Role-playing grammar games in English. Research work "The role of games in English lessons

MBOU secondary school No. 21 named after. V.A. Markinteeva

Methodological development on the topic:

Completed by the teacher

in English:

F.F. Kagramanova

Methodological development on the topic

The role of games in English lessons.

In a foreign language lesson, a special place is occupied by forms of classes that ensure the active participation of each student in the lesson, stimulate verbal communication, and contribute to the formation of interest and desire to learn a foreign language.

These tasks can be solved with the help of game teaching methods. In the game, the abilities of any person, and especially a child, are fully manifested.

In the lesson, the game is only a shell, a form, its content and purpose should be teaching, i.e. mastering the types of speech activity as a means of communication. In foreign language lessons, the game form of work is of great interest to students, contributes to the activation of their mental activity, as well as the development of their speech activity.

The game contributes to the implementation of important methodological tasks:

creation of psychological readiness of children for verbal communication;

ensuring the natural need for repeated repetition of speech material;

training students in choosing the right speech option, which is a preparation for situational spontaneity of speech in general.

It is necessary to strive to ensure that the game element is present at every stage of a foreign language lesson and creates a general game atmosphere. The use of games in foreign language lessons contributes to mastering the language in an entertaining way, develops memory, attention, ingenuity, maintains interest in a foreign language. Keeping these principles in mind - luck and skill, competition and cooperation, surprise, which are the basis of all games - you can turn a textbook exercise into a game.

Benefits of using game methods:

game techniques increase the efficiency and quality of student learning;

the process of the game itself contributes to the creation of a favorable psychological environment among students;

the game allows students to gain experience of communication in a foreign language;

game techniques develop language and speech flair;

game techniques develop interest in the language, increase the motivation of students.

Functions of the educational game

Long before the game became the subject of scientific research, it was widely used as one of the most important means of education. The time when education stood out as a special social function goes back centuries, and the use of play as a means of education also goes back to the same depth of centuries. Different pedagogical systems have given different roles to the game, but there is not a single system in which, to one degree or another, a place in the game would not be assigned.

A wide variety of functions, both purely educational and educational, are attributed to the game, so there is a need to more accurately determine the impact of the game on the development of the child and find its place in the general system of educational work of institutions for children.

Psychologists and educators it has been established that, first of all, the ability to imagine, imaginative thinking develops in the game. This happens due to the fact that in the game the child seeks to recreate broad spheres of the surrounding reality that go beyond the limits of his own practical activity, and he can do this only with the help of conditional actions. First, these are actions with toys that replace real things. The expansion of the game (recreation of more and more complex actions and events from the life of adults, their relationships) and the impossibility of realizing it only through objective actions with toys entails a transition to the use of visual, speech and imaginary actions (performed internally, “in the mind”) .

In the game, the child develops the ability to operate with images of reality, which, in turn, creates the basis for a further transition to complex forms of creative activity. In addition, the development of the imagination is important in itself, because without it no, even the simplest human activity is possible.

The game has a great influence on the development of children's ability to interact with other people. In addition to the fact that the child, reproducing the interaction and relationships of adults in the game, masters the rules, the methods of this interaction in a joint game with peers, he gains the experience of mutual understanding, learns to explain his actions and intentions, to coordinate them with other children.

In modernmethods of teaching a foreign language , game activity in the learning process performs the following functions: teaching, educational, entertaining, communicative, relaxation, psychological, developing.

Let's take a closer look at the features of all these functions:

1) Teaching function It consists in the development of memory, attention, perception of information, the development of general educational skills and abilities, and it also contributes to the development of foreign language skills. This means that the game is a specially organized activity that requires emotional and mental strength, as well as the ability to make a decision (what to do, what to say, how to win, etc.). The desire to solve these questions sharpens the mental activity of students, i.e. The game contains rich educational opportunities.

2) educational function consists in cultivating such a quality as an attentive, humane attitude towards a partner in the game; also develops a sense of mutual assistance and mutual support. It is in role-playing games that discipline, mutual assistance, active readiness to engage in various activities, more independently, the ability to defend one's point of view, take the initiative, and find the best solution in certain conditions are brought up.

3) Entertainment function consists in creating a favorable atmosphere in the lesson, turning the lesson into an interesting and unusual event, an exciting adventure, and sometimes even into a fairy-tale world.

4) Communicative function consists in creating an atmosphere of foreign language communication, uniting a team of students, establishing new emotional and communicative relations based on interaction in a foreign language.

5) Relaxation function - removal of emotional stress caused by stress on the nervous system during intensive learning of a foreign language.

6) Psychological function consists in the formation of the skills of preparing one's physiological state for more effective activity, as well as the restructuring of the psyche for the assimilation of large amounts of information. It is also worth noting here that psychological training and psycho-correction of various manifestations of personality are carried out in game models that can be close to life situations (in this case, we can talk about a role-playing game).

7) Developmental function is aimed at the harmonious development of personal qualities to activate the reserve capabilities of the individual.

L.N. Artamonova also points out that “the use of games and gaming moments in the classroom helps to activate the cognitive and creative activity of students, develops their thinking, memory, fosters initiative, and allows you to overcome boredom in teaching a foreign language; games develop ingenuity and attention, enrich the language and consolidate the vocabulary of students, focus on the shades of their meanings; the game can make the student remember the past, replenish his knowledge.

With the help of the game, pronunciation is well practiced, lexical and grammatical material is activated, listening and speaking skills are developed. The game develops the creative, mental abilities of the child. It involves making a decision: how to act, what to say, how to win. Educational games help to make the process of learning a foreign language interesting and exciting. It is the game that is one of the strong motives in teaching a foreign language. The use of various games in a foreign language lesson contributes to mastering the language in an entertaining way, develops memory, attention, ingenuity, maintains interest in a foreign language. Games in foreign language lessons should also be used to relieve tension, monotony, when working out language material, and when activating speech activity. Of course, it must be taken into account that each age period is characterized by its own type of leading activity.

The use of games in foreign language lessons helps the teacher to reveal more deeply the personal potential of each student, his positive personal qualities (hard work, activity, independence, initiative, ability to work in collaboration, etc.), maintain and strengthen learning motivation.

Thus, the game, having multifunctionality and, being introduced into the educational process, allows for better and faster assimilation of foreign language material, frees the student from "mistake fear", contributes to the creation of a favorable climate in the foreign language lesson and activates the student's activity.

Game classification

The place and role of the game method in the educational process, the combination of game and learning elements largely depend on the teacher's understanding of the functions and classifications of various kinds of games.

Games are grouped by purpose of use (vocabulary, grammar, translation, regional studies), by functional significance (speech skills and abilities), by storyline (instrumental games, role-playing games, business games, and so on).

Speaking about the classification of games, it should be noted that attempts to classify games were made in the last century, both by foreign and domestic researchers who dealt with the problem of gaming activity.

Among domestic psychologists and teachers, the classification of games by M.F. Stronin, who proposes to classify games into:

1. grammar games pursuing the following goals:

. to teach students the use of speech samples containing certain grammatical difficulties;

. create a natural situation for the use of this speech sample;

. develop speech activity and independence of students.

Mastering the grammatical material, first of all, creates the opportunity for the transition to active speech of students. It is known that training students in the use of grammatical structures, requiring their repeated repetition, tires students with its monotony, and the efforts expended often do not bring quick satisfaction. The use of gaming learning methods will help make boring work more interesting and exciting. For example, a number of grammar games can be effective when introducing new material:

Hide-and-Seek in a picture.

teacher: "Let's play hide-and-seek today!"

Pupil: I want to be "It"

T: Let's count out.

choseleading. The students were about to hide, when they were disappointed: it turns out that the hide-and-seek will not be real. It is necessary to "hide" mentally behind one of the objects of the room depicted in the large picture. The driver is most interesting - he writes on a note where he hid, and gives it to the teacher. To make it more like real hide and seek, the group reads a saying that usually accompanies this game with English children:

Bushel of wheat, bushel of clover:

All not hid, can't hide over.

All eyes open! Here I come

start " search":

P1 : Are you behind the wardrobe?

It: No, I am not.

P2 : Are you under the bed?

It: No, I am not.

P3 : Are you in the wardrobe?

It: No, I am not.

P4 : Are you behind the curtain?

It: Yes, I am.

The one who guesses correctly gets one point and the right to "hide".

Each game requires a leader, because his role is especially great, and it is best for the teacher to perform, he must be the soul of the game and charge everyone with his excitement. So, for example, the success of the next game depends on how the teacher behaves, since here the plot of the game is built on the comic nature of the situation.

I took a Trip .

The group studied verb forms in Past Indefinite.

Taking advantage of the fact that the students traveled somewhere during the time, the teacher asks the question: "You went on a trip.What did you take with you?"

Pupils: I took a suitcase. I took a clock.

I took a book to read. I took a dog.

I took a food basket. I took a coat.

I took an umbrella. I took a note-book.

teacher: Very good. But I know very well that that was the only thing you took. Yes, don't be surprised. That was a very unusual trip.

The students began to understand that the teacher had come up with something again and that they should play along:

Katya took only a suitcase, Misha took only a food basket, Andrei took only a clock, in a word, each took only one thing. Is it clear? All right. Let's go on. I want to ask:

What did you eat? Remember that you took only one thing with you.

Katya: I ate a book.

Andrei: I ate a clock.

Jane: I ate a dog.

Kolya: I ate an umbrella.

The students will surely laugh heartily. Then the teacher will explain that according to the rules of the game, it’s just impossible to laugh, and the one who can’t stand it leaves the game. Continuinggame, teachermaybeask:

What did you put on your head?

What did you put on your feet?

What kind of transport did you go in?

For the game, you can use other beginnings, for example:

You went to the park. What did you see there? You went to the market.What did you buy there?

It is only important to understand the principle: when answering the first question, students memorize each of their subjects, which they must then name in response to other questions of the teacher.

III. GAME WITH PICTURE

For better assimilation by students of structures in Present Continuous, you can use a game with a picture. Schoolchildren are invited to guess what this or that character depicted in the picture, which they have not yet seen, is doing. studentsaskquestions, eg: P1 : Is the girl sitting at the table?

T: No, she is not.

P2 : Is the girl standing?

The student who guessed the action shown in the picture wins. He becomes the leader and takes another picture.

LOTTO

Lotto "Verbs in pictures" is a good visual aid for practicing GRAMMATIC FORMS.

On the cards there are several pictures depicting some kind of human action, for example: skating, playing chess, reading a book, etc. There is one picture on the board. The teacher shows a chip with a picture (a boy is skating) and asks: What is he doing?

Students find the same picture and answer:He is skating. If he answers correctly, he gets a token.

v. BE CAREFUL

The goal is to automate skills in the use of common questions.

AND . Can a boy swim?AT . Do fishes live in the sea?

Can a cat fly? Do books sing?

Can a fish run? Do you live in a tree?

Can a bird fly? Does Pete go in for sports?

Can you swim?

VI . funny questions

Purpose: automation of the use of the constructionhave/has got in oral speech.

Game progress: Students need to quickly answer the teacher's questions.

Example: How many noses have twelve dogs got? How many legs have five chairs got?etc.

VII. What can they do?

Purpose: automation of the compilation of interrogative sentences with a modal verbcan .

