Municipal budgetary educational institution
basic secondary school of Belgovskoye rural settlement
English teacher
2016-2017 academic year year
| Introduction……………………………………………………………………..... | ||
| I Educational games in English lessons……………….. | ||
| 1.1. Phonetics games…………………………………………………………………… | ||
| 1.2. Spelling games ………………………….………………... | ||
| 1.3. Lexical games………………………………………………………………... | ||
| 1.4. Games with phrases……………………………………………………………..... | ||
| 1.5. Grammar games…………………………………….......... | ||
| 1.6. Games for learning to read……………………………………….. | ||
| 1.7. Games for teaching listening……………………………………. | ||
| 1.8. Games for working with the alphabet…………………………………… | ||
| 1.9. Games for teaching speaking……………………………………. | ||
| 1.10. Mixed games…………………………………………………………….. | ||
| 1.11. Communication games………………………………………….......... | ||
| I I Playful physical education lessons in an English lesson............. | ||
| Conclusion……………………………………………………………… | ||
| Bibliography …………………………………………………….. | ||
| Annex 1…………………………………………………………... | ||
| Appendix 2…………………………………………………………… |
Introduction
A game - universal remedy, which helps a foreign language teacher turn a rather complex learning process into an exciting activity that students love. The game allows you to involve even a “weak” student in the learning process, since it demonstrates not only knowledge, but also intelligence and resourcefulness. Moreover, a student with weak language training can become the first in the game: resourcefulness and intelligence are sometimes more important here than knowledge of the subject. A sense of equality, an atmosphere of passion and joy, a sense of the feasibility of the task - all this gives students the opportunity to speak freely in a foreign language.
The game is also universal in the sense that it (in different types and forms) can be used at any stage, both with beginners and with knowledge of the material at a fairly good level and with any age categories of students. Moreover, one cannot overestimate the help that a game can provide when learning a foreign language, since we are less likely to encounter the material studied in this subject in everyday life than with materials studied in other subjects.
The game can and should be introduced into the process of teaching a foreign language from the first lessons. With the help of games, you can develop observation skills and activate attention. The game promotes the development of creative abilities, personal creative potential, raises self-esteem, and develops the ability to make independent decisions. With the help of the game you can develop memory, attention, perception, learn new skills, develop skills and just have fun and relax.
Games are an active way to achieve many educational goals:
For example:
Reinforce the material you just covered;
The game is a very successful solution to repeat what has been done;
Games are an excellent way to stimulate students, to make them actively work in class when they have to do less pleasant things;
A game is a technique for changing activities after a difficult oral exercise or other tedious activity;
Playing is the perfect opportunity to relax;
Games help relieve inhibitions, especially if the element of competition is eliminated or minimized. A shy and weak student will feel more confident and will participate more actively in the game if the goal of the game is just to have fun and not count points and win. Although the element of competition often adds excitement and increases activity, it is precisely this element that creates great psychological pressure on students; they are afraid of not being able to cope with the task, which takes the shy and lagging behind from the game;
Fast, spontaneous play increases attention, enlivens, improves perception;
The game allows the teacher to correct students' mistakes quickly, as they go along, without allowing them to become deeply rooted in memory;
Games help you remember deeply and for a long time. Students tend to remember things they enjoyed doing;
Games make the learning process, sometimes difficult and tiring, fun, and this increases motivation to learn;
Students are very active during games because no one wants a good time to end quickly because of it, hence games make them fight;
Games can be used at the beginning or end of a lesson in order to divide the lesson into two parts and relieve tension, which is decided at the discretion of the teacher. It is important that the work brings positive emotions and benefits, and, in addition, serves as an effective incentive in a situation when children’s interest and motivation to learn a foreign language begins to wane.
The reasonable use of games in the classroom and their combination with other methodological techniques contribute to the high-quality learning of the material and make the process of cognition, which becomes a necessity for students.
I Educational games for English lessons
Play, as you know, is the main activity of a child. It is a kind of common language for all the children. At the same time, a game is a teaching tool that activates the mental activity of students, makes the learning process attractive and interesting, and has an emotional impact on teachers. This is a powerful incentive to master the language.
According to psychologist A.A. Leontyev, the motivation created by the game should be presented along with communicative, cognitive and aesthetic motivation. All this taken together constitutes the motivation for learning. The most powerful motivating factor are teaching techniques and methods that satisfy the needs of schoolchildren in the novelty of the material being studied and in the variety of exercises performed. The use of a variety of teaching techniques helps to consolidate linguistic phenomena in memory, create more lasting visual and auditory images, and maintain the interest and activity of students.
I consider a foreign language lesson as a social phenomenon, where the classroom is a certain social environment in which the teacher and students enter into certain social relationships with each other, where the educational process is the interaction of all those present. The use of role-playing and language (speech) games provides ample opportunities for activating the educational process. Language games promote activation in classes and develop their speech initiative. The game form of work makes it possible to repeat and consolidate learned lexical units and standard phrases, diversify the forms of the lesson and maintain students’ attention during the lesson. A game serves as a means of increasing the effectiveness of a lesson only when it is pedagogically and methodologically targeted. It is necessary to gradually introduce more and more new types and types of games, modify and complicate their content and material. By playing in foreign language lessons, students practice speech activity, which thanks to this is automated and constantly expanding.
1.1. Phonetics games
Among the phonetic games, the most prominent are riddle games, imitation games, competition games, games with objects, and attentive games. The following games are useful in developing pronunciation:
The funny little clown
The poems contain some exercises that develop the mobility of the speech apparatus.
I am funny little clown.
I say, `Ah (a:) – oo (ou) – ee (i) – oo`
My mouth is open wide
When I say `Ah, ah, ah`.
I draw my lips far back.
When I say`Ee, ee, ee`
My lips are very round.
When I say `Oo,oo,oo`
`Ah – oo-ee-oo`
`Ah – oo-ee-oo`
I am a funny little clown.
Work on the game consists of two stages:
A) learning a poem with students;
C) theatricalization of the poem.
What sound did I have in mind? (game is a riddle)
The teacher names a chain of words in which the same sound occurs. The first person to guess gets the right to make his own riddle. For example: mother, father, daughter, teacher or fat, map, cap, sat, dad.
Name the word (game with an object)
The leader throws the ball to the students one by one, calling out the word in which this sound is heard. For example: fat, map, cap, sat, dad or mother, father, teacher.
Truth is a lie (attention game)
A) The teacher names the sounds, pointing to letters and letter combinations, and the students must detect the error, if any.
C) the teacher shows sound cards and names them, and students must raise their hands if they find an error and correct it by naming it correctly.
Tongue twister (game - imitation)
Students try to pronounce a tongue twister, phrase, or poem for a certain sound after the teacher. For example:
Abl a ck c a ts a t on a m a t and a te a f a t r a t.
W hy do you cry W illy?
W hy do you cry?
W hy W illy, w hy W illy,
W hy W illy, w hy?
They practice and develop pronunciation skills: sentence intonation, phonemes. You can use a game called Intonation Game.
Riddle game
What sound did I have in mind? A number of words are named in which the same sound occurs. The first person to guess gets the right to guess his riddle.
Playing with an object
Say the word. The presenter throws the ball to the participants one by one, naming the word in which this sound is heard.
"I spy"
Teacher: I spy with my little eye.
Something beginning with.
Children name the words they know that begin with the sound: bear, big, ball... the winner is the student who names the last word.
game “I hear - I don’t hear”
The teacher names words that contain the letter “N”. The student raises his hand if he hears this letter in the word. The one who names the most words wins.
“Guess what word is encrypted here”
The English alphabet is numbered. The number means the number of the letter in order as it appears in the alphabet.
