.
Pack your briefcase
The whole class participates in the game. They come to the board at will.
Teacher: Let's help Pinocchio get ready for school.
The student takes the objects on the table, puts them in a briefcase, naming each object in English:
This is a book. This is a pen (pencil, pencil-box)
In the following, the student briefly describes the subject he is taking:
This is a book. This is an English book. This is a very nice book
Seven-flowered flower
Equipment: daisies with removable multi-colored petals.
The class is divided into three teams. Schoolchildren, one after another in a chain, name the color of the petal. If the student makes a mistake, all the petals return to their place and the game starts over.
P 1: This is a blue leaf.
P 2: This is a red leaf., etc.
Last letter
Progress of the game: two teams are formed. A representative of the first team names a word, students from the other team must come up with a word starting with the letter that ends the word named by the first team, etc. The last team to name the word wins.
Colors
Progress of the game: the task is to find objects of the same color. The team that can name the most objects, animals, etc. of the same color wins.
For example: A white dog, a white cat, a white rabbit…..
What is this?
In the hands of the presenter is a black box (or box) containing an unfamiliar object. Team members must ask the leader one thing at a time leading question. After that, they must answer what is in the box.
Do you know the animals?
Representatives from each team pronounce the names of the animals:
a fox, a dog, a monkey, etc.
The last one to name the animal wins.
Collect a picture
Each team is given an envelope containing 12 pieces of the picture. You need to quickly assemble a picture and describe it using structuresI see … This is … He has got… .…She has got …. It is blue (grey, etc.)
Collect a bouquet
Equipment: real or artificial flowers or autumn leaves.
Teacher: Each of you has a favorite teacher. Let's collect a bouquet for him. Only we must comply with one condition: name the color of each flower or leaf correctly, otherwise the bouquet will quickly wither.
Student: This is a red flower. This is a yellow flower. Etc.
Pantomime
To reinforce the vocabulary on the topic “Morning of a Schoolchild” in your speech, you can play the game “Pantomime”. The presenter leaves the class, and a group of children sits at the blackboard. Each person uses gestures and facial expressions to depict one of the actions on a given topic. Then the teacher says to the presenter: Guess what every student is doing.
Sample answers from the presenter: This boy is doing morning exercises. That girl is washing her face. That boy is sleeping. etc.
Numbers.
Progress of the game: two teams are formed. Scatteredly written on the board on the right and left
same number of digits. The teacher calls the numbers one by one. Team representatives must quickly find and cross out the named number on their half of the board. The team that completes the task faster wins.
Numerals.
Progress of the game: two teams are formed. The teacher names an ordinal or cardinal number. The first team must name the previous number, the second - the next one (an ordinal or cardinal number, respectively). For each mistake, the team receives a penalty point. The team with the fewest penalty points wins.
Forbidden numeral.
Progress of the game: the teacher names the “forbidden” numeral. Students count in choir (quantitative numbers are called first, then ordinal numbers). You cannot name a “forbidden” numeral. The one who makes a mistake and pronounces it earns his team a penalty point. The team with the fewest penalty points wins.
Five words.
Progress of the game: while a student from one team counts to five, a representative of the second team must name five words on this topic. A participant who fails to complete the task is eliminated from the game.
Guess the name.
Progress of the game: each student receives a thematic drawing. He must examine it and tell what is depicted on it. The one who first guesses the name of the picture gets the next one and completes the same task. The one who guesses the most names wins.
Voiceover of the picture.
Progress of the game: the players form pairs. Each pair is given pictures, to which are attached cards with the corresponding cues. With their help it is necessary to voice the pictures. The first couple to prepare a dialogue and reproduce it correctly wins.
4.GRAMMAR GAMES.
Goals: - teach students the use of speech patterns containing certain grammatical difficulties;
Create a natural situation for using this speech pattern.
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Success in teaching children a foreign language can be ensured by a methodological system based on children’s interest in the subject. The use of games in a foreign language lesson makes the learning process more interesting, accessible, closer to children, and relieves tension and fatigue in children. In addition, games help create a natural communication situation in the classroom and intensify the learning process. It is also important that the game helps children overcome the psychological barrier in communicating in a foreign language. During the game, even an uncommunicative child, having overcome his uncertainty and shyness, can take part and become the first.
From a methodological point of view, the game usually works out a certain amount of material and ensures its repeated repetition. This repetition can be carried out either in an unchanged form (the game exercise is exactly repeated with the participation of each child), or the material is practiced in a new version of the game while maintaining the general focus, which is preferable, since it maintains the children’s long-term interest in the game. Thus, for a teacher, a game is an analogue of an exercise that provides repeated repetition of the material necessary for its assimilation. While for children, a game is an interesting, exciting interaction with a teacher and peers, during which the creation of a statement is dictated by internal needs and is accompanied by positive emotions, which contributes to the successful learning of the material.
IN modern methods teaching foreign languages, a huge number of lexical games have been described. This article provides descriptions of those that have been repeatedly tested in practice, are effective and are interesting for children.
If students have sufficient vocabulary On a certain topic, you can play a game with the ball “The Last Hero”. To play you will need a ball or a small soft toy that is easy to catch. The teacher throws the ball to the child and calls out a word in Russian; the child must quickly name the word in English and return the ball. The game is especially appropriate in elementary school for the implementation of physical activity. In another version of the game, children form a circle and quickly pass the ball around the circle, naming words on the topic. The one who cannot name the word sits in the center of the circle or leaves it. The winner receives the title of the last hero and, at the discretion of the teacher, an excellent grade.