Game progress: the teacher calls two or more students and explains to the group that these students will show actions. The group must guess what these students can do well. The teacher writes the phrase on the blackboard:Can they… well? The teacher whispers a word to the students, and they choose who will show it to the class. The group guesses the action.

VIII. May I...?

Purpose: activating the structureMay I...? In action.

Game progress: students take turns asking the leader for permission to do something. The host allows. All students complete the action.

Example: P1: - May I sleep?

T: - Please, do it. Wake up!

P2:- May I run around?

T: -Please do it. Stop!

IX. Big-bigger-the biggest

Purpose: automation of the use of degrees of comparison of adjectives.

Game progress: Students are divided into two teams and names an adjective. The groups take turns naming the comparative and superlative forms of the adjective. Each correct answer earns a point for the group. The group with the most points wins.

example : T: thin

Gr. A, P1: thinner - the thinnest

T: boring

Gr. B, P1: more boring - the most boring

T: big

Gr. A, P2: more big - most

T: Wrong! bigger- the biggest

Group A gets no point

x. This is a …

Purpose: training the skill of constructing sentences with the construction this is.

Game progress: Group c is divided into two teams. The teacher holds up a card with an alphabetic word or a card with a color. One student from the team comes to the board and writes down a sentence that matches the pictures on the cards.

Example: This is a red ball.

A correct answer earns a point for the team.

XI. PREPOSITIONAL PICTURES

(pictures with suggestions)

Purpose: Review the use of prepositions of place.

Description: The teacher describes a scene to the class, and the students draw by ear what is being described. For example:” In the center of the page, there is a house. There is a chimney on the left side of the roof, and a window on the right side of the house. In the upper right hand corner of the page, there is a cloud. There is a tall tree to the left of the house, and a side walk in front. A small dog is standing on the grass, to the right of the sidewalk.He has a big bone in his mouth…”

Tips: After 10-15 parts are dictated, it is necessary to divide the group into groups of 5-7 people, and one of the students in the group dictates two of his parts, while the rest of the group draws them. Then everyone takes turns asking questions about the picture. For example: “Where is the dog? What is in the tree?”

vocabulary games pursuing the following goals:

. to train students in the use of vocabulary in situations close to the natural environment;

. to intensify the speech and thinking activity of students;

. develop students' speech reaction;

. introduce students to word combinations.

I. Catch and tell

How to play: Students sit in a circle. The teacher, throwing the ball to any player, calls the word in Russian. Having caught the ball, the player throws it back to the teacher, at the same time calling this word in English.

Example: T:cat

P1:a cat

II . IN THE SHOP

Game progress: On the counter of the store are various items of clothing or food that you can buy. Students go to the store, buy what they need.

P1 : good morning!

P2 : good morning!

P1 : Have you got a red blouse?

P2 : Yes, I have got. Here it is.

P1 : Thank you very much.

P2 : Not at all.

P1 : Onve you got a warm scarf?

P2 : Sorry, but I haven't.

P1 : good bye.

P2 : good bye.

III. COLLECT A BRIEFCASE

Game progress: The whole group participates in the game. Come to the board as you wish.

T:Let's help Pinocchio get ready for school.

The student takes the items on the table, puts them in a briefcase, naming each item in English: This is a book. This is a pen (pencil, pencil-box)

In the following, the student briefly describes the object he takes: This is a book.This is an English book. This is a very nice book

IV.FLOWER - SEMITSVETIK

Equipment: daisies with removable multi-colored petals.

Game progress: The group is divided into three teams. Students one by one in a chain name the color of the petal. If the student made a mistake, all the petals are returned to their place and the game starts over.

P1 : This is a blue leaf.

P2 : This is a red leaf., etc.

v. Name the sixth

Game progress: Players sit in a circle. The driver starts the game by listing the words of the studied vocabulary, for example, 5 sports, 5 professions, 5 school subjects, etc. The one who was asked to continue the list should quickly add another name, say "sixth", without repeating what was listed before. If the respondent immediately calls the sixth word, then he becomes the leader, if he hesitates, then the leader remains the same.

Example: Rubber, desk, ruler, chair, board…(pen).

VI. Seasons

Purpose: activation of vocabulary related to the topic "Seasons".

Game progress: before starting this game, you should repeat the names of the seasons and their description. Then the teacher invites one of the students to think of any season and describe it without naming it. For example: It's cold. It's white. I ski. I skate.studentstryingguess: Is it early spring?, Is it winter?The winner is the one who correctly named the time of year.

VII. "Guess the word"

Description: Students are divided into teams. The teacher reads out the description of the word, the task of the students is to guess what word is being discussed and pronounce it correctly.

Example: - PASTA IN THE SHAPE OF HOLLOW TUBES. (MACARONI)

PASTA IN THE SHAPE OF LONG THIN PIECES THAT LOOK LIKE STRING WHEN THEY ARE COOKED. (SPAGHETTI)

MEAT, ESPECIALLY BEEF THAT HAS BEEN FINELY CHOPPED IN A SPECIAL MACHINE. (MINCE)

YELLOW SUBSTANCE LIKE BUTTER MADE FROM ANIMAL OR VEGETABLE FATS, USED IN COOKING OR SPREAD ON BREAD. (MARGARINE)

A SMALL SHELLFISH THAT CAN BE EATEN, WITH A BLACK SHELL.(MUSSEL)

VIII. "In the supermarket"

Purpose: development of lexical speech skills in dialogue communication.

Description: the teacher prepares a "goods for sale" in the form of cards with inscriptions. The task of the students is to act out the dialogues on behalf of the buyer and the seller, using the vocabulary on the cards.

Example: Goods for sale" in the form of a label with information about the product:

ITEM - T-SHIRT

COLOR - LIGHT BLUE

SIZE-36

MATERIAL - PURE COTTON

COUNTRY-CHINA

PRICE - $46

Roles:

BUYER / CUSTOMER / CLIENT - SELLER / SHOP-ASSISTANT / SALESMAN

IX. PAITED LETTERS

( Pairedletters)

Goal: Expand the active vocabulary, consolidate the ability to spell words.

Materials Needed: Pen, paper and dictionary for each student. Projector or whiteboard

Description: Students are shown a table, and the one who makes the most words using these pairs of letters wins.

Here are a few such words that can be formed using pairs of letters from the table:

Liar strong yellow rock know fellow

Stop star yell sill feat fear

x. OPPOSITES (opposites)

Objective: Review words and increase vocabulary, especially adjectives, adverbs, verbs and pairs of antonyms.

Materials needed: A deck of cards with one word each: adjective, adverb or verb. Each word must have an antonym (not written on the card). For example:

LOUDLY HOT FAT FORGET QUICKLY

WIDE CRY TOP STAND UP HEAVY LIGHT

Description: The group is divided into 2 teams (A and B). A player from team A chooses a word and guesses it to a player from team B, he must say the antonym and use it in his sentence. Then a player from team B makes a word to a player from team A. And so on in pairs. For example:

A1: My father is FAT. B1: My father is THIN

B1: This book is LIGHT. A1: This book is HEAVY.

B2: She talks LOUDLY. A2: I don't know.

Scoring: 1 point for a correct question, 2 points if you name a sentence with an antonym that your opponent does not know. If no one knows the antonym, the teacher calls it.

phonetic games , pursuing goals:

. train students in the pronunciation of English sounds;

. teach students to read poems loudly and clearly;

. learn a poem with the aim of playing by roles.

I. kittens

Game progress: learn a poem:

Lapping milk

Little Kitty laps her milk.

Lap, lap, lap

her tongue goes out,

Her tongue goes in.

Lap, lap, lap.

Little Kitty laps her milk.

Lap, lap, lap.

Oh? See her tongue

Go out and in

Lap, lap, lap.

The exercise is fun and useful for training the sound [I].

II. bees

Equipment: a picture of two bees.

Game progress: the teacher tells the students that one bee is English (and this can be seen from her costume), the other is Russian. The English bee buzzes [ð], and the Russian one [h]. The bees met on a flower and talk to each other, sharing news. (Alternately alternate [ð], [h]).

Words

Game progress: the teacher pronounces the words, inviting the teams to take turns calling which word (out of four) is different from the others.

Example: man - man-men - man

bad-bed-bad-bad

ship - ship - sheep - ship

IV. SENDING A TELEGRAM .

Game progress: the group chooses a leader. The teacher asks him to imagine himself as a telegrapher and send a telegram - to spell the words, pausing after each word.

Example: a -u -t -u -m -n, a -l -r -e -a -d -y, s -with-h -o -o -l

v. Tongue Twisters

As phonetic games, you can use tongue twisters, holding a competition who will pronounce the tongue twister better and faster.

1. Pat's black cat is in Pat's black hat. 2. If you, Andy, have two candies give one candy to Sandy, Andy. 3. A cup of nice coffee is in nice coffee-cup. 4. Geb is Bob's dog. Tob is Mob's dog. 5. Pat keeps two pets.

spelling games , the purpose of which is an exercise in writing English words.

I. WHERE IS THE LETTER?

Insert the missing letters in the words on the topic "Food":

T-RKEY, D-CK, VE-L, LAM-, TRO-T, T-NA, CRA-FISH, O-STERS,

S-UR CR-AM, MARG-RIN-, MAY-NNA-SE, B-N, SEMOL-NA, RO-L

II. WORD BUILDING

The teacher writes a long word on the board. Students must form (in a certain period of time) words from the letters of this word. The one with the most words wins. For example, from the wordpersonal Students can make words:so/ are/ so/ rose etc.

III. ALPHABET - DICTIONARY

Purpose: the formation of the skill of composing words from letters.

Game progress: for the game, approximately 100 cards with letters should be prepared (for example, 10 each with the letters a, e, i; 1 each with the letters j, q, z, x; 5 each with the letters p, t, and 4 cards with capital letters A, B, P, K, N, L).

The teacher distributes several cards to the students. The student who has a capital letter A on the card starts the game. He goes to the board, and, holding the card so that everyone can see, calls the letter. Behind him comes his neighbor on the desk with a letter that can be a continuation of the word. If he does not have a suitable letter, then the student sitting at the next desk should continue the word, etc. The one who finishes the word reads it and gets the right to start another word. Used cards are returned to the teacher. The winner is the one who took part in the compilation of the largest number of words. The pace of the game must be fast.Example: A-i-r-p-l-a-n-e

IV. WHO IS BIGGER?

Purpose: checking the assimilation of the spelling of the studied lexical material.

Game progress: two teams are formed. Each team should write on the board as many words as possible on the topics: a) the names of sports games (basketball, hockey, golf ...); b) animals (cat, parrot, monkey…); c) colors (red, blue, green…), etc.

v. Chainword

Decidechainword, writinginhimcellsantonymsdatawords: late, no, big, more, buy, short, bad, far, poor, low, cold, thin

key: early, yes, small, less, sell, long, good, down, near, rich, high, hot, thick.

VI. I SPY (I noticed)

Purpose: Review the words and their spelling.

Description: One student, the driver, asks the group to guess what exactly he sees in the room.

“I spy (with my little eye) something that is green. What is it?”

“Is it the chalkboard?” “Is it the wastebasket?”

“No, it isn't the chalkboard." “No, it isn't the wastebasket.”