Encryptions of English words are offered, for example, 6,1,13,9,12,25 (family)
WIDE AND NARROW VOWELS.
Goal: developing phonemic hearing skills.
Progress of the game: the teacher names the words. Students raise their hand if the sound is pronounced widely. If the vowel is pronounced narrowly, you should not raise your hand. The team that made the fewest mistakes wins.
WHO WILL READ CORRECTLY?
Goal: developing the skill of pronouncing a coherent statement or text.
Progress of the game: a short poem or an excerpt from it (counting book, tongue twister) is written on the board. The teacher reads and explains the meaning of words and sentences, and draws attention to the difficulties of pronouncing individual sounds. The text is read several times by the students. After this, two to three minutes are given for memorization. The text on the board is covered and students must read it by heart. Two or three readers are allocated from each team. Points are awarded for error-free reading; For each mistake, one point is deducted. The team with the most points wins.
WHOSE TEAM WILL SING THE SONG BETTER “WHAT IS YOUR NAME ?”
The winning team receives five points.
Singing in foreign language lessons allows each child to be included in active cognitive activity and creates the prerequisites for collective work in an atmosphere of positive emotions.
Dunno and WE.
Dunno came to the class. He will study English. Now the guys don’t just repeat the sounds, they try to teach Dunno the correct pronunciation. Dunno shows the children transcription signs, and the children call them in unison. And in order to check how the guys remembered these sounds, Dunno begins to make mistakes. If the sound is pronounced correctly, the children are silent, and if incorrectly, they clap their hands together.
WHO RNOWS THE SYMBOLS OF THE SOUNDS BETTER.
The teacher pronounces English sounds, and the children show the corresponding transcription signs. You can modify the conditions of the game: the teacher shows transcription signs, and the called students pronounce the corresponding sound or word containing this sound.
SENDING A TELEGRAM .
The class chooses a leader. The teacher asks him to imagine himself in the role of a telegraph operator and send a telegram - spell the words, pausing after each word.
1.2. Spelling games
The purpose of these games is to practice writing English words. Some games can be designed to train students' memory, and some can focus on certain patterns in the spelling of English words.
Goal: developing the skills of combining letters in a word.
Progress of the game: the teacher writes a word in large letters on a piece of paper and, without showing it, cuts it into letters, saying: “I had a word. It crumbled into letters." Then he shows the letters and scatters them on the table: “Who can guess what word it was faster?” The first one to write the word correctly wins. The winner comes up with his own word, tells the teacher or writes and cuts it himself and shows everyone the scattered letters. The action is repeated.
DUTY LETTER
Goal: developing the skill of recognizing the place of a letter in a word.
Progress of the game: Students are given cards and asked to write as many words as possible in which the specified letter is in a certain place.
For example, the teacher says: “Today we have a duty letter “O”, it comes first. Who can write the most words in which the letter “O” comes first?”
TELEGRAMS
Goal: development of spelling and lexical skills.
Progress of the game: the teacher writes a word on the board. Each player must come up with a telegram in which the first word begins with the first letter of the word written on the board, the second with the second letter, etc.
PICTURE
Purpose: checking the mastery of spelling of the studied material.
Progress of the game: each participant receives a picture depicting objects, animals, etc. Team representatives go to the board, divided into two parts, and write down words corresponding to the objects depicted in the picture. After the student has written a word, he must read it and show his picture. The team that writes down all the words faster and with fewer errors wins.
1.3. Lexical games
When teaching reading, it is advisable to use games on cards, riddles, crosswords, teawords, games like “Find the word”, “Find the proverb”.
Secret Letters.
Words naming animals. They are missing letters. Students must insert them.
Lottery.
Representatives of the two teams take turns taking out cards with the names of items from the box and placing them under the headings `Clothes`, `Shoes` or `Healthy and Unhealthy food`.
Alphabetical Order. (A word puzzle.)
If you arrange the letters of any word in alphabetical order, it will seem quite strange to you, even if this word is very familiar to you. You can organize a game:
ABELT (You it at it)
ACHIR (You sit on it)
EFIR (You make it when you are in camp and you cold)
ALMP (You switch it on when it is dark)
CEHLOST (You put it on when you go to the street)
ABHT (Do you like it hot or cold?)
CEHIKNT (A room where you cook dinner)
ADEGNK (A place where flowers and vegetables grow)
ANSWER: 1. table; 2.chair; 3.fire; 4. lamp; 5. clothes; 6. bath; 7. kitchen; 8.garden;
What we wear
The teacher quickly names words on the topic, and the students cover the named word with a picture. The teacher walks through the rows and determines which of the children completed the task correctly and faster than others.
| a school uniform | shoes with high heels | jeans with a lot of pockets |
| a coat with big button | a T-shirt with red stripes |
Solve the crossword puzzle
The chalkboard is divided into two parts. The teacher draws a crossword puzzle at the top of each part and writes clues at the bottom. For example:
My aunt is a doctor and me…… is an engineer.
This is a fork and this is a…..
We had English yesterday and we are going to have it……
I know seven colors: red, yellow, blue, black, brown and ……
I don`t like washing with cold……
(Answers: uncle, knife, today, green, water)
In my room there is a sofa, a wardrobe and a …….
Books, exercise – books and many other things are made of……
I go to….. at nine o`clock.
There is an…. near the apple – tree.
In winter we like to ski and to…..
(Answers: table, paper, bed, apple, skate)
Representatives of the two teams take turns writing the required words into the cells of the crossword puzzle. The team that solves the crossword puzzle first without making any mistakes wins.
A chain of letters.
How many words can be found in this chain?
CATCHAIREADDRESSPORTTHISIT
"Learn words using rhymes"
1) The monkey loves semolina very much.
2) I have reached the top in English! Pig, I know there will be – pig
3) Each of the guys will understand: bird - in English bird
4) The naughty fox has a lush red tail - fox
5) In the circus he is a great talent, a mighty elephant - elephant
6) A green frog jumped onto our doorstep - frog
7) Suddenly I wanted a toy. I will buy a bunny: hare – hare
8) In every country it has a name: in Russian - bear,
in English – bear
9) A little chicken walked around the yard and chirped.
10) Everyone knows the chicken, in English it is hen
"Sports training"
One student shows an action without naming it, for example play tennis. The rest must say this action in English.
game “Touch faster!” (touch faster!)
The teacher asks the children to stand up, then quickly commands: Touch your eyes! Touch your nose! Touch your feet! Touch your ears! The student who fails to complete the command, or who completes it incorrectly or last, is eliminated.
TEACHER AND STUDENTS
During the oral introductory course, students are introduced to a large number of lexical units. And the game “Teacher and Students” provides great assistance in mastering these words. The student in the role of the teacher asks questions to the student, showing a picture of a certain object, to which he answers. Then the players change places. I try to pair someone who is poorly prepared with someone who is well prepared.
SHOOTING AT TARGETS
The first one writes or names a word starting with the last letter of the previous one, etc.
IN THE SHOP
On the counter of the store are various items of clothing or food that can be purchased. Students go to the store and buy what they need.
P 1: Good morning!
P 2: Good morning!
P 1: Have you a red blouse?
P 2: Yes, I have. Here it is.
P 1: Thank you very much.
P 2: Not at all.
P 1: Have you a warm scarf?
P 2: Sorry, but I haven`t.
P 1: Good bye.
P 2: Good bye.
ASSEMBLE YOUR PORTFOLIO
The whole class participates in the game. They come to the board at will.
Teacher: Let's help Pinocchio get ready for school.