The game “Snowball,” familiar to all teachers, is very popular among children. The rules of the game are very simple: the first student names a word, the second repeats it and adds his own, the third repeats two words and names his own, and so on until someone makes a mistake. The game can be diversified in the following ways: on the topic “Animals”, name and depict the corresponding animal, naming parts of the body, show them, use colored pencils when repeating colors. In this form, the game is more lively, and lexical material is absorbed more effectively.
To reinforce the written form of words at the beginning of the lesson, I often hold small competitions. To do this, you need to prepare a task on the board in advance: words with missing letters or words with errors. The number of words should not be too large, and the words should be familiar to children. Students write down words and fill in missing letters or correct mistakes, trying to complete the task as quickly as possible. The first student to complete the task correctly receives the title “The Smartest” and, possibly, an excellent grade.
Game tasks for encoding words are also very interesting for children. Students work in pairs. To play, everyone will need a small piece of paper. Students are asked to scramble a few words, usually 2-4 words. You can encrypt words in different ways: write down a word with missing letters, indicating the total number of letters in the word, rearrange the letters, skip one or two letters, make one or two mistakes in the word. Then the students change tasks and try to solve the encrypted words, who is faster.
When studying the topic “Parts of the Body,” the art of “Origami” can come to the teacher’s aid. Creative activities always captivate children and give them pleasure, which will help them master lexical units. By folding various figures of birds and animals out of paper with the children, you can reinforce a variety of vocabulary. To make a dog figurine, students will need a square piece of paper and some pencils. The folding diagram is shown below.
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During the process of making the figurine, the following words are fixed: eyes, ears, nose, mouth, head, and the names of the colors are repeated during the coloring process.
Board games can also be used in a foreign language lesson. Moreover, children themselves can create them during the lesson. To do this, each pair of students will need a landscape sheet of paper, pencils, and pens. On a landscape sheet, students, following a model on the board, schematically draw a playing field for playing with a cube and chips, consisting of a certain number of cells (usually 15-20). Having designated the first and last cells “Start” and “Finish”, children take turns writing words on the topic in the remaining cells.
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Students can do this independently or with the guidance and assistance of a teacher. As chips, you can use everything you have at hand: a sharpener, an eraser, a pen cap, but the teacher should prepare the cubes in advance. You need to take ordinary children's cubes and stick a sticker on each side with numbers from one to six written in a foreign language. Thus, during the game, children will repeat the numerals. Depending on the theme of the game, it can be called “Shop”, “Zoo”, “Cafe”. You can play in pairs, three or four. Students take turns throwing the dice, making a move and collecting food, clothes, animals, writing them down in their notebooks. The goal of the game: buy as many things as possible, have the largest zoo, etc. When learning the topic "Body Parts" while playing, you can draw funny monsters by drawing different parts of the body. The student who purchases wins greatest number things, products.
Games with numbers.
There are a huge number of games with numerals that allow you to make the lesson interesting, and, accordingly, quickly learn counting in a foreign language. Let's list some of them.
Playing with fingers takes a minimum amount of time (2-3 minutes) and makes it easy to activate numbers from 1 to 10. The following options are possible:
- The teacher calls the number, the students show the required number of fingers
- The teacher shows a certain number of fingers, and the children name the number in unison.
- The teacher shows a certain number of fingers and calls the wrong number; the students correct the teacher by calling the correct number.
During the game, students can act as the leader. The game can be used as a repetition of the topic “Counting”, as finger gymnastics after written exercises, for example, after consolidating the written form of numerals.
To master the written form of numerals, you can hold a relay race. To do this, you need to write numbers on the board in numbers in two columns, repeat them orally, then divide the children into two teams. At the teacher's command, students take turns writing numbers in words. When identifying the winner, both the speed of completing the task and the correct spelling of words are taken into account. To make the task more difficult, numbers can be replaced with simple examples where the answer must be written down in words. Under the supervision of the teacher, each team checks the words of their opponents. Carrying out a relay race as an outdoor game implements health-saving technologies in the learning process.
Paired dictations give children the opportunity to feel like they are in the role of a teacher. To do this, each child writes a certain number of numbers in digits, then dictates them to their partner and checks it. Then students change roles.
The undisputed leader in popularity among children is the game “Bingo”. When playing this game, it is necessary to determine in advance the number of numerals used in the game, for example, from 1 to 10, or from 10 to 20, you can use tens of 10, 20, 30, etc. Students write down any seven of the ten participating numbers in their notebooks. Then the teacher dictates the numerals in any order and at the same time records all the named numbers. During dictation, children cross out each number they hear, if they have it written down. As soon as one of the players has crossed out all the numbers, he raises his hand and shouts “Bingo!” More often than not, several children win at once. The winners must be checked; they must dictate to the teacher in a foreign language all the numbers that they have written down. The element of competition, the opportunity for any student to become a winner, maintains high interest in this game, allows it to be played many times, which ensures repeated repetition of lexical units and their successful assimilation. To make the game more difficult, you can force children to write down numbers in words rather than numbers, which will help reinforce the writing of numerals. This game exercise can be carried out not only when studying numerals. You can use vocabulary on any topic as material to be practiced, having previously marked on the board the circle of words involved in the game. For example, on the topic animals: cat, dog, mouse, tiger, fish, kangaroo, horse, sheep, lion, rabbit. The number of words can also be varied from six to twelve; it is not advisable to use more, as this deprives the game of dynamism.
Most of the games listed are primarily aimed at elementary and possibly intermediate students. An interested teacher can always modify the game, focusing on the age and level of knowledge of the children. Using these and many others game exercises will help the teacher make the lesson both effective and interesting.