When half of those present asked such leading questions, the subject is called regardless of whether it is guessed or not, and the driver is replaced.

Variations: If you need to repeat the spelling of words, students can spell the names of objects. For example:

“I spy something that begins with a 'B'. What is it?”

“Is it a B-O-O-K?”

“No, it isn't a B-O-O-K."

“Is it a B-O-Y?”

“No, it isn't a B-O-Y."

VII. FOUR-SQUARE (square)

Purpose: to increase vocabulary and improve spelling.

Materials needed: a dictionary, a pen, a piece of paper for each.

Description: Each student draws a 4x4 grid. The teacher names any 16 letters from the alphabet randomly, and the students write them down in their table in random order. Then, students must use these letters to make as many words as possible, and only from letters that stand side by side vertically, horizontally or diagonally.

Rules: Only adjacent letters can be used in a word. In any word, each letter can only be used once. Time limit - 3 minutes.

example :

Bar Pair Pair Are

Ark Aries Help Person Bars

Rise Raise Chose Chosen Home

Homes Shoe Park

Tips: give at least 5 vowels. Since each word must contain at least one vowel, students will have a very hard time if there are fewer than 5 vowels. To force the search for long words, I give extra points to those who can make words longer than one syllable. Words of 2-4 letters are worth 1 point, words of 5 letters - 2 points, words of 6 letters - 3 points, etc. In advanced groups, do not count words of less than 4 letters at all.

creative games :

a)auditory games . These games can help achieve the following listening goals:

. to teach students to understand the meaning of a single statement;

. teach students to highlight the main thing in the flow of information;

. to teach students to recognize individual speech patterns and combinations of words in the flow of speech;

. develop auditory memory and auditory reaction of students.

I . “We can eat bread”
A game of edible and inedible. Once entering the group, the students, to their surprise, saw bread, cheese, and sugar on the teacher's table. Why is this? “Look, this is bread. I can eat it, said the teacher, put a piece of bread in his mouth and ate it. Then he took a pen. “We can eat a pen” “No”, all the students shouted in unison. Then the teacher gave everyone a token and said that at the mention of an edible object, raise their hands, and if someone raises their hand at the mention of an inedible object, they should give the token, etc.

II. Make it logical

Game progress: after listening to a recording of a short story (5-6 sentences) twice, the children must restore the story, receiving a point for each correct permutation of the sentences.

example : It saved me. Once I went to the forest, I went alone. But the dog knew the way home very well. Only my dog was with me. Suddenly I lost my way.

III. HANDSUP! ( handsup!)

Purpose: To develop listening skills, consolidate understanding of interrogative questions.

Description: The teacher reads the sentences. At the end of each, students raise their hands and identify question words and answers to them. Points are given for each correct word and for each correct answer. For example:

Teacher- Henry speaks clearly

1- thstudent- WHO? Henry. 2points

HOW? Clearly. 2points

Total: 4 points

Teacher- The dog barked loudly in the back yard all night.

2- thstudentWHO? The dog. 2points

WHERE? In the back yard.2 points

HOW? Loudly. 2 points

Total: 6 points

The corrected error is estimated at a double rate:

3- thstudentHe forgot WHEN.ALL night. 4 points.

IV. DICTIONARY

Purpose: to develop the skill of understanding definitions by ear.

Material Needed: Provide your students with dictionaries that are not only appropriate for their level of knowledge, but also contain, in addition to definitions of words, examples of their use in context.

Description: The teacher finds a suitable word in the dictionary, names the part of speech (verb, noun, etc.) and the first letter of this word, then reads the definition (as well as sentences in which this word can be used). Students try to guess the word. The one who first calls the correct word. The one who first calls the correct word becomes the leader, chooses the word himself and reads its definition.example :

“My word is verb and it begins with the letter ‘t’. it means:

produce thoughts; form in the mild.I often_________ of home.

reason; consider. He is_____ about the problem.

believe; have faith in something. He______ he can do it.”

speech games contributing to the implementation of the following tasks:

. to teach students the ability to express thoughts in their logical sequence;

. to teach students to practically and creatively apply the acquired speech skills;

. to teach students the speech reaction in the process of communication.

I. "Explain yourself".

The teacher says a sentence that can serve as the end of a short story. Students make up their own stories. The winner is the one who most logically sums up the story to its end.
Example:
- Luckily I found people who could swim.
- I jumped up and opened the window.

II. Wright/ Wrong

Game progress: Two chairs are placed near the board. One has a sign "wright ", on another - "Wrong ". The teacher says: The weather is fine today (and it is raining at this time) and points to one of the students. He sits on a chair with a sign “wrong” and says: That "s wrong. The weather is rainy, and then turns to a member of the other team: Look, Pete. The sun is not shining today. The student addressed by the driver takes a chair with a "correct" sign and turns to the next participant.The team that made the fewest mistakes wins.

These are the so-called "preparatory games" that contribute to the formation of speech skills. Such games can make boring work that requires repeating the same structures over and over more interesting and exciting. With the help of games, you can develop observation in describing objects and phenomena, activate attention, develop skills in reproducing what you hear, and much more.

1. Types of games and game techniques for students at an early stage of learning

I also want to offer several game developments that came from my

pedagogical experience and used by me in the lessons with students at an early stage of learning.

1. “If you hear me…”

Selectedleading. The teacher whispers the following words: “If you hear me, clap (dance, swim, skip)!”. Students perform a given action; the driver guesses and calls him. The teacher preliminarily explains the meaning of the phrase “If you hear me…”.

2. "Number and color"

Students sit at a common table. Each student has a card with a number and colored cards in the center of the table. The teacher calls the number and color, for example: “Five - green!”. The student, who has a card with the number five in his hands, chooses and shows a green card. The rest of the students observe and correct it if necessary.

3. "Remember"

The objective of this game is to teach the ability to describe each other's appearance. The teacher calls two students to the board and gives them the opportunity to examine the appearance of the interlocutor for a few seconds, after which they turn their backs to each other and try to describe each other according to the signs that they remember. The winner in this game is the one who last calls the phrase.

For example

He has got gray eyes.

She has got brown hair.

He has a suit on.

She is wearing a green skirt.etc.

4. "Circus"

Students play in pairs. Each pair must prepare a performance of a trained animal. 2-3 minutes are given. Pairs alternately enter the "arena". The “tamer” says: “I have got a tiger.My tiger can run. My tiger can dance. My tiger can jump.”The student in the role of a tiger performs the called actions.

5. "Swap places"

Students stand in a circle. In their hands they have cards with the image of animals. The teacher names two animals. Students who have cards with the image of these animals change places. The game is played at a fast pace.

6. “How many marbles?”

The teacher prepares in advance a small plastic box containing the beads. At the command of the teacher: “Sleep!” students close their eyes. The teacher throws beads into the box. Students determine the number of fallen beads by sound. On command: “Wake up!” “wake up” and answer the question: “How many?”.

7. "Guess the letter"

On the teacher's table are cards with the letters of the alphabet "face down". The student takes the card without showing it. They guess the letter by asking: “Have you got the letter Gg?” The one who guesses becomes the driver.

8. "The best / The best."

Condition: divide the group into 2 - 3 teams, build them into a column and, at the command “To start”, begin dictating letters. Everyone runs up to the board and writes the named letter, passes the chalk to the next player of the team, and he himself stands behind. The teacher dictates the letters at a fast enough pace so that students do not have the opportunity to spy on other teams.

9. "Phone"

The students line up. The teacher speaks a word or phrase in the ear of the first one, which he must convey to the ear of his “neighbor”. It is necessary to explain that you need to speak in such a way that only the student standing next to you can hear. Standing at the end of the line, speaks aloud. If the student said the word or phrase correctly, the last one becomes the first and the game starts again.

10. "Guess the animal"

The teacher prepares a bag or box containing animal toys. He invites students to identify the animal by touch and name it. If the student correctly names the word, become the leader.

11. Game exercise "Collage"

Portraits of students are attached to the board (students draw their portraits or bring photos from home). Alternately going to the blackboard, they point to their portrait, say: “That’s me! My name is Sasha. S-a-s-h-a!" b? and, using the letters of their name prepared in advance from paper, they attach the letters under their portrait.

12. "Who has a family?"

Students play in pairs. One of the partners stands with his back to the group, the second behind him says, changing his voice: “I have got a mother, a father and a sister”. studentschorusaskquestion: “Who has got a mother, a father and a sister?”The first student guesses his voice partner and answers: “Misha has got a mother, a father and a sister”. Changing the voice will bring additional interest to the game.

13. "A funny ball."

Students stand in a circle. The teacher is in the center with the ball. The teacher throws the ball and calls any English word (it can be both from the vocabulary learned and new words), The student calls the word. beginning with the last letter of the speaker

14. "ABC Task"

Students are divided into 2 teams. There are 2 posters on the board. Each has a picture of a house with 26 windows. Each box is a cell for a letter of the alphabet, but not all cells are filled - there are empty cells for missing letters. Students come one at a time to the blackboard and build the alphabet. Evaluated the speed and correctness of the task.

15. "Funny Tree"

Drawn on the board are the trees (one for each team) that grow in the magical forest. Its fruits (drawings) are apple, cat, octopus, sun, apricot, lion, etc. according to the learned vocabulary. And under the tree, the letters crumbled from the trees. Participants need to attach letters to the corresponding word with which it begins.

16. "Champion Game"

Starting the game, the teacher calls the first word. Each subsequent student must name all the previous words in the order in which they were included in the game, and say a new word. If someone forgot a word or mixed up the order, he is out of the game.

. Family- I have got a mother, a father, an uncle, an aunt...

. By whomyouwantto be- I want to be a driver, a doctor, a pilot...

. Food - I'd like to eat an apple, sweets, bananas, a cup of tea…

17. "Let's draw a picture"

Each student needs to prepare a sheet in advance, drawn into 20 cells. The teacher names the words on the topics studied (not only nouns, but also adjectives, and verbs, and even phrases). Students must draw! each word, which corresponds to its own cell. Then the teacher calls the number of the cell, and the task of the students is to “restore” the word with the help of their drawing.

18. "The Comb"

The group is divided into 2 - 3 teams. Write a long word for each team on the board. Representatives of the teams take turns running up to the board and writing words that begin with the letters that make up the original word, vertically. Words of one command should not be repeated. The first team to spell the words correctly wins. Words can be of different parts of speech, as long as they are longer than the words of rivals.

19. "Remember the Words"

Students are asked to quickly look through the list of words, and then name words that contain a given letter. Whoever can name the most words wins.

20. "Invisible Words"

The leader is selected. His task is to write the word, but he “writes” the word with his hand in the air. The task of the rest is to write down the words in notebooks. The winner is the one who correctly wrote down all the words.

21. "Hide-and-Seek in the Picture"

A large picture of the room is required. The driver (one of the students) "hides" somewhere in the picture, writes on paper where he hid and gives it to the teacher. Children, asking the driver general questions, “look for” him in the picture. To make it more like real hide and seek, you can read the saying in unison:

bushel of wheat, bushel of clover;

All not hid, can't hide over.

All eyes open! Here I come.

Are you under the bed?

Are you behind the door?

Are you on the chair?

Are you in the box?