The student takes the objects on the table, puts them in a briefcase, naming each object in English:
This is a book. This is a pen (pencil, pencil-box)
In the following, the student briefly describes the subject he is taking:
This is a book. This is an English book. This is a very nice book
1. 4. Games with phrases
Game for attention
The teacher quickly shows the class picture after picture and says, for example: “I have got a bottle of milk.” Students agree ; “Yes. You have got a bottle of milk." Sometimes the teacher “makes a mistake” and calls something that is not what he is showing.
What is it ?
Two teams play. The teacher brings to class a “black box” containing objects. These could be school supplies, toys, animal figurines, etc. Players from both teams take turns coming to the table, and they are asked to touch the object and answer the question: “ What is it ?».
If the student guesses the item, his team gets a point. “It is a...”
1.5. Grammar games
Plural (body parts)Plurals .
The teacher throws the ball to the child, calling a noun (body part or something else) in the singular. The child names this noun in the plural and throws the ball to the teacher.
Nonsense
The teacher names sentences that are not true, for example: “We wear school uniforms when we go to the theater.” Students correct phrases that are “wrong from their point of view.” ": "We do not wear school uniforms when we go to the theater."
PLAYING WITH A PICTURE
To better assimilate the structures in the Present Continuous by students, you can use a game with a picture. Schoolchildren are asked to guess what a particular character depicted in a picture that they have not yet seen is doing. Guys ask questions, for example: P 1 : Is the girl sitting at the table?
T: No, she is not.
P 2: Is the girl standing?
The student who guesses 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 training GRAMMAR FORMS.
The cards contain several pictures depicting some kind of human action, for example: skating, playing chess, reading a book, etc. There is one picture on the chip. 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 doing.
If correct, he gets a chip.
BE CAREFUL
The goal is to automate skills in using general questions.
A. Can a boy swim? Q. 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?
COMMENTATOR
Students take turns performing actions and commenting on them, for example: I am sitting. I am standing up. I am going to the window.
The teacher gives the student a card for each correctly named action. The winner is the one who collects the most cards.
WHAT DO YOU LIKE TO DO ?
The goal is to activate general issues in speech.
One of the students makes a guess about what he likes to do, the rest ask him questions: Do you like to swim? Do you like to play football? Until they guess. The one who guesses becomes the driver.
HAVE YOU …
Purpose: to train students in the use of general questions with the verb to have. Toys are laid out on the teacher's desk. Students are asked to look at them and remember them. /you can first repeat all the names in English with the students/. Then the students turn away, and the leader takes a toy from the table and hides it behind his back. The remaining toys are covered with newspaper. Students ask questions to the presenter: Have you a cat? Have you a dog? etc. and so on until one of the students guesses the hidden toy. He takes the place of the leader.
One student leaves the class. At this time, some changes occur in the class: one or two students change their places at their desks, a chair moves, a window opens, etc. When the driver returns, he must answer the question
“What has changed?” that is, name everything that has changed in the class. For example: The window was shat, now it is open. Pete was at the first desk, now he is at the third desk. The score can be team or individual. For each correct sentence, the team /or student/ receives one point.
1.6. Games for learning to read
Compositor
I write a word on the board, for example "representative". Students make new words from the letters of a given word, which the teacher or the students themselves write on the board. For example : present, nest, tea, part, test, art, sir, rat, ten, train, vase, sea, pie, pine, pet, pen, pan.
Super secretary.
The class is divided into two teams. One player from each team goes to the board and writes down sentences as dictated by the teacher.
Two first letters .
I will ask students to think of words whose first two letters are the same as the syllable written on the board. For example:
Been sat
Belong salt
The verb to have is well learned in the game “Button”. All students hold their palms in a boat shape. The presenter puts a button in the hands of one of them, and the other presenter must guess who has it. The second presenter addresses the student: “Button, button! Have you a button? No,” he hears in response and addresses the same question to another student. The game continues until the host guesses who is holding the button; however, he can ask only three questions. This game prepares students for dialogical speech.
A game:
To process more complex phrases with the verb to have, the game "Fast Train" can be used. A moderate pace of pronouncing a phrase is suggested, for example: “I have a book in my hand.” After a while I warn you that the train is picking up speed and accelerating the pace of pronouncing the phrase. All students are in a hurry to pronounce the phrase in order to “keep up with the train.”
Children stand in a circle with a leader in the middle. Children dance in a circle and sing a song:
One and two,
The student opposite whom the driver happens to answer the question. Next verse:
Who is she?
This question is answered by the driver, opposite whom any of the students find themselves.
Children stand in a chain and pass a toy behind their back. The driver counts to 10 and commands: Stop! And after that he tries to guess who has the toy, while asking the question: Do you have a dog? If he guessed right, the student answers: Yes, I do and becomes the driver.
Children dance in a circle and say a little rhyme:
One potato, two potatoes, three potatoes, four;
Five potatoes, six potatoes, seven more potatoes.
As soon as the counting ends, the children must name the name of the one on whom it ended: His name is ... whoever did not have time or did not correctly name her or his sits down.
“We are nice”
Children stand in two lines opposite each other. The teacher asks you to repeat each line after him, accompanying the words with gestures:
I am nice (point to self)
You are nice (point to the person standing opposite in another line)
We are nice (children in each line point to everyone standing next to them)
And you (point to everyone standing opposite)
He is nice (point to boys)
She is nice (point to girls)
They are nice, too (indicate to everyone)
“Where do you live?”
The game goes along the chain. Children pass the ball to each other with the words:
Uch .1: You are a crocodile. Where do you live?
Lesson 2: I live in the river. (addressing the next student) You are a frog. Where do you live?
Uch .3: I live in the pond. You are a horse. Where do you live?
Uch .4: I live in the farm. You are a bear. Where do you live?
Uch .5: I live in the forest. You are a dog. Where do you live?
Uch .6: I live in the house. You are a tiger. Where do you live?
Lesson 7: I live in the zoo.
1.7. Games for teaching listening skills
It is well known that speech is one of the most important means of communication. Communication can be done orally and in writing. Oral speech is a means of carrying out two types of activities - speaking and listening. Listening and speaking are closely related to each other, therefore it is impossible to teach listening without speaking, and speaking without listening.
Teaching listening in games brings the greatest effect, since the game activates mental activity, makes the learning process more attractive and interesting, and difficulties that arise during learning are overcome with the greatest success and ease.
Sit for sounds ( If can you hear – sit down)
The game starts standing. The teacher asks the players to sit down if they hear words starting with a certain sound. For example:
`I am going to say 4 words. Sit down when you hear one that begins with the sound (t) as in TEN. Ready? DISH, VERY, THAT, TIDY…..`
When students stop making mistakes, you can do the same thing, but turn your back on them. They cannot see the lips and guess what sound was uttered.
The game can be played after students have learned to understand and follow commands. There are more and more teams, and it is necessary to continue training. The game comes to the rescue. According to the terms of this game, children must follow commands only if they are preceded by the word “please”. For example:
Stand up, please. Hands up, please. Hands on your shoulders, please. Hands on your knees, please. Hands on your hips. Oops. Sorry, but you are to sit down.
A student who makes a mistake is eliminated from the game. The one who doesn't make a single mistake wins.
Doing it quickly.
Several students stand with their backs to the class. The rest of the students take turns quickly giving various commands. For example:
Touch your nose.
Touch your shoes.
Turn round three time.
Shake hands with each other.
Draw a circle on the board.
Look out of the window.
All students carry out the commands at the same time. If any student makes a mistake, he is eliminated from the game and is replaced by the student who gave the last command.
WHOSE SUN IS BRIGHTER?
The team captains go to the board on which two circles are drawn and describe the animal from the picture. Each correctly said sentence is one ray to the circle and one point. The captain whose sun has more rays wins, i.e. more points.
WHO KNOWS THE NUMBERS BETTER.
Representatives FROM EACH TEAM GO TO THE BOARD on which numbers are written (not in order). The presenter calls the number, the student looks for it on the board and circles it with colored chalk. The one who circles wins more numbers.
RIDDLES ABOUT ANIMALS.
The teacher reads riddles to the students, the students must guess them. For example:
1. It is a domestic animal. It likes fish. (a cat)
2. It is a wild animal. It likes bananas. (a monkey)
3. It is very big and grey. (an elephant)
4. This animal likes grass. It is a domestic animal. It gives us milk. (a cow)
For each correct answer the team receives 1 point.
FUNNY ARTISTS.
U The student, closing his eyes, draws an animal. The presenter names the main parts of the body:
Draw a head, please.
Draw a body, please.
Draw a tail, please.
If the drawing is successful, the team receives five points.
CLAPPING YOUR HANDS.
Members of both teams stand in a circle. The leader is in the center of the circle. He names domestic and wild animals alternately. When children hear the name of a wild animal, they clap once; when they hear the name of a domestic animal, they clap twice. The one who makes a mistake is eliminated from the game. The winner is the team with the most players remaining.
MAKE A PHOTO OBOT.
The class is divided into three teams, each representing a police department. 3 presenters are selected. They contact the police department with a request to find a missing friend or relative. The presenter describes their appearance, and the children make corresponding drawings. If the drawing matches the description, the missing person is considered found.
Leading : Ican`t find my sister. She is ten. She is a schoolgirl. She is not tall/ Her hair is dark. Neck eyes are blue. She has a red coat and a white hat on.
SEASONS.
The teacher invites one of the students to think of a season and describe it without naming it. For example:
It is cold. It is white. I ski. I skate. I throw snowballs.
Students try to guess: Is it spring? Is it winter?
The one who correctly named the time of year wins.
RIDDLE GAMES.
Teacher: I have good friends. These are special friends. They came to us from fairy tales. You know them too, but can you guess who I’m talking about?
I have a friend. Not a small boy. Not can read, write and count, but not well. He can run and jump and play. He cannot draw and he cannot swim. / Dunno/.
I have a friend. Not is a big fat boy. He cannot read and write, but he can run, sing, dance and play. He can fly! / Carlson/
I have a friend. He is not a boy. He is not a girl. He is green. He can swim. He cannot jump and he cannot fly. / Crocodile Gena/.
Seven-flowered flower
Equipment: daisies with removable multi-colored petals.
The class is divided into three teams. Schoolchildren, one after another in a chain, name the color of the petal. If the student makes a mistake, all the petals return to their place and the game starts over.
P 1: This is a blue leaf.
P 2: This is a red leaf., etc.
LAST LETTER
Goal: to activate vocabulary on the topics studied.
Progress of the game: two teams are formed. A representative of the first team names a word, students from the other team must come up with a word starting with the letter that ends the word named by the first team, etc. The last team to name the word wins.
Goal: consolidation of vocabulary on covered topics.
Progress of the game: the task is to find objects of the same color. The team that can name the most objects, animals, etc. of the same color wins.
For example:
A white dog
THE MOST INTERESTING STORY
Goal: two teams are formed. Each is given the task of writing a story on a specific topic (“At the zoo”, “A trip out of town”, “ Sport games" etc.). The team that writes the most interesting story and makes the fewest mistakes wins.
MAKE A WORD.
Students are given a list of nouns. You need to choose a word for them (common to all) to make a complex noun.
For example: Snow
Foot BALL
In the hands of the presenter is a black box (or box) containing an unfamiliar object. Team members must ask the facilitator one guiding question each. After that, they must answer what is in the box.
DO YOU KNOW ANIMALS?
Representatives FROM EACH TEAM TAKE A TURN TO SPEAK THE NAMES OF THE ANIMALS:
a fox , a dog , a monkey etc.
The last one to name the animal wins.
COLLECT THE PICTURE.
Each team is given an envelope containing 12 pieces of the picture. You need to quickly assemble a picture and describe it using structures I see … This is… He has got… .…She has got…. It is blue (grey, etc.)
COLLECT A BOUQUET.
Equipment: real or artificial flowers or autumn leaves.
Teacher: Each of you has a favorite teacher. Let's collect a bouquet for him. Only we must comply with one condition: name the color of each flower or leaf correctly, otherwise the bouquet will quickly wither.
Student: This is a red flower. This is a yellow flower . Etc.
PANTOMIME.
To reinforce the vocabulary on the topic “Morning of a Schoolchild” in your speech, you can play the game “Pantomime”. The presenter leaves the class, and a group of children sits at the blackboard. Each person uses gestures and facial expressions to depict one of the actions on a given topic. Then the teacher tells the presenter : Guess what every pupil is doing.
Sample answers from the presenter : This boy is doing morning exercises. That girl is washing her face. That boy is sleeping. etc.
LANGUAGE GAMES.
Language games are intended for the formation of pronunciation, lexical, and grammatical skills and training in the use of linguistic phenomena at the preparatory, pre-communicative stage of mastering a foreign language.
Translate the word.
Each participant in the game is given an English word to translate into Russian. The answer should be immediate.
Collect a proverb
The presenter reads the beginning of the proverb, the teams must complete it. If the answer is correct, the team receives a point.
For example:
A FRIEND IN NEED…… IS A FRIEND INDEED.
1.8. Games for working with the alphabet
DAMAGED TYPE WRITE
Goal: developing spelling skills.
Progress of the game: the teacher distributes all the letters of the alphabet among the students. Then he invites everyone to hit their “key,” that is, name their letter. After students learn to automatically respond to a heard sound or a written letter, they are asked to “type” the words, first presented by the teacher on cards and then spoken out loud. The one who makes the fewest mistakes wins.
WORDS WITH A PARTICULAR LETTER
Goal: developing spelling memory skills.
Progress of the game: students are asked to quickly look through a list of words, and then name words that contain a given letter. The one who can name the most words wins.
ALPHABET – DICTIONARY
Goal: developing the skill of composing words from letters.
Progress of the game: for the game you should prepare approximately 100 cards with letters (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 the capital letter A on the card starts the game. He goes to the board and, holding the card so that everyone can see, names the letter. His desk neighbor comes out behind him with a letter, which may be a continuation of the word. If he does not have a suitable letter, then the word must be continued by the student sitting at the next desk, 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 one who took part in composing the largest number of words wins.
The pace of the game should be fast. The game can be complicated by giving the task to create nouns with a definition.
WHERE IS THE LETTER?
Purpose of the game: to develop the skill of differentiating sound-letter correspondences.
Progress of the game: the teacher writes several words on the board and invites students to find three among them in which the letter ... is read as .... The one who does it faster wins.
TAKING STEPS
Students stand at the far wall of the classroom. The teacher shows the words written on the board, the students take turns spelling the words. If the student spells the word correctly, he takes a step forward. The student who reaches the opposite wall of the classroom first is considered the winner.
WORD-BUILDING
The teacher writes a long word on the board. Students must form (within a certain period of time) words from the letters of this word. The student who produces the most words wins. For example, from the word personal, students can make the words: son so rose, etc. are
1.9. Games for teaching speaking
Snowball.
A very common game. Cards with the words and expressions being studied are laid out in the center of the table. One student takes a card, shows it to everyone and uses the given word or expression. Students sit according to the principle in a sentence. The second student takes a second card and comes up with a second sentence that is logically related to the previous one.
Nick is my friend.
He is ten years old….. and so on.
This game is fun. Funny things create the atmosphere of the game and make it more exciting. teacher says : “I know a boy. His name is Tilly – Willy. He is very strange. He likes some things and hates others. His “likes” and “dislikes” have something in common »
Who will say more.