22. "Let's Count Alphabet"

The teacher suggests doing math. But the numbers here are replaced by letters. Each letter has its own serial number (according to alphabetical order). To correctly solve the examples, you need to count the serial numbers of the letters. Answers must also be in the form of letters.

C+R=? 3+18=21 C+R=U

23. Good morning

1 student comes to the board and turns his back to the group. The teacher gestures to one of the participants and he says to the driver:Good morning Kolya.The driver, recognizing the voice, replies:Good morning Masha.Now Masha becomes the driver and the game continues. To make it harder to guess, you can change voices. In the very first lessons, phrases of greeting and farewell are used. At an advanced level, these can be micro-dialogs:

Hello Masha! How are you?

Hello Kolya! I'm fine. thank you.

24. "Clap - Clap"

The teacher names the words on the topic studied. Students should clap after each word. If a word from another topic is called, there is no cotton.

25. "Let's go on a bus"

The teacher calls one of the students who will be the "bus driver". He walks around the group and shows cards (with learned vocabulary) to the rest of the students. If the students say the word correctly, they "get on" the bus, holding on to the waist of the person in front.

26. "Numbers"

This game trains students' counting skills very well. You need to complete the following tasks:

Name the numbers that are divisible by 2, 3

Name all even numbers

countdown

27. "What sound did I have in mind?"

The teacher names a chain of words in which the same sound occurs, and the students guess this sound.

28. "Eatable - Uneatable (Edible - inedible)"

The players stand in a line. If the teacher calls something edible, they catch the ball and translate the word (correctly - they remained in the game, incorrectly - they dropped out of the game).

29. "Find the stranger"

It is necessary to cross out an extra word from each group of words and explain on what basis the choice was made.

Cheese Sausage Butter

Coffee Juice Fish

Hungry Coffee Milk

30. "Last Word Chain"

To start the game, the teacher says the first sentence. The next student must come up with a sentence that would begin with the last word of the previous sentence. If the participant finds it difficult, he skips the move, and the move proceeds to the following:

I have got a cat.

The cat is grey.

The gray cat is under the chair.

The chair is near the table.

The table is in the room.

31. "Wider Circle"

Draw a circle on the floor. Students stand around. The teacher shows a transcription icon and says the words, if the children hear this sound, they jump into the circle.

32. Name Circle

Students sit in a circle. The teacher starts the game with the phrase "My name is ..." The one sitting on the left continues "Her name is ... My name is ..." Thus, each participant in the game calls all the previous ones and himself.

33. "True is a lie"

The teacher names the sounds and shows the corresponding transcription icons. Sometimes makes mistakes. Students must find the error.

34. "Confusion"
1 participant names some part of the body, for example, the head, but touches the hand. Tell the students to follow those commands and touch the exact part of the body that you name, and not the one that the leader touched. You can name parts of the body by adding numbers to them. For example: one, two, three - hand!

35. "Where Is It?"
The leader closes his eyes. Participants hide any object. The facilitator opens his eyes and asks: “Where is the…?” They help him find the hidden object, giving clear instructions in English: “The pen is at the bag….”

36. Animals and Birds
The host imitates the voices and habits of any bird or animal, and the players guess by asking questions.
Do you live in Africa? What color are you? Are you a …?Whoguessed right, becomesleading.

37. "Simon Says"
LeadingHe speakssuchphrase: “Simon says: “Stand up (Sit down, Run, Touch your nose, Jump…)””.Participants must follow all commands only if they have an introductory phrase “Simon says” in front of them.

38. "Imitators"
You name any animal, bird or profession, and students try to mimic, voice and gesture to depict the name. Whoever does it better is the winner.

39. Colors.
You name a color in English, for example, red. Students must find the named color on their clothes or in the classroom, touch it and repeat its name.

40. Crocodile

The game not only allows you to consolidate vocabulary on the topic "Animals", but also develops in children such a quality as artistry. The rules are simple: the host depicts any animal, and the rest of the students guess it. You can’t make sounds, for example, meow, etc. The one who guesses the word first becomes the leader.

41. "Buyers"

The group is divided into 2 teams. One team can "buy" only words in which the letter "c" is read as [s], and the other - words in which this letter is read as [k]. The teacher at a fast pace shows the children cards with the words carrot, cat, center, cinema, nice, club, welcome, city. The task of the team is to have time to voice the word (“buy” it).

42. "Hunters"

Transcriptions of the words are taped to the board. 2 "hunters" are called; everyone has their own bag. The teacher calls the word, the children are looking for its transcription. Whoever found the word first, he removes the “prey” from the board and puts it in his bag. The one with the most cards wins. The winner then demonstrates his “loot” to the guys by taking the cards out of the bag and reading them.

42. “I have got a gray mouse”

Children become in a circle. The teacher is in the center and shows some toy, saying: “I have got a gray mouse”. The student he is addressing must agree with him: “Yes, you "ve got a gray mouse." Sometimes the host “makes a mistake” and calls the wrong color of the toy. For example, “I've got a green fox”. from the game.

43. Blocks

The game is played with dice. On each side of the cube is a word for a certain sound. Players, throwing a die, name the drop-down words. (You can play in teams using two/three dice.)

44. "What words do you know?"

The teacher calls the sound/letter and shows the students how many words they need to remember. Then the teacher asks the question: "What words for this sound/letter do you know?", and the participants recall and name the words for the given sound/letter.

45. "Chinese whispers"

Arrange cards on the board. Divide students into two teams. The first team members approach the driver, and he whispers the instruction: "Give me the doll, please / Put the car on the table / Etc." Then they return to their teams and whisper the instructions to the next player in the chain. When the instruction reaches the last player of the team, he must execute it as quickly as possible. If everything is done correctly, the team gets a point.

E.A. Barashkova notes the following game application ruleswhen teaching a foreign language:

Before suggesting a game, ask yourself: why is this game needed, what does it give. Playing for the sake of playing is a waste of time. The teacher should always clearly set a didactic goal. Students do not need to be told. The game, of course, has its own, purely game purpose. Put it in front of the students.

Do not try to solve two problems with one game: work out new grammatical material and learn new words. Students may get pleasure from the game, but there will be no benefit. Determine what your main goal is. Get her. If you need to practice a new grammatical structure, then the vocabulary should be familiar. If your task in this game is to memorize new words, then you need to do this on well-learned grammatical material.

When conducting games, the teacher must take into account someguidelines :

Prepare methodological material in sufficient quantity;

Decide what role the teacher will take on: observer, assistant, participant;

Think about how to organize feedback at the end of the game;

Make notes, comments, notes, remarks, questions that arise during the game.

N.I. Arzamastseva notes somewhat differentguidelines when playing games:

A new game is started by the teacher (the role of leader), and then this role is transferred to a well-prepared student.

The same game is repeated several times by substituting new lexical units.

At the early stage of education, it is necessary to teach students to comment on their actions in a foreign language.

It is desirable to give the game the character of a competition in order to get the greatest effect from it.

Conclusion

Thus, having studied the role of the game in the learning process and considering the need to use didactic games in English lessons, we can conclude that the educational and developmental value of learning in a game form lies in the content and focus on solving the problems set by the teacher.

With the help of the game, you can ensure the active participation in the lesson of each student, stimulate verbal communication, contribute to the formation of interest and desire to learn a foreign language. The game is an excellent way to spur students on, make them work actively in the lesson. After a difficult oral exercise or other tiring activity, a fun game is the perfect opportunity to unwind. The use of various games in a foreign language lesson contributes to mastering the language in an entertaining way, develops memory, attention, ingenuity, maintains interest in a foreign language. Games in foreign language lessons should also be used to relieve tension, monotony, when working out language material, and when activating speech activity.

The use of games and game moments in foreign language lessons is an important method for stimulating the motivation of students' educational and cognitive activity.

The teacher offers to name all the subjects on a topic with the corresponding letter. Whoever names more wins.

Card letters

The teacher distributes 3-4 pictures between students, which depict objects known to them. Then he calls the letter, and the students must raise the corresponding cards to this sound, letter. (You can, as an option, complicate the game. The teacher raises the pictures without naming them. Students must name the word and raise the corresponding letter). Whoever runs out of cards first wins.

Telegrams

The teacher writes the word on the board. Each student must come up with a telegram (one or two sentences), in which the first word begins with the first letter written on the board, the second - with the second, and so on.

The letters crumbled

The word is written in large letters, then cut. Children must collect it. “Guys, I had a word, but it fell apart. Help me collect." The one who collects faster wins. (As a grammatical version of this game, you can use a split sentence. This method is very effective when teaching how to build questions, negatives for different tenses)

3. Lexical games for learning English

Delete extra word

The teacher offers different cards of 4-6 words. The student must find one extra that is not tied to others on the topic. For example, cow, dog, wolf, sheep, cat, horse - the odd word is wolf - does not apply to the topic "Pets".

What's missing?

Items on a specific topic are laid out in front of the children. Then the students close their eyes, one of the objects is removed. Close your eyes. open your eyes. What is missing?" ( you can appoint a child as a leader)

4. Grammar games

Write "my verb" correctly

The teacher writes several sentences on the board or cards, for example, on the topic of Present Continuous. In places where auxiliary and semantic verbs should be, omissions are put (semantic verb in the form of an infinitive). Students must fill in the blanks. But, after giving 4 children cards “is, am, are, ing”, who walk and check the correct spelling of sentences. For example: "Did you forget to use me?" Here, children must not only choose the right word, but also put it in the appropriate place.

Hide and seek in the picture (prepositions of place).

The teacher pre-selects a picture with an image of any room. One of the students "hides" in this room, for example, under the table. He writes down his place on a piece of paper and gives it to the teacher. Children try to guess where he would hide. The one who guesses becomes the leader.

This is my spot

This game is very effective in learning different tenses and building sentences. Each player is given a card with one of the members of the sentence (I, do, at home, in, and so on). The teacher says the sentence in Russian, and the children should, accordingly, become in the right order.

5. Games to develop listening skills

Guess who came

One student comes to the board, he is blindfolded. Other children from the class come up to him in turn and greet him, ask how things are, get to know each other or practice other lexical topics. The driver must find out who is talking to him now by voice.

Children's drawings

The teacher should give homework in advance, for example, draw his room or family, toys, books. It all depends on the topic being studied. In the next lesson, the drawings are attached to the board (you can use not all, but 3-4). The teacher talks about one of the pictures, and the students have to guess whose picture is being described.

6. Outdoor games, one way or another, are connected with lexical, grammatical or phonetic material.

We listen to the team

For example, the game may be aimed at practicing prepositions. In this case, it is better to carry it out with some object, for example, a high chair. The teacher calls the command and the preposition, and the children perform: on the chair, under the chair, etc.

Reading the map

Children are given empty columns - tables in advance. The whole class is divided into two teams. In turn, one of the participants runs up to the map, finds the desired name there and writes it down on a piece of paper. The team that completes the task faster wins.

Pay attention.

Each participant is given a card with a specific word. Children sit in a circle. The teacher names one of them. As soon as the student hears his word, he must stand up, run a circle and return to his place. Those who miss their turn are out.