The teacher, turning to the players of both teams in turn, asks a question, for example: “What is spring?”
The student addressed by the teacher must say a few sentences on the topic “Spring”, for example:
“Spring is a season. It comes after winter. It has three months. They are: March, April and May. It is not cold in spring. The sky is often blue. The trees are green. The grass is green, too »
The team gets a point for each correct sentence.
1.10. Mixed games
I also use mixed games on different topics in my lessons.
Subject "Animals »
Find out the extra word and give its serial number. For example:
Dog 2) Cat 3) Cow 4) Sheep 5) Cheetah (Cheetah, because …..)
Hunt 2) Hide 3) Write 4) Live 5) Run (Write, because ……)
Tiger 2) Cheetah 3) Zebra 4) Lion 5) Crocodile (Zebra, because …..)
Students must explain their choice.
Subject "Professions »
The following sentences are written on the board:
She works with many people.
She talks a lot.
She fixes sinks and toilets.
She often has to work at night.
She writes a lot.
She comes to your house.
She works with water.
She needs a special uniform for her work.
(Teacher, plumber, doctor)
One of the students leaves the class, and the rest agree on what profession to choose. When he returns, his comrades speak one sentence at a time describing their profession, and the leader tries to guess.
Guess what is it?
The class is divided into two teams. A student from one team leaves the class, while the second team comes up with a name for the subject. When the guesser returns, his team helps him guess the intended word, suggesting signs of the object. Tips:
It is white. We use it at every lesson. We write with it on the blackboard.
It is a chalk.
1.11. Communication games
These games contribute to the following tasks:
Teach students to express thoughts in their logical sequence;
Train students in speech reactions in the communication process;
Develop compensatory skills (ability to overcome a difficult situation when there is a deficiency of linguistic resources through the use of synonyms, periphrases, etc.)
When I go to London.
The player starts like this:
When I go to London, I shall take a suit-case with me.
Second player:
When I go to London, I shall take a suit – case and a camera with me.
Guess who the great man is?
The driver leaves the class, and the student thinks about the name of some outstanding person. The driver asks questions. For example:
Is this a man or a woman?
Is she/he a writer,(poet, actor, actress, singer)?
Is she/he alive?
In what country does/did he/she live?
When was she/he born?
If the driver asks a certain number of questions and does not guess what kind of person he is, he is eliminated from the game.
Finish my story.
I invite students to listen to the beginning of the story, for example:
`Yesterday I was at home. I was writing for my friend John who promised to come, but he did not come. I was lonely and decided to go out. I put on my cap and jacket and went out into the yard. But as soon as I closed the door I heard a terribly cry. I turned round and saw……`
At the most interesting point, I stop and give the students two to three minutes to think about the end of the story.
II Playful physical education sessions in English lessons
Preserving and strengthening the health of children in the classroom is not possible without the use of modern health-saving technologies. This is facilitated by various physical education sessions and physical education breaks. This prevents children from getting tired and is a necessary point in foreign language lessons. Children's fatigue can be reduced by optimizing physical, mental and emotional activity. To do this, I use all kinds of means to restore performance. For example:
Hands up! Hands down!
Hands on hips! Sit down!
Hands up! To the sides!
Bend left! Bend right!
One, two, three…Hop!
One, two, three….Stop!
Stand up! Clap! Clap!
Arms up! Clap! Clap!
Step! Step! Arms down!
Clap! Clap! Please, sit down!
Hands up! Clap! Clap! Clap!
Hop! Hop! Hop! Stop! Stand still!
Good! Sit down, please!
Head and shoulders
Head and shoulders
Eyes, ears, mouse and nose.
Little dog, run!
Three, three, three.
Birds in the tree.
Four, four, four.
Frogs on the floor.
Hands up! Clap! Clap! Clap!
Hands down! Shake! Shake! Shake!
Hands on hips! Jump! Jump! Jump!
Run! Go! Swim! Stand up!
Conclusion
In this work I raised one of important issues existing in the methodology of teaching foreign languages is the problem of organizing training using gaming technologies.
The use of games in English lessons is of great importance for the formation of new skills. The use of various game techniques and situations in the lessons contributes to the formation of a friendly team in the class, fosters responsibility and mutual assistance, since in the game they must be “one team”, help and support each other.
I also want to note that the use of games and gaming techniques at various stages of education not only helps in learning a foreign language, but also plays a certain role in the transition of students to a new, higher stage of development.
Bibliography
Methodological development of an English language teacher Silina Y. S., Municipal Educational Institution “Secondary School No. 33”, Taiga, Kemerovo Region.
Petrova L.P., English teacher, Urmara secondary school No. 1.
Volokitina, N. M. Essays on the psychology of junior schoolchildren. [Text]/ N. M. Volokitina. - M., 1955.- 310 p.
Vygotsky L.S. “Imagination and creativity in childhood” - M. Prosveshchenie, 1991
Dzyuina E.V. Theatrical lessons and extracurricular activities in English: grades 1-4. [Text] – M.: VAKO, 2006. -176 p.
Danilova G.V. English language 5-9 classes. Educational games / author-comp. G.V. Danilova - Volgograd: Teacher, 2008.- 93 p.: ill.
Zharkova L.A. Game physical education in foreign language lessons / L.A. Zharkova // Foreign languages at school. – 2010 - No. 1. P.24 – 26
Ivantsova T.Yu. Games in English / T.Yu. Ivantsova // Foreign languages at school. 2008. - No. 4. pp. 52 – 56
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Kukushin V.S. Theory and methodology of teaching / V.S.Kukushin. – Rostov n/d.: Phoenix, 2005. – 474 p.
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Markova, A.K. Formation of learning motivation: Book. for the teacher [Text]/ A.K. Markova, T.A. Matis, A.B. Orlov. – M.: Education, 1990. – 192 p.
Matyukhina, M. V. Motivation for the learning of younger schoolchildren [Text] / M. V. Matyukhina. – M.: Pedagogika, 1984. - 144 p.
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Annex 1
Sample games and game situations used in lessons
Spelling games are a goal, an exercise in writing foreign words. Part of the game is designed to train students' memory, others are based on certain patterns in the spelling of words. Similar games can be used when checking homework. For example:
I prepare a set of all the letters of the English alphabet on cards in advance. During class I distribute cards to students. Then I name the word, for example, `chalk`. Students who have cards with named letters must go to the board and stand in such a way as to form the named word.
You can invite students to solve a teaword. Crossword.
Can you fill in the missing letters to find the English words?
1. ..a.. You grow it. (plant)
2. . a... It is opposite of small. (large)
3. a…. A man who acts in a play or in a film (actor)
4. . a … You wear it on your hand to know the time. (watch)
5. .. a ... It`s the same as `to go away` (leave)
To decipher the English proverb, the Russian equivalent of which is “When you start talking, it’s too late to argue,” you need to remember the English alphabet, since each number indicates the number of a letter in the English alphabet. (1 – A, 2 – B, etc).
For example : 23,8,5,14,21,14,19; 19,16,5,1,11; 9,20; 20, 15,15; 12, 1, 20, 5; 20, 15; 1, 18,7,21,5;
Key: When guns speak it is to late to argue.
For example: “The devil is not as scary as he is painted”
20, 8, 5; 4,5,22,9,12; 9,19; 14,15,20; 19,15; 2,1,4; 1,19,8,5; 9, 19; 16,1,9,14,20,5,4.
Key: The devil is not so bad as he is painted.
I use various thematic games and game situations in my lessons. For example: Topic: “Days of the Week”
Purpose of the game: Learn the names of all days of the week.
On Monday it is a sunny,
On Tuesday it is frosty,
On Wednesday I'm hungry,
On Thursday I'm thirsty,
On Friday I'm tired,
On Saturday and Sunday
I have a rest and watch TV,
And here comes next Monday.