7. Games for the development of speaking skills

Chain

The teacher starts the story by saying the first sentence. The children continue along the chain. (For example: I get up at 7 o'clock. I take a shower. I have breakfast ....) You can complicate the game like this: each subsequent student repeats all the previous sentences, and in the end, the last one must tell the whole story. Another version of the chain: each subsequent sentence begins with the last word of the previous one.

We write a story.

Participants receive sentences written on cards, they read it on their own, comprehend it, do not show it to anyone. The teacher says the first, and the rest, according to the logical sequence, should insert their own. At the end, the whole story is read correctly.

For children of preschool and primary school age, games can often be used in English lessons. For middle and senior management, it is better to include some elements. After all, remember - children, of course, like to play, but gradually they should move on to independent activity, the ability to read a textbook and find information there, use all available resources. Therefore, it is better to find a middle ground between game lessons and learning activities. Then the children will not be bored, and they will master the relevant skills.

This is my nose
Children like to correct the mistakes of others.
Showing his hand, the teacher says: "Oh, something is wrong with my foot!"
Pupils correct “with your hand!”
But the teacher continues:” I don't hear, something is wrong with my nose!” (pointing to the ear, for example).
Children laugh and correct.
Further, the role of the leader is played by the student, who turns to his classmates in turn. If the called student corrects correctly, he becomes the leader.

How many pages?
The teacher brings some interesting books. And asks:
How many pages are there in the book?
(Pupil 1): There are three hundred and fifty pages.
- No, less.
(Pupil 2): Three hundred.
- Less.
(Pupil 3): Two hundred and fifty.
- More.
(Pupil 4): Two hundred and eighty.
- That's right.
The one who guesses gets the right to be the first to look at the book.

Pantomime
Game to consolidate the vocabulary "Morning of the schoolboy".
A group of children goes to the board and each of them imitates an action with gestures and facial expressions.
Teacher: Guess what each pupil is doing.
Pupil 1: This boy is doing his morning exercises.
Pupil 2: That girl is washing her face.
Pupil 3: This boy is putting on his red scarf.
it. d.

Family
We choose a leader and a group of 5-6 students.
The leading student leaves the class, and the teacher tells each of the group who will play which role (mother, father, son, etc.).
Children start doing things.
The leader returns and, looking at the group of students, answers the questions of the teacher: Who are they? What are they doing?

Clothes
The teacher gives the student 5-7 drawings depicting items of clothing. He shows them to the class, calling them in English.
Then the leader guesses one of the objects, and the children, putting questions in turn, try to guess this object.

Who is the first?
We give each of the playing students a sheet with a drawn chain of squares and a set of cardboard squares with letters of the alphabet.
The teacher (leader) calls a word in Russian or shows a drawing depicting an object.
Students pronounce the word in English, and then lay out the word from the given letters.
The game can be made more difficult if you give the task to make a sentence with this word.
The winner is the one who completes the task first.

My aunt went to town
The teacher explains that the students should complete the phrase My aunt went to town and bought… word., denoting an item of school use or clothing.
Pupil 1: My aunt went to town and bought a book.
Pupil 2: My aunt went to town and bought a book and a bag.
Pupil 3: My aunt went to town and bought a book, a bag and a ruler.
If a student cannot say his word, he is out of the game.

Time
Children are divided into two teams. The game has several options.
1. Take a model of a clock with arrows that are easy to move. Moving the arrows, the teacher asks students from both teams in turn What time is it now? For each correct answer, the team receives one point.
2. The teacher starts the story but does not finish the last sentence. For example, I have a friend. Her name is Anna. She gets up at…. And puts the hands at 7 o'clock. The student repeats the last sentence and ends it with the words seven o'clock in the morning. If he is wrong, the team gets a minus. The team with the fewest mistakes wins.
3. The teacher stops the clock at 7:15 and asks everyone to say what they are doing at that time. The answers might be: I open the window and do my morning exercises at 7:15. My mother lays the table at 7:15.
4. Using the clock layout, you can repeat or reinforce the use of verbs in the past or future tense. Teacher, moving arrows, asks: What did ypu do yesterday at half past four? What will you do on Tuesday at a quarter to 5? Crossing the river
On blackboard schematically pictured Creek. Two teams cross it in different places along the pebbles, conditionally marked with squares (10 squares for each team). To step on a stone, in each square you need to enter a word from the topic covered.
If the word is spelled incorrectly or does not match the topic, the team skips a turn.
The team that gets across the stream faster wins.

Game number 1. Zoo.

Game description:

For the game "Zoo" you need to draw animals, cut them out. Make a poster - a zoo, with cages for animals. On each cage write the name of the animals in English.

"The zoo is in trouble! All the cages have opened and the animals have escaped! Help! Help, please! Help! Help, please! Can we help find the animals and put them in their cages?" Children must find their own cage for all the animals.

Purpose of the game:

To consolidate vocabulary on the topic "animals", to instill interest in the subject being studied.

Game number 2. What's missing?

Game description:

For the game "What is missing?" you need to lay out school supplies on the table (or you can make drawings and hang them on the board).

Children stand around the table, memorize objects, then turn away, close their eyes. The facilitator removes one of the items and says "What is missing?" (What is missing?). The students turn around looking for the missing item, the first one who saw calls the item in English. (For example: Pen is missing.). This game can be played on any topic being studied (numbers, animals, colors, etc.)

Purpose of the game:

To consolidate vocabulary on the topics studied, to continue work on the development of mindfulness, to instill interest in the English language.

Game number 3. "Don't yawn, do it without mistakes!"

Game description:

For the game "Don't yawn, do it without mistakes!" the children stand at their tables. The host calls the verbs of motion in English (for example: run - run, jump - jump, swim - swim, etc.). Children perform the appropriate movements, those who performed incorrectly, sit in their place. The game ends when the most attentive ones remain. The game can be played with musical accompaniment. This game can replace the physical minute needed in each lesson.

Purpose of the game:

Repetition of words on the topic "verbs-movements", continue the development of mindfulness.

Game "What is your name?".

Game description:

Make cards with the names of the children in English in advance. At the lesson, distribute the cards, ask them to remember your card. Then collect the cards, mix them up and lay them out on the table. Have the children come up and each find their own card. Allow them to take their card and return to their seats.

Purpose of the game:

Teach children how to write their own name, recognize it among others.

The game "Boni is a liar".

Game description:

Put Boni's paper clown on your hand. Say, turning to the children: "Boni is a deceiver. He loves to lie. Now I will begin to name the number of objects on the table, and then I will ask Boni how many objects he sees on the table. And you decide, he says he is deceiving the truth."

Point to three flowers and say: I see (three) flowers. Let the children make sure that there are three flowers on the table. Ask with Bonnie : How many flowers do you see? Bonnie: "I see two flowers!" Tell the children: "Well, you see, Boni is a liar."

Keep asking Bonnie questions, let him cheat, and the children correct him by counting the items on the table.

Purpose of the game:

Consolidation of numerals, develop attentiveness in children, instill love for the subject being studied.

Game "Draw and guess!" (Draw and guess).

Game description:

The teacher quietly tells each child what he needs to draw (furniture or clothes):

Draw a pillow, please. (Draw a pillow, please).

Draw jeans, please. (Draw jeans, please).

After the drawings are ready, the children take turns showing the others their work and asking: What is it? (What is it?).

Other players try to guess what it is and ask, for example: Is it a dress? (This dress?).

After the drawing is guessed, another child shows his drawing.

Purpose of the game:

Consolidation of vocabulary on the topics of clothing, or furniture, develop attentiveness in children, instill a love for the subject being studied.

Game "Do like me!" (Do as I do!).

Game description:

The teacher shows actions and pronounces commands. Children follow the instructions of the teacher.

I wash my face! Do like me! (I wash my face! Do as I do!)

Then the teacher only calls the commands without showing them. Children follow commands. After that, a leader from the children is selected, he stands in front of a group of children and says commands. You can show the following actions:

I wash my face, hands, eyes, ears, nose, lips, head.(I wash my face, hands, eyes, ears, nose, lips, head.).

I brush my teeth. (I brush my teeth.)

I comb my hair. I comb my hair.)

I have a shower. (I am taking a shower.)

I take a soap. (I take soap.)

I turn off the tap. (I turn on the faucet.)

I wipe my hands. (I dry my hands.)

Purpose of the game:

It will help children to consolidate the names of body parts, vocabulary of the lesson and some commands.

Relay-Race game. (Relay race).

Game description:

Children are divided into two teams and stand in two chains one after another. Team captains (the first in the chain) hold "magic" wands-pointers. At the teacher's command "Show me a ..." (for example: Show me a clock!), the first players of each team run up to the picture, find the object named on it and point it out with a pointer, pronounce its name in English, run back to their team and pass the "magic wand" to the next player, and they themselves become the last in the chain. The following players find and name the same item. the team wins, all the players of which were the first to find the clock in the picture and returned back. The game can be made more difficult by offering each player their own word.

Purpose of the game:

It will help children to consolidate the vocabulary of the lesson and some commands, develops mindfulness in children.

Game "Magic Sack" (Magic Sack).

Game description:

Items related to the theme (for example, fruit models) are placed in a beautifully decorated bag. The child puts his hand into the bag, determines by touch what he took, and calls the object in English. after that he pulls it out and shows it to everyone else. Children determine whether the player guessed correctly or not by saying "Yes" or "No".

the item is then put back and the pouch is offered to the next player.

Purpose of the game:

Help memorize the vocabulary of a given topic, develop attentiveness and instill interest in the subject being studied.

The game "Broken telephone" (Broken phone).

Game description:

Children sit in a line. if the group is more than 8 children, then they are divided into 2 teams, and each team gets one word. The teacher speaks the word or phrase being studied into the ear of one child, the children in a chain pass it into the ear of the player sitting next to him. the last one in the chain must say loudly and correctly the word or phrase that the teacher said. If the word is said incorrectly, who in the chain made a mistake is checked. The teacher asks to repeat this word correctly. The game continues with another word.

Purpose of the game:

Help children memorize words, phrases and pronounce them correctly, develop attentiveness and understanding of English speech.

Game "Ball" (Ball).

Game description:

The teacher quietly but clearly pronounces the word to the illustration (for example, Egg-egg) and throws the ball to the child, who catches it and loudly pronounces the word he heard. If the word is named correctly, the teacher asks: "Show it to me" (Show it to me).

The child approaches the picture, looks for and shows the egg depicted there. The teacher says the next word and the game continues.

Purpose of the game:

Memorize the vocabulary of the lesson, the development of mindfulness in students.

Phonetic games:

Target : setting the correct articulation of the organs of speech of students when pronouncing individual English sounds.

1) Playing Airplane . [ v ]

Have you ever played "airplane"? Probably, you spread your arms like wings, leaned forward slightly - and now you are already flying. Little Englishmen also love to play this game. But instead of sound [g], they say sound. let's play "English" airplane:

The plane is traveling up in the sky

vvv-vvv-vvv.

Moving so fast and ever so high

vvv-vvv-vvv.

Over the land and over the sea

vvv-vvv-vvv.

But we always come back in time for tea

vvv – vvv – vvv .

This game can be played with movements, using it as a physical education minute. Only the teacher can speak the verse, and the students can pronounce the sound, but in more prepared groups, all students can learn the verse.

2) Go, my little pony, go! [ ou ]

Have you ever seen a pony? Of course. Ponies are very popular in England. This is why when little Englishmen play they often imagine they are playing with ponies. They even came up with a special rhyme to make the horse run faster:

go , my little pony , go !

Go! Go! Go!

Go, my little pony, go!

go ! go ! go !

gallop , pony , gallop , go !

This game can be played with movements, using it as a physical education minute.

3) Monkey Talk . [ð]

It seems to me that you can all portray little monkeys very well - how they build faces, how they chat. Monkeys in an English zoo speak English. And when they pronounce the sound [ð], they try very hard - they try so hard that they show their tongues to visitors. An angry monkey shouts at everyone: “They, they, they”, and the learned monkey speaks like a poet: “ Thee, Thee, Thee»:

Little monkey in the tree

This is what he says to me

“They, they, they

Thee, thee, thee.”

Monkey jumps from limb to limb

While I chatter back to him:

“Thee , thee , thee

They , they , they ”.

Only the teacher can speak the verse, and the students can say the words “Thee, thee, thee, They, they, they”, but in more prepared groups, all students can learn the verse.

Lexical games :

1) How many pages? Target:number training over 20. (III )

The teacher always has a lot of beautiful books on the table. One day he asks the children, pointing to one of the books: - How many pages are there in this book?

Children try to guess: - There are ...

2) Champion Game . Target:consolidation of vocabulary on the topic of the lesson, memory training.

Vereshchagina I.N., Pritykina T.A. EnglishII :

Family (lessons 10 - 18) - I have got a mother, a father, an uncle, an aunt ...

Who do you want to be (lessons 19 - 25) - I want to be a driver, a doctor, a pilot…

Games and sports (lessons 55 - 62) - I like to play leap - frog, hide - and - seek, volleyball ...

Vereshchagina I.N., Pritykina T.A. EnglishIII :

Food (lessons 28 - 38) - I'd like to eat an apple, sweets, bananas, a cup of tea…

Clothing (lessons 64 - 74) - Yesterday I bought a pair of shoes, a pair of boots, a hat, a cap, a sweater…

3) Let ’ s draw a picture . Target:consolidation of vocabulary on the topics covered.

Vereshchagin And. H, Pritykin T. AND. English languageIII (People in the family, Daily life, Food, Holidays):

My mother's daughter, go to school, sports ground, five o'clock, play chess, birthday, a box of sweets, eggs, take a shower, read books, ice-cream, husband, parents, get up, teeth, breakfast, a cup of coffee, have a party, a present, celebrate.

Grammar games :

1) Hide-and-Seek in the Picture. Target:practice using prepositions of place.

bushel of wheat, bushel of clover;

All not hid, can't hide over.

All eyes open! Here I come.

Vereshchagina I.N., Pritykina T.A. EnglishII (Where are your toys?( lessons 44 - 54)):

- Are you under the bed?

- Are you behind the door?

- Are you on the chair?

- Are you in the box?

2) Act as you say. Target: training usepresent continuous.

The task is to execute commands with comments. 3 students play: 1 - gives a command, 2 - performs and says what he is doing, 3 - describes the actions of the second.

Vereshchagina I.N., Pritykina T.A. EnglishIII (daily life (lessons 14 - 23)):

1 - Play volleyball. 2 - I am playing volleyball. 3 - He/ She is playing volleyball.

1 - Wash your face. 2 - I am washing my face. 3 - He/ She is washing his/ her face.

1- Do exercises. 2 – I am doing exercises. 3 – He/ She is doing exercises.

3) magic box . Target:consolidation of the use of the studied temporary forms.

The teacher has cards in a bright box. Children draw one card at a time. Task: it is necessary to compose a story (it can be playful), using the verb written on the card, in all known tense forms. The teacher draws a card first and completes the task as an example. If possible, all actions can be illustrated with facial expressions, gestures.

Vereshchagina I.N., Pritykina T.A. EnglishIII :

- Take a shower!

I take a shower every day. I am taking a shower now. But I didn't take a shower yesterday because I went for a walk with my dog and came home late. Tomorrow I will take a shower because I will do exercises.

Strong students are the first to respond. After completing their assignment, they can help weaker students or take another card and complete the assignment in writing.

4) Theater . Target:training in the formation of affirmative, interrogative, negative forms of the studied tenses.

The class is divided into two teams. Each team member is given cards - roles with the components of the proposal. With the help of these “roles”, participants ask questions to rivals, rivals answer them, lining up and forming a sentence.

Vereshchagina I.N., Pritykina T.A. EnglishIII :

time

what

you

school

Spelling games:

1) The Comb . Target:consolidation of the studied vocabulary, development of spelling skills.

The class is divided into 2-3 teams. Write a long word for each team on the board. Representatives of the teams take turns running up to the board and writing words that begin with the letters that make up the original word, vertically. Words of one command should not be repeated. The first team to spell the words correctly wins. Words can be of different parts of speech, as long as they are longer than the words of rivals.

m a r a t h o n

o n a u u o r o

t i b g e l a v

h m b u s i n e

e a i s d d g m

r l t t a a e b

y y e

2) Invisible Words. Target:development of spelling skills.

3) Remember the Words . Target:formation of spelling memory skills.

Students are asked to quickly look through the list of words, and then name words that contain a given letter. Whoever can name the most words wins.

4) Let ’ s Count Alphabet . Target:alphabet control.

C + R =? 3+18=21 C + R = U

Speech games:

Auditory games:

1) clap – clap . Target:development of skills of semantization of vocabulary by ear, development of memory.

The teacher names the words on the topic studied. Students should clap after each word. If a word from another topic is called, there is no cotton.

Vereshchagina I.N., Pritykina T.A. EnglishII :

· Games and sport ( lessons 55 - 62):

Volleyball, basketball, hockey, tennis, leap-frog, gray bird , hide - and - seek ...

· Family ( lessons 10 - 18):

Grandmother, grandfather, uncle, teacher , sister, brother…

2) Which is the picture is? Target:development of listening skills.

In advance, the teacher gives the children the task of drawing the toys that they have at home and where they are for the next lesson. In the next lesson, 3-4 drawings are attached to the board. The teacher describes one of the drawings. The children listen and have to determine what kind of picture they are talking about.

Vereshchagina I.N., Pritykina T.A. EnglishII (Where are your toys?( lessons 44 - 54)):

I have got many toys. I have got a big gray elephant. My elephant is on the chair. I have got a small blue - and - white parrot. It is in the box. My sister has got two dolls. They are under the table.

3) good morning . Target:development of listening skills.

1 student comes to the board and turns his back to the class. The teacher gestures at one of the students and he says to the driver: "Good morning, Kolya". The driver, recognizing the voice of a classmate, replies: “Good morning, Masha”. Now Masha becomes the driver and the game continues. To make it harder to guess, students can change their voices. In the very first lessons, phrases of greeting and farewell are used. At an advanced level, these can be micro-dialogs:

- Hello Masha! How are you?

Hello Kolya! I'm fine. thank you.

Speaking:

1) Last Word Chain . Target:development of monologue speech skills, skills of constructing a logically coherent statement.

To start the game, the teacher says the first sentence. The next student must come up with a sentence that would begin with the last word of the previous sentence. If a student finds it difficult, he skips a move, and the move passes to the next student:

Vereshchagina I.N., Pritykina T.A. EnglishII (Where are your toys?( lessons 44 - 54)):

I have got a cat.

The cat is grey.

The gray cat is under the chair.

The chair is near the table.

The table is in the room.

Vereshchagina I.N., Pritykina T.A. EnglishIII (holidays (lessons 42 - 45)):

I like Christmas.

December is in winter.

Winter is my favorite season.

The season I don't like is autumn.

2) Make a story . Target:the formation of a coherent monologue or dialogic statement and the activation of the relevant skills and abilities.

Each participant receives a card with one sentence from a particular story. He is not allowed to show it to other participants or write it down - he must remember it. 2 minutes are given for this. The cards are then collected and the teacher reads the story. The players listen to it, and then each of them, in accordance with the logic of construction, in turn name their proposal. Strong students get more complex sentences, while weak students get simpler ones.

Vereshchagina I.N., Pritykina T.A. EnglishIII (Nature (lessons 91 - 93)):

AT MY GRANDFATHER'S

My sister and I enjoy living in the country. We usually spend our summer holidays at our grandfather's. He lives and works in the forest - he is a forester. He lives in a small house. He has a garden.

Different plants grow in his garden. It's very beautiful there. There is a lake near the house. The lake is full of fish. Near the lake there are high green hills and large fields. A lot of different flowers grow in the fields. The forest is full of mushrooms and berries. Different birds and animals live on the hills and in the forest. Grandfather knows and loves them all. He knows a lot of things about animals: where they live in winter and in summer, what they eat, what they like to do, how they teach their children and play with them.

He knows all about birds, too. When a bird is singing he can say what bird it is. In winter, when there is not much food in the forest, he gives the birds something to eat.

Grandfather likes .the forest. He always says that the forest is full of wonders.
We like to listen to grandfather's stories about the forest's won ders

These games can help you diversify your lessons. Study them - and you will not have to spend time preparing, you will always have an interesting game in reserve.

Don't laugh, don't smile

Think of any subject. The trainer asks questions like:

What do (did, will, does) you (your friend) eat (for dinner)?
Where do you usually sleep?
Who is your best friend?
Who has helped you?

The student responds without smiling with this word: “I ate (eat) a dog”, “A ball is my best friend.”

The trainer gives his funny comments to the answer (possible in Russian): “Now it’s clear why all the dogs ran away from our city.”, or something like that. Only the one who answers should not laugh, and the more others laugh, the merrier. Do not slow down the pace of questions, maximum questions. Achieve quick responses by reducing communication lag (the time between asking a question and starting to answer).

Recommendations: You can play this game indefinitely, practicing almost all lexical and especially grammatical topics, but taking breaks so that the student does not get used to one game. You can also change: the student asks questions, the teacher with the group answers. You can also ask questions for a mixture of times, but first you need to explain that the answer must be in the same time as the question.

Crosses and spots

For this game, you can use a card, or simply spread out the words on cards or 3 * 3 pictures. When playing, observe the principle of gradualness. The player covers the place with a chip if:

Named the word in English;
Translated it into Russian;
Gave 3 forms of the verb (if it is a Past Ind. topic);
Compiled a simple sentence, such as “I like horses.”;
Gave a sentence with an extension: “I like to eat ... for dinner.”, “There is a TVset in the corner of the room.”;
Compiled a sentence in the 3rd person singular, or in Present Cont .;
Created a question (general, special);
Made up a negative;
Compiled a complicated sentence with if, when, because, for example “He is strong, because he does morning exercises every day.”

Recommendations: “Crosses and spots” are applicable only for students who can confidently play this game in Russian, and who are painless about their own loss. The game is applicable at any stage to raise the emotional tone of the student.

Guess a word (an action) with pantomime

You can work with any lexical topic - even with adjectives.

Puppet-show

Working out colloquial phrases: acquaintance, greeting, telling about yourself, any questions.

Recommendations: This is a game for toddlers and elementary school students with soft toys, voice changing, dressing up. The game can get more difficult at different stages. For middle school students, give the statement: “You are puppet theater actors and show a play to children in kindergarten.”