Appendix 2.
Lessons using games
Topic: Introduction and primary consolidation of Past Simple Tense grammar.
Educational goal:
Formation of moral relations in the classroom;
Maintaining interest in the language and activity of students;
Developmental goal:
Development of communication skills, memory, creative imagination, initiative in acquiring knowledge and skills.
Educational objectives:
Formation of grammatical knowledge and primary skills in using the simple past tense.
Explanation of the formation and differential characteristics of the species-temporal form Past Simple Tense.
Primary training of students in the use of active grammar to solve communicative problems (using the simple past tense to talk about events that happened).
Equipment: textbook, situational pictures.
During the classes
Organizing time.
Good morning, children. Glad to see you.
Statement of the lesson problem.
Today in class we will learn how to talk about what happened to us in the past.
Explanation of new material.
Now, listen to me and try to understand, Look at the picture.
John often gets up early and he got up early yesterday. He opened the window, did his morning exercises, made his bed, washed his face and hands. He didn`t have much time yesterday.
Yes, indeed, we are talking about what happened to John yesterday. And for this I used familiar verbs, but in a different form. Today we will learn to talk about what happened to us yesterday, 5 days ago, last year, and for this we will need a new grammatical form called Past Simple Tens (past simple tense).
Phonetic exercise. Each student is given a card.
(d) after voiced consonants and vowels
play ed
answer ed
clean ed
live d
ski ed
open ed
enjoy ed
pull ed
(t) after voiceless consonants
switch ed
wash ed
danc ed
help ed
watch ed
ask ed
cook ed
work ed
(id) after - d, -t.
skat ed
visit ed
paint ed
creat ed
wait ed
add ed
need ed
Who noticed something unusual about the verbs? In order to convey action in the past tense, in English there are regular verbs (that is, those that obey the rules) and irregular verbs.
Grammatical structure training.
Listening to grammatical structure.
T. – Now I’ll tell you what I did, and you guess whether it was on Sunday or Monday. (Say `It was on Sunday` or `It was on Monday`)
T . - I woke up. I cleaned my teeth and wash my face and hands I worked with my test.
P. – It was on Monday.
T. - I baked a cake. I skied and skated in the park. In the evening I watched TV with my family.
P. – It was on Sunday.
T. – I played computer games, danced, slipped and enjoyed my ice – cream.
P. – It was on Sunday.
T. – I helped in the garden. I did my homework in Russian and answered questions in English.
P. – It was on Monday.
Training of the visual-temporal form Past Simple Tense. (pay attention to the pattern of correct pronunciation of the ending)
T. –Now, let`s play computer. Let`s put in our Programs. The firstProgram.
We lay down the first program with the ending – ed (d).
Play – played, I played; answer – answered, I answered; …….
Second program – d (id)
Ed (id) – add – added, I added……
The third program with the ending – ed (t)
Ed (t) – watch – watched, work – worked, I worked……
What will the computer tell us for such programs:
Thanks a lot. Thank you very much.
Tell me what you did or what (say that you did the same thing yesterday too).
I painted yesterday.
I painted yesterday too.
I enjoyed ice – cream yesterday.
I enjoyed ice – cream yesterday too.
A game “Lazy – bones” (I`ll ask you to do smth. Say that you did it yesterday).
T. - I will ask you to do something, and you must say that you did it yesterday, for example: help me! – I helped you yesterday.
T. – Dance after school.
P. I danced after school yesterday.
T. – Cook soup!
P. – I cooked soup yesterday.
T. – Push the ball!
P. – I pushed the ball yesterday.
T. – Answer the phone.
P. – I answered the phone yesterday (use other verbs: work, play, bake, visit, skate, paint……)
Find sentences in the simple past tense. The teacher calls sentences and if students hear sentences in the simple past tense, they raise their hands.
Training Past Simple Tense in students' speech. Make up sentences using each column.
| worked in the shop | ||
| skated in the park | ||
| played on the playground | ||
| cleaned the classroom | yesterday evening |
|
| finished the story | ||
6. Summing up the lesson.
Report
on the topic of:
“Use of gaming technologies in English lessons”
English teacher
MKOU BSOSH No. 3
Pimenova R.A.
Bobrov - 2014
Content
The use of games is one of the methods of increasing students’ interest in a foreign language lesson………………………………………………………3
Types of games.
1) outdoor games…………………………………………………………………………………...5
2) educational games…………………………………………………………………………………...5
a) role-playing………………………………………………………………………………......5
b) phonetic………………………………………………………………………………….7
c) lexical…………………………………………………………………………………7
d) grammatical…………………………………………………………………………………..8
3) creative games………………………………………………………………………………9
4) board games……………………………………………………………….10
Conclusion………………………………………………………………………………………...11
The use of games is one of the methods of increasing students' interest in a foreign language lesson.
Socio-political and economic transformations in all spheres of life in our society have led to significant changes in the field of education. In particular, the status of a foreign language as a school subject has changed.
The expansion of international relations and the entry of our state into the world community have made a foreign language really in demand. A foreign language has become fully recognized as a means of communication, a means of understanding and a means of interaction between people, a means of familiarization with another national culture, and as an important means for the development of the intellectual abilities of schoolchildren and their general educational potential.
To light a spark of interest in a child’s eyes, to make learning feasible and joyful - not an easy task every teacher.
As an English teacher, I try to explain to children the importance of this subject. Success in teaching a foreign language can be ensured by a methodological system based on students' interest in the subject. It is necessary to use modern methods and technologies in teaching.
Gaming technologies have, in my opinion, extremely broad educational, developmental and educational opportunities. They are closely interconnected with health-saving and information and communication technologies. For example, conducting physical exercises in a playful way combines gaming and health-saving technologies, while reading a fairy tale about a magical island and completing tasks based on it using a presentation combines gaming and information and communication technologies.
I would like to note that the game has not only motivational functions. Use in lessons and during extracurricular activities gaming moments contribute to the activation of cognitive and creative activity of students, develops their thinking and memory, fosters initiative, and allows them to overcome boredom. Games develop intelligence and attention, enrich the language and consolidate the vocabulary, and focus attention on the nuances of their meaning. The game can force the student to remember what he has learned and expand his knowledge. The value of the game cannot be exhausted and assessed by its entertainment and recreational opportunities. This is the essence of its phenomenon: being entertainment and relaxation, it can develop into learning, into creativity, into a model of the type of human relationships and manifestations in work.
The peculiarity of the gaming method is that everyone is equal in the game. It is feasible for almost every student, even those who do not have sufficiently strong knowledge of the language. Moreover, a student with weak language training can become the first in the game: resourcefulness and intelligence here sometimes turn out to be more important than knowledge in the subject. The language material is imperceptibly absorbed, and at the same time a feeling of satisfaction arises; the student can already speak on an equal basis with everyone else.
The use of a gaming method of teaching contributes to the implementation of important methodological tasks, such as:
1) Creation of psychological readiness of students for verbal communication;
2) Ensuring the natural need for them to repeat language material multiple times;
3) Training students in choosing the desired speech option, which is preparation for situational spontaneity of speech in general.
The implementation of game techniques and situations during the lesson form of classes occurs in the main areas:
1) The didactic goal is set for the studentVform of a game task;
2) Educational activities are subject to the rules of the game;
3) Educational material is used as its means, an element of competition is introduced into educational activities, which transforms the didactic task into a game one;
4) Successful completion of the didactic task is associated with the game result.
Exist various shapes games:
1) positive - emotional saturation;
2) realization of the individual in the team;
3) maximum motivation of learning situations;
4) a rational combination of communicative and systemic approaches.