Chain

The game consists in laying out pictures with actions (nouns, adjectives, prepositions) in a chain. Walking along this chain, the student says simple sentences (you can speed it up):

I like apples. I like plums. I like...
He is strong. He is fat. He is...
He was in the park yesterday. He was in...
We slept in the fridge yesterday. We ate soup yesterday...
We wear trousers in autumn. We wear sandals in summer...
He can jump in the kitchen...

Recommendations: This game is applicable to any grammar topic (He is going to ..., We'll ...) If you put an X or? - respectively, negative or interrogative sentences are drawn up. If you put time markers on the picture, you can work out a mixture of tenses and different types of sentences. You can give markers or pronouns as the child progresses along the chain, practicing the element of surprise and reducing the communication lag. This increases the effectiveness of the training. To increase the child's interest in the game, make very funny sentences (for example, you can “mix up” the seasons, location, never, sometimes ...).

Transformation

The purpose of this game is to practice the speed of modification of various grammatical structures. The essence of this game is best explained by the following example:

Level I: “I clean my teeth.” -> She -> “She cleans her teeth.” -> They -> “They clean their teeth.” -> Not -> “They don’t clean teeth.” -> He -> “He doesn’t clean teeth.” -> Why -> “Why does he clean teeth?” -> Where -> “Where does he clean teeth?” -> We -> “Where do we clean teeth?” ->

Level II: Now -> “Where is he cleaning teeth?” -> Yesterday -> “Where did he clean teeth ...

For each correct answer, the student receives a chip, whoever gets the most chips wins. If it becomes difficult to continue, you can take a new model and work with it.

Puzzle

This game, as a rule, ends a lexical or grammatical topic. The student is asked to write a mini-story like "Puzzle". After the student's story, consisting of individual sentences on a given topic, his partner must guess what or who was encrypted. In the topic “Appearance” this is a person - the hero of a fairy tale, film or cartoon, an actor, singer, classmate; in the topic “Animals” this is some kind of animal; in the topic “Food” - any product or dish; in the topic “City” - some famous city, etc.

Recommendations: Repeat the whole cycle many times to achieve fluency in the use of vocabulary, give reward points for the most complete story at a good pace. Use the repetition of the topics covered to increase the tone of students and excitement in the game.

Cards

This game uses cards with 3 types of words: semantic verbs, adjectives and nouns. Before starting the game, select the cards you need (already known to students) for a separate part of speech or for a mixture. Each player takes 3 or 4 cards. The rest of the cards remain in the "bank". The first participant moves, the second "interrupts the move", choosing from his cards any one with which you can make a proposal together with the one that the first player was like. If the proposal is made correctly, the student who made it takes both cards to himself (to his points). If the proposal is made incorrectly, the walking participant loses his turn, and the next player makes an offer with either three or two cards, and in case of a correct answer, he takes them to himself (to his points). If one of the players wants to score a large number of points at once, he must put his 2 or 3 cards on his turn, which he must combine in one sentence. It is advisable to make funny sentences. After each round, all participants take 3-4 cards from the bank.

Recommendations: The rules in this game can be modified depending on what goal you are pursuing (what time or mixture of times is worked out, denial, questions, ...) You, too, at the beginning of the game must take part in it as one of the players, but slowly yield to students, achieve excitement.

teacher

This game can be used multifunctionally. The game begins with the fact that you choose a student to be a teacher, and he teaches part of the lesson for you. Beforehand, of course, you must clearly articulate to him what needs to be done:

Throwing the ball, check the words and their translation from Russian into English and vice versa;
Ask questions in English, giving out tokens for the correct answer;

ten things

This is a conditional name of the game, the essence of which is that all participants draw 3 - 5 - 10 objects, and, having exchanged their drawings, write or say what their partner will do (does, has already done, etc.) with these items. Suggestions can be funny. You can ask questions about these items, you can say or write what will not be done with these items.

You can complicate the conditions of the game: one participant draws 3 - 5 objects, the other writes the same number of actions. Then both drawings are connected together and the resulting sentences are compiled. For example, the first was Tvset, and the action was jump. Suggestion: I jump over (on) Tvset with my brother/

Another version of this game - everyone writes 5 - 7 names of subjects, and the teacher asks: “What will you take for a trip? And why?” or “What did your mother give you as a birthday present and why?” Questions can be the most unexpected. Participants answer, trying to explain logically, based on the list of items that they have. You can make funny comments along the way.

You can also draw or write 3 - 5 - 10 actions (regular verbs) and exchange sheets, after which “foretell the future” to each other. There are some very interesting predictions. Moreover, you can change the setting: “What had he done, before guests came?”, “What did you do on the Moon” (it all depends on the grammatical tense).

Recommendations: This is a very effective game that can be used both in an oral lesson and in an individual lesson. When using this game in an individual lesson, it is necessary to give all participants the opportunity to read the resulting sentences (to maintain interest).

dictations

Instead of the traditional dictation, you can use a whole chain of spelling games:

Write any combinations of sh, skate, ch, a, wh, th, w, and below them ask the student to write any words with these combinations. You can give 1 - 2 combinations, you can 4 - 6, depending on age and level of training. But do not overdo it: the student should be interested and not very difficult. Combinations can be given immediately after going through the rule in the booklet, but make sure that the student already writes well and collects these words from the cut alphabet. For first graders, use this method only in exceptional cases.
Write several letters on a piece of paper, for example: s, k, t, ... The student's task is to write words starting with these letters.
After students read the text or perform listening, you can give the task to compete who will write more words from the text, excluding and, but, I, he, etc.
In the process of studying any lexical topic, you can give the task: Who will buy more products (Food), who will visit more places (City).

These tasks are very effective for students of all ages. For the advanced level, the conditions become more difficult.

Offers for expansion

They are carried out in writing or orally according to a separate proposal or picture. Before starting, show the student how to do it in Russian, demonstrate the possible “extensions”:

adjectives;
of, for, with, direct and indirect objects;
Circumstances of place (where), time (when), course of action (willingly quickly), conditions (if, because).

The element of competition is that it is necessary to compose the longest (by number of words) sentence. This exercise can be done orally, expanding one by one: I bought flowers. - I bought beautiful flowers. - I bought flowers for my sister. And so on, as long as there is room for expansion.

Change the story

Based on the story, it is necessary to change some words to get a new one, slightly changed: instead of in the morning - in the evening; an old man - a young girl; quickly - slowly; ...

Write a story

Write different words (nouns, adjectives, verbs) and some expressions (in the morning, at last, ...) and have them make up a story with them. Element of competition: whoever has the most interesting or longest story wins, etc.

Music Passage

A student or trainer brings several cassettes with different pieces of music. the coach puts passages that are different in their orientation. They listen for 1 minute, then the student tells what images or memories were inspired by this music. All types of music can be used.

Maze or Empty blocks

To play, you need a dice dice and some chips. One of the options for playing the "Labyrinth" is selected (cells can be for prepositions, for adjectives, for verbs, or empty). Students in a pair take turns throwing a die, moving across the field according to the points that have fallen out, making sentences with words in a cell, according to the grammatical topic being studied. The trainer can give the task to make up questions, negatives, or statements with interrogative words, or for a mixture of tenses (alternating cards with markers that lie side by side). When working with empty cells (Empty blocks), you can use any color pictures on any lexical topic, which are drawn from a stack of cards lying nearby. If the student does not make a mistake, he moves forward. If he makes a mistake, he takes a step back. Game conditions can be changed.

Bingo

A field with many pictures is placed in front of the student. Compiling a sentence with the pictured word, the student covers this picture with a chip. The goal is to fill in a horizontal or vertical row of pictures. Tasks can be on any lexical or grammatical topic. The partner controls the game, and if he notices an error in the sentence, he does not allow him to put a chip.

ball game

Two students in a practice room toss a ball to each other to eliminate the communication delay. Tasks can be different: a) Translation of words from Russian into English and vice versa on any topic, b) Answering questions, c) Compiling a simple sentence with a given word on a given grammatical topic, d) Compiling a similar statement, etc.

Card game

Two students receive cards on any grammatical or lexical topic. The cards are divided in half and dealt to the players. One makes a move, lays down a card, and makes an offer with his card. The other "interrupts" him, laying down his card and making up his proposal. Errors are controlled and not counted. Whoever has no cards left wins.

Magic Pouch

It is very convenient for a teacher to have a box with all sorts of objects in his room: a bump, an old candlestick, a wallet, an interesting box, a kinder surprise toy ... and anything unusual, fun. These things must be in a closed box and the student must not see them. Before the lesson, the teacher can put several items from this box into the bag and invite students to guess these items by asking questions on the grammatical topic they are studying, or previously studied grammatical topics. If the teacher wants to fix a certain topic in affirmative sentences, he explains to the student the task, what they call, what he did yesterday, last summer, on vacation, on vacation with this subject “You cut it yesterday|last summer”, he answers “yes” or not". The student guesses the object after a while. You can use this game at any level, even on the first topics of “to be” (what object - color, size, material, where it is usually located), who has it more often (grandmother, girl, child). You can use this version of the game - one of students, without looking into the bag, describes the object by touch. Other students ask questions or make statements about him, he denies or confirms. Emphasis on the game, interest, communication in English, the use of structures, and not on what we actually do with this subject in life.

Guess who said?

This game is used during the study of the topic "Direct - indirect speech"

One person leaves the room, others (students and teacher) say one phrase at a time and choose a leader. The student who came out returns and the leader says to him: “Someone said that ....” (and substitutes the phrases that the participants said, making the changes that are needed when translating from direct to indirect speech).

The student who entered guesses who said what, and voices it: "Vasya said that ..."

This is a lot of fun, the students try to confuse the newcomer by coming up with phrases that, logically, should come from another person (it is known that Vasya is fond of singing, and therefore Petya says that he loves to sing. So they try to confuse).

At first, they work only with affirmative sentences, then the tasks become more complicated: interrogative and negative sentences. The same is true with times.

English teacher at Bilim Innovation Lyceum for gifted children. Teacher blogger, trend researcher. Writes to the instagram channel Proactive.teacher about modern techniques and teaching methods, shares book reviews. Fan of personal efficiency.

What to do if your students come to class tired? For example, if it's Monday morning, or if your lesson came next after a difficult algebra test?

Kinetic games provide your students with the energy they need and add variety to your English class. Using outdoor games, or simply allowing students to move in your lesson is a great way to activate their creative abilities, develop their physical and intellectual qualities, such as dexterity, attention, observation, logical thinking.

These exercises and games can be adapted to different ages, but are mainly designed for students in grades 7-9, with an elementary, pre-intermediate level of English.

Game "Fly Swatters"

For this game, the teacher prepares cards with learned or new words in advance and attaches them to the board. We also need one judge who will count the points of the teams.

The students are divided into two teams. The teams line up in two lines. The first two students from the teams come closer to the blackboard. The teacher gives them fly swatters. Then the teacher calls the word in Russian and the task of the students is to hit the card with the English equivalent as quickly as possible, “slam” this word. The one who was first brings one point to his team and passes the fly swatter to the next player on his team. The student from the other team, who did not have time to hit the word first, remains at the board until he hits the next word first. If students hit a word that is not the correct translation, they lose one point.