Practice shows positive influence on the educational process of all types of games: didactic, creative, active, etc. Game techniques are endlessly varied. Some of them are worth mentioning.
Types of games.
Outdoor games.
A child's life is unthinkable without movement. Therefore, outdoor play creates favorable conditions for the development of children’s motor activity, strengthening their health, and contributes to the solution of certain educational tasks.
Among the outdoor games, we can note such games as exercises, playing with animals, attention games, poems and songs accompanied by movements, competition games, ball games (the game “Guess Who Are You?”, the game “Repeat After Me” on verbs of motion, “Chain”). As students learn new vocabulary, the games become more complex and modified. First the teacher can lead, then the student and finally the group competition. Thus, during the game, vocabulary is updated or consolidated.
Educational games.
They help make the process of learning a foreign language interesting and creative. They provide an opportunity to create an atmosphere of enthusiasm and relieve fatigue in children. The specificity of educational games is that:
Students play their own roles (as opposed to role-playing);
Learning tasks are completed in class, but this is a group activity, i.e. the results of the work of one depend on the results of the others.
The game component of the models consists in making decisions about the content and meaning of the text under conditions of uncertainty, since they have incomplete information. The text must be decrypted. The game component consists of deciphering compressed text. Such games are relevant when studying grammatical phenomena (the “Funny Tree” game, where you need to collect foliage to restore words, for the middle level - the “Alibi” game, where you need to save yourself by putting the correct form of the verb in the interrogation report, etc.) .
Educational games for elementary school allow you to take into account the age characteristics of students, their interests, acts as effective remedy creating a motive for foreign language communication, contribute to the implementation of an active approach to teaching a foreign language. The game provides an opportunity not only to improve, but also to acquire new knowledge, since competition and the desire to win makes you think, remember what you have learned and remember everything new. Games help develop memory, attention, and logical thinking.
Younger schoolchildren are especially interested in gaming moments in the classroom. Let's look at some games that can be used when working with various learning situations in elementary school.
Educational games include: role-playing, phonetic, lexical and grammatical.
a) Role-playing games.
This type of game is of great importance for the development of communication skills. Role-playing is the spontaneous behavior of a student, his reaction to the behavior of other people participating in the situation.
Role-playing is usually based on solving a problem and ensures maximum activation of the student’s communicative activity in class. The need to find a solution to the problem determines the naturalness of communication. Posing a problem and the need to solve it also serves to develop critical thinking in students. And finally, the need to carefully think through the situation and search for the only correct way out from the point of view of the participant in the game develops logical thinking and the ability to speak out reasonedly. The basic rules of the role-playing game are: the student is invited to put himself in a situation that may arise outside the classroom, in real life. This could be anything: from meeting an acquaintance on the street to a much more complex situation (business negotiations, conferences);
the student needs to adapt to a specific role in such a situation. In some cases he can play himself, in others he will have to take on an imaginary role;
Role-playing games are most attractive to children, since while playing they can fully express their imagination. Taking on various roles, they empathize, begin to navigate relationships between people, and demonstrate the creative potential inherent in it.
Almost all of the educational time in the role-playing game is devoted to speech practice, while not only the speaker, but also the listener are as active as possible, because he must understand and remember the partner’s remark, relate it to the situation and respond correctly to it.
Basic requirements for a role-playing game
1. The game should arouse students’ interest and desire to complete the task well; it should be carried out on the basis of a situation adequate to the real communication situation
2. The role-playing game must be well prepared in terms of both content and form, and clearly organized
3. It must be accepted by the whole group
4. The game must be played in a friendly, creative atmosphere. The freer the student feels in the role-playing game, the more proactive he will be in communication. Over time, he will develop a sense of confidence in his abilities, that he can use different roles
5. The role-playing game is organized so that students can make maximum use of the speech material being practiced in active role-playing communication.
Role-playing is also good because in its process, schoolchildren not only pronounce role words, but also perform the corresponding action, which, by its naturalness, helps relieve the tension that usually occurs at the moment of speech. The role-playing game is based on the dialogical speech of students. Mastering dialogic speech is carried out in three stages:
1. Mastery of dialogic units
2. Mastery of micro-dialogues
3. Creating your own dialogs of various functional types. Each group uses role play.
Among the popular educational role-playing games are games such as: “In the store”, “On the city streets”, “Summer is coming”, “At the airport”, “In the cafe”, thematic debates, environmental conference, etc. I would also like to say something about the game moment “Interview”. The purpose of this work is to survey all students present in the lesson in order to find out their opinions, judgments, and answers to the questions posed. To do this, students, working simultaneously, move freely around the class, choose a student to whom they address their questions, record answers in a notebook, choose another student, etc. the student then summarizes the quantitative results of his survey. Topics can be very diverse: hobbies, sports, music, books, travel, etc. This process is a means of intensive speech training, because... Each student formulates his question 13-15 times and gives the same number of answers.
b) Phonetic games.
The goal is to train students in pronouncing English sounds.
1. “Phonetic practice of sounds [r], [m], [u], [ŋ], [Ι], , [w], [æ], [d], [ ס ]».
Teacher: Now let's train our tongues.Mr. Tongueworked and got tired, rested and was happy [m – m – m- mæ n]. Mr. Tonguedecided to invite guests. We need to clean the room.Mr. Tonguedecided to knock the dust out of the sofa [d – d – d - down]. And now the dust from the carpet [t – t – t – sit]. Guests arrived [ס - ס - ס - nס t]. Mr. Tonguerejoiced at the guests [r – r – r – red]. When the guests left,Mr. Tongueput out the candle and went to bed [w - w – w – swim].
2. “I hear - I don’t hear.” Goal: developing phonetic hearing skills.
Progress of the game: students are divided into two teams. The teacher says the words. If he names a word that has a long vowel ... or ..., the students raise their left hand. If the named word also contains consonants... or..., everyone raises both hands. The teacher writes down the mistakes of the players on the board. The team that made the fewest mistakes wins.
3. “Right is wrong.” Goal: formation of correct phonetic hearing, sensitive to distortions.
Progress of the game: the teacher names individual words or words in sentences and phrases. Students raise their hand when reading the sound they have highlighted in sound combinations. Then he asks each student in both teams to read certain sound combinations, words, phrases and sentences. When reading a sound correctly, students raise their hand with a green card (flag); if they read it incorrectly, they raise their hand with a red card (flag). The winner is the team that, after counting the points, most correctly assesses the presence or absence of errors.
c) Lexical games
Goals:
Train students in the use of vocabulary in situations close to natural settings;
Activate the speech and thinking activity of students;
Develop students' speech reactions.
1 . "Who is bigger" . The goal of this game is to name as many words as possible on the topic. Assignments may vary. For example, name words that start with a certain letter or contain a certain sound.
2 . "Please" . Students show pictures that the teacher tells them only if they hear the word “Please.” This game can be played as a competition between two teams.
3 . Ball game . Students stand in a circle, throw a ball to each other and name words based on the learning situation. A student who does not quickly name a word or repeats what was previously said is eliminated from the game.
4 . “Remember and name it.” The teacher shows pictures of animals, then one or more pictures are removed. Students must name the missing animals. This game can be played in teams. Students stand in teams facing each other, holding a picture of an animal behind their back. At the teacher's signal, they simultaneously show them to the other team. The goal is to name the animals that were shown and in what order.
5. "Come up with a rhyme" . The teacher names the words, and the students find rhyming words, for example log- dog, hear- bear, pen- hen, etc.
6 . "Name the color" . The teacher names a color and the students name the animals of that color. Tasks can also vary, for example, the teacher says “The frog is red”, students must agree or not. The teacher can ask the question “What is black?” , student responses “The dog is black.”“The cat is black.” it . d .