Dance to Classroom Energizers video

The Learning Stations (YouTube) channel contains English children's songs and energetic dances.

These dance instruction videos are not only an opportunity to practice English, but also a break from learning grammar.

Change the arrangement of desks and play Taboo

It is about organizing the work of children. In some classes, it will be more interesting for students to work in groups, sometimes you can remove all the desks altogether, sit in a circle and play Taboo.

Rules of the game: the teacher prepares cards with words in English in advance, for example, 30 words for the last unit, then the students take these cards in turn and try to explain them in other words, that is, to convey the meaning of the word without naming it. For example, on my card there is the word "Ambitious", this word can be explained as follows - "A person who wants to be successful". The one who guesses the word receives a card. The student with the most cards wins.

Change "seated activity" to "walk around" activity

Can arrange Mingling- this is when students take cards with questions on Speaking, move freely around the classroom, ask each other questions in English and fill out their cards.

You can give all students such tables as "Find a person who ..." and they can just walk around the classroom, ask questions and mark on their lists of classmates who, for example, can swim or play a musical instrument. Or you can divide the students into pairs and give each card A and B, the student with card A will ask questions to the student with card B, and vice versa.

You can play basketball

It's also a good idea to go outside the classroom, such as into the school lobby, courtyard, or gym. In the gym, you can divide the students into two teams, give each team a basketball, and assign a leader. The leaders will take turns calling definitions in English, and with the correct translation, the students get the right to throw the ball into the basket (+1 point for hitting and +1 for correct translation of the word).

M&Ms activity

For this game you will need two packs of M&Ms. You prepare in advance cards with tasks on the colors of the pills, for example,

Red - tell us about your hobby.
Yellow - Tell us about your family.
Brown - tell us about your plans for the summer.

Then you divide the students into two groups, ask each group to stand in a circle, give them M&Ms and a task card. In turn, the students help themselves to a dragee and, depending on the color, speak for a minute on a certain topic.

Pin a reading assignment on the wall

Instead of giving children the task of reading the text in the textbook, you can transfer these texts to the walls in the classroom or outside. In this way, you will give students the opportunity to move and discuss assignments.

Running dictations

You can play Running dictations, divide students into pairs and invite them to choose roles, one of them will write down information (writer), and someone will find it (reader / runner). The teacher turns on the timer. The first student comes out, reads the information, tries to remember it and pass it on to his partner. The partner writes down the information, and then the teacher checks who completed the task faster.

Games for the summer language camp:

"Painting". Topic: Vocabulary + Listening. This fun exercise will help you determine your new charges' English vocabulary when you first meet the group. So, draw a "picture frame" on the pavement with a height = 2m and a width = 0.5m x the number of people in the group. Divide the "picture" in height into three approximately equal parts: sign the top one "sky", the middle one - "sea" and the bottom one - "land". Have the children "color the picture" with birds, waves, flowers, etc. When the "painting is complete," line up your pupils around its perimeter. To get started, ask, for example: "Where" s fish?". Children should jump together into the sector "sea". Then say, for example: "Where" s the sun?" and the contestants jump to the "sky" sector. After you ask, suppose: "Where are trees?" , children need to deftly jump into the "land" sector without stepping over the borders. When you are sure that the participants are comfortable with the rules, start the elimination competition. In this case, after each of your questions, the child who jumped into the desired sector last or stepped beyond its boundaries leaves the playground. If you see that the participants can easily cope with the task, start to complicate the lexical material, using words such as "clouds", "boats", "grass", etc. The competition continues until there is only one winner left.

"Rainbow". Topic: Vocabulary + Listening. This entertaining competition will help you determine the English vocabulary of your new charges when you first meet the group. So, ask the children to draw a rainbow with each stripe about 0.5 meters wide. When everything is ready, you announce, for example: "River!" and all the children run into the blue sector. Then you say, say: "Apple!" and the children jump to the red, yellow or green sector. After you make sure that the children understand the rules, start the elimination competition, while complicating the vocabulary. In this case, the child who was the last to jump into the desired sector or stepped beyond its boundaries is eliminated from the competition, which continues until there is only one winner left in it.

"Flower field". Subject: Vocabulary. This exciting activity will also help you to determine the lexical level of knowledge of the English language of your new pupils, but only at an older age. So ask each child: "What"s your favorite subject?". Tell those who find it difficult to name their favorite school subject in English. If the answers are the same, ask questions like: "What" s your second choice? flower. Next, they write in the circle the name of the given object. Help those who do not know how to spell it. When everyone is ready, have the children complete the task of painting petals for their "flowers", each of which contains a word associated with this object. For example , for "Maths" this associative array might look like this: number, ruler, square, plus, calculator etc. In the final, the "petals" are counted and the winner is determined.

"Hunters". Theme: Animals. Mark both ends of the site with lines: write "village" behind one, "forest" behind the other, and sign the space between them "field" . Line up the children behind the start line, i.e. "on the edge of the village". The first participant in the lesson takes a step "towards the forest", for example with the following words: "I"m going to the forest to hunt a bear". The second child walks while saying, for example, the following phrase:"I" m going to the forest to hunt afox", etc. After all participants in the competition take one step, they also step a second time in a chain, etc. If "the hunter finds it difficult to name the animal he is going to hunt", then he skips his turn, but he does not drop out of the competition.The winner is "the hunter who reached the forest the fastest."

"Cat and sparrows". Subject: Vocabulary. Draw a circle with a diameter of about three meters. Choose a "cat" that stands in the center of the circle. The rest of the children, in the role of sparrows, line up outside the perimeter of the circle. You specify a lexical topic, let's say: "Clothes!". One of the "sparrows" behind the "cat" jumps with both feet into a circle, pronounces a word of a given category (for example: "T-shirt!") and jumps back. The "cat" must catch the "sparrow" until it has both feet on the territory outside the circle. At this time, another "sparrow", which is behind the "cat", jumps into the circle, naming a word on this topic, etc. Each "sparrow" must name three words that have not been spoken before, and then step aside. If the "sparrow" repeated the already named word, then the round ends ahead of schedule. The wrong "sparrow" becomes a "cat" in the next round, where you set a new lexical category. If the "sparrows" manage not to repeat themselves, then the caught participant becomes the "cat" in the next round. If the "cat" for the whole round could not catch the "sparrow", then he continues to lead the next one. The fun continues until each of its participants, at least once, has been in the role of a cat.

"Stitches-tracks". Topic: Vocabulary + Spelling + Alphabet. For this competition, you will need colored crayons according to the number of children in the group, as well as a small box. So, draw two houses about 1m x 1m in size, about ten meters apart. Give each child a piece of crayon of a certain color and invite them to draw a winding path about ten centimeters wide from one house to another. When everyone is ready, put all the crayons in the box. Then, taking out one piece of chalk, write, say, with red chalk "Family", blue - "Jobs", green - "Countries", etc. After that, Student A, without looking, takes one piece of crayon out of the box. Suppose he got a blue crayon. Then he gets up in the first house at the beginning of the blue path. At your command "Ready!... Steady!... Go!" , it says the first word of the given category, for example: "Hairdresser!". Then he steps to the beginning of the path, placing his heel to the border with the house and saying: "H!" . Then he takes a second step, placing the heel of the other foot close to the toe of the previous one and saying: "A!" etc. until the word is fully spelled. Then it is the turn of Student B, taking the crayon out of the box, to stand at the beginning of his path, and so on. When all participants in the competition have named one word each, Student A says the second, and so on. The winner of the competition is the participant who first reaches the second house.

"Creek". Theme: Colors + Listening + Alphabet. Here is the original version of the popular "Twister". So, in the middle of the site, draw a stream about three meters wide. Have each child draw with colored chalk "at the bottom of the pebble" about fifty centimeters in diameter. When everything is ready, stand "on one side of the stream." Have the children line up on the other side in that order. what are the first letters of their names in the alphabet. After the participants line up, you give Student A, for example, the following commands: "Green!... Red!... White!... Blue!... Yellow!" . He, jumping "from stone to stone" of the flowers you named, "gets over to the opposite bank of the stream." Once next to you, he names five colors for Student B. If he was able to cross "to the other side of the stream" without stepping beyond the boundaries of the colored circles, then he, in turn, gives commands to Student C, and so on. If Student B could not cross "to the opposite shore using the stones" of the indicated colors, then he leaves, and Student A continues to be the leader, and so on. The round continues until there is one participant on the opposite side from you, who starts the second round by giving commands to Student A, etc. To complicate the task, the leaders can give commands with their backs turned "to the stream". The competition continues until there are two winners left.

"Carpets". Topic: Geometric shapes + Listening. At one end of the site, draw two rectangles approximately 2m x 3m in size. At the other end of the playground, draw a start line and line up the children behind it. For grades 1-2, draw geometric shapes in front of the starting line and sign their English names; for grades 3-4 - just write the titles without making any drawings; for grades 5-6 do not write or draw anything. After introducing the new words to the children, divide them into two teams, each of which lines up in a column one after the other. Give the chalk to the team members in front of you. When everything is ready, you announce, for example: "Circle!" . The first players run to their "carpets" and draw a circle on them. Then they come back and pass the crayons to their comrades. You issue the following command, say: "Triangle!" etc. It is better for you to stand in the middle of the distance to ensure that the participants do not step over the starting line, and that they draw the correct figures. If there are few participants in the team, then everyone runs the distance two or three times. The team that finishes the relay first wins, provided that its participants did not have errors in the outline of the figures. Otherwise, the victory goes to the opponents.

"Compote soup". Subject: Products. Draw two huge pans on the pavement. Divide the group in half. One team will have to "cook soup in their own pot", i.e. write in the form as many names of vegetables as possible. The other team will "cook compote in their pot", i.e. write in the template the names of fruits. In the final, the words are counted and the winning team is determined, "putting the most ingredients in their pot." To make the lesson more mobile, you can conduct it in the form of a relay race, i.e. draw pots at one end of the site, and draw a start line at the other. Team members take turns running up to their "pots" and write one word at a time.

"Architects". Topic: Vocabulary + Listening. Here is the original version of the relay. So, at both ends of the site, draw on the asphalt one square about 1m x 1m in size. Divide the site with two parallel lines passing at a distance of about two meters from each other. Divide the group into two teams that line up behind the start lines with their backs to each other, with you between them. Provide each group with chalk, which will also act as a relay baton. On your command, for example: "Draw a roof!", one participant from each group runs towards his "house" and finishes the roof. When they return, you give their comrades something like this: "Draw a door!" etc. If there are many members in the groups, you can add nouns like "tree", "road", "bicycle", etc. The team that draws their house faster and better wins.

"Crocodile". Subject: Listening. Here is a favorite pastime of English children. So, draw a river on the pavement so wide that the children can easily jump over it. Build your pupils "on one shore", and yourself, in the role of a crocodile, stand "on the other." Children shout to you: "Who can cross the river, Mister Crocodile?". You answer, for example: "Someone whose name begins with the letter V". Participants whose names begin with the sounded letter jump over "to the opposite bank." Then the children again ask you the same question that you answer, let's say this: "Someone who"s wearing something orange" etc. The round continues until one participant remains "on the other side", who will become the "crocodile" in the next round. The exercise continues until each child has been in the role of a crocodile.