7 . « Snow com » . First student “I have got a cat”, next student “I have got a cat and a tiger” etc . d .
8. "Guess it" . One student thinks of an animal, others try to guess by asking questions: “Is it big?”, “Is it red?”, “Is it kind?”.
9. "Who ran away?" Students are given a picture of animals. They examine it for 1-1.5 minutes. Then they are shown another picture, which contains some of the animals from the first picture. Students must say who ran away.
10. “Many words from one word.” The teacher says a word. Students must name animals whose names begin with the letters in this word.
11. “Who can name the animals faster and tell about them?”
Students are presented with a series of pictures depicting various animals. They name the animals and talk about them. The one who names the most animals wins.
Ex. This is a fox. It is not big. It is red. It is clever. It is wild. The fox eats hens and hares.
12. "Crossword" A complex word is written vertically on the board, each letter of which can be included in one of the crossword words horizontally (words horizontally will relate, for example, to a particular topic). school room boy sport cross crossword word floor record friend
13. "Edible - inedible" – activates lexical units in speech, develops speed of reaction to a sounding word. The driver says a word in English and throws the ball to one of the children. He catches the ball and says “yes” (if this word means what is eaten) or “by”.
14. "Favorite fairy tale heroes."
The teacher says that fairy tale characters came to visit the children. But you can only see them by guessing who they are. Students take turns describing the heroes of different fairy tales. If the children guess right, they are shown the corresponding pictures.
Ex.
Thisisagirl.
She is a small girl. She has a nice dress and a red hat on. She has a grandmother. She often goes to see her.
d) Grammar games
Objectives: - to teach students the use of speech patterns containing certain grammatical difficulties.
1. "TheGate" – to repeat and consolidate all types of interrogative sentences. Two strong students (“gatekeepers”) stand in front of the class with their hands joined to form a “gate.” The remaining participants in the game take turns approaching the “gatekeepers” and asking them questions about a certain structure. Depending on the correctness of the question, the answer follows: “The door is open (shut).” A student who gets a question wrong may have another try.Ex. Areyougoingto ...( dosmth)? What are you going to do in (on, at)?
2. "Guessit"
–
onconsolidationgeneralquestions.
The presenter makes a wish for an object in the classroom. When trying to guess the subject, students ask only general questions, to which the leader answers “yes” or “no” (the number of questions is limited). The team that guesses the item by asking the fewest questions wins.
Ex. Is it a thing?Is it on the wall? Can I see it? Can I eat it?Is it white?
3. "20 Questions"
– for middle and senior stages of education. As in the previous game, special questions are excluded. The types of questions are expanded, but so that they can only be answered with “yes” or “no”. When starting the game for the first time, the teacher explains the purpose, conditions, and course of the game. He can offer students sample questions.
Ex. Object number 1 is a human being.Is it a man or a woman? Is he (she) alive or dead? Is he present here? He (she) is a pupil (teacher), isn't he (she)? Do you know him (her) in person? Is he (she) your relative (friend)?Etc
4. "Trip around the world" – the construction There is/are is reinforced and the skill of using articles is practiced. The “journey” can take place around the class or through a thematic picture. The teacher starts the game: "There is a blackboard on the wall in front of the pupils." Furtherdescriptioncontinuestudents: "Near the blackboard there is a door..."The one who makes a mistake leaves the ship.
5. "Theater of facial expressions and gestures" Two teams line up facing each other. Each team chooses its own actor. The actors take turns performing any actions, and the team comments on his actions. The team that correctly described the actions of its “actor” wins.
6. "What are you drawing?" – PresentContinuous. Each student has a piece of paper and a pencil. Heguesses, WhatdrawsneighbourBydesk, askingquestions: – Are you drawing a horse? – No, I "m not drawing a horse. – Are you drawing a pig?
7. "Make a proposal" – subordinate clauses of time and conditions. The class is divided into two teams. Each team is given a variant of the main sentence, for example: read you a book if... Participants write their variants subordinate clauses: you drink milk. you give me sweets. A correctly composed sentence earns the team a point.
So, we can say that educational games (phonetic, lexical, grammatical, role-playing) are a strong motivating factor in the process of learning a foreign language. The game helps to consolidate linguistic phenomena in memory, maintain the interest and activity of students, and create a desire among students to communicate in a foreign language
These games can be used to cover almost any topic. The choice of game depends on the objectives of a particular lesson, the characteristics of a given group, the content of the material being studied, etc.
The success of the game depends on how skillfully, interestedly and emotionally the teacher organizes it. The reward for this will be a quick and solid assimilation of the educational material.
Creative games
Dramatization game.
This game allows children to learn the necessary words and expressions, practice intonation, and allows them to develop the child’s figurative, expressive speech. By dramatizing with the characters of books by English and American authors, students become familiar with the original language. Winnie the Pooh, Mary Poppins, Snow White and the Seven Dwarfs, Mowgli, and Tom Sawyer come to visit them.
4). Board games.
Among board games, games such as lotto, dominoes, and crosswords are very popular.
Game forms works multiply the capabilities of schoolchildren, they lead to successful participation in team work, to a situation of success and, ultimately, stimulate the development of abilities.
Many game tasks can be carried out using a presentation. For example, a lesson-trip to the country of the English language. One of the tasks “Walk across the river”, a fragment of a crossing with a letter appears, you can step on it, but only by saying 5 words for this letter, a new fragment will appear. Older children prepare presentations and props for games themselves.
This, of course, is not a complete list of games used in English lessons. The main thing to remember is that the game is only an element of the lesson, and it should serve to achieve the didactic goals of the lesson. Therefore, it is necessary to know exactly what skill or skill is being trained in this game.
The main thing for a foreign language teacher is to take into account not only the age, but also the psychological characteristics of his students. It is necessary to give every child the opportunity to realize themselves without fear of being misunderstood. It is necessary to look for new ways, to improve the methodology and system of our work for a high level of language proficiency: it opens up access for students to world information in various fields of knowledge, to various languages and cultures.
Conclusion
So, play is creativity. Thanks to the game, the need for creative activity increases in search of possible ways and means of updating accumulated knowledge, skills and abilities. In addition, games allow you to create a favorable emotional background in the lesson, which leads to the removal of the language barrier, promotes the development of learning motivation, and increases interest in the subject.
The result of the conducted research on the problem of using game methods in the system of foreign language classes allows us to formulate important provisions for the implementation of game technology:
1) The traditions of the educational process are inextricably linked with the child’s play activities. The game occupies an important place in the life of a junior schoolchild, being for him a means of understanding reality. The game also promotes involuntary memorization, which is predominant in younger schoolchildren; it promotes synthetic perception, which is dominant in childhood.
2) The main success in achieving success in teaching a foreign language is the systematic use of educational games depending on the purpose of the lesson;
3) The development of perception, thinking, creative imagination and memory in younger schoolchildren will be facilitated by the inclusion of search and game tasks in the traditional methodology, which will allow the creation of diverse foreign language activities for schoolchildren in foreign language lessons with elements of problem-based learning.
Human culture arose and
unfolds in the game, like a game.
J. Huizinga
Recently, there has been an increasing interest in learning English, which is recognized as the language of professional communication in various fields of activity. Consequently, one of the most important tasks of a teacher is to increase motivation for learning English. Every teacher tries to find the optimal way to solve a given problem. The use of traditional ways and methods of influencing students in order to familiarize them with the culture of the country of the language being studied is being reviewed, new technologies are being introduced, one of which is gaming technology.
Outstanding scientists (I.L. Beam, S.S. Polat, E.I. Passov and many others) have dealt with the problems of stimulating students’ motivation to learn a foreign language using game-based teaching techniques. In the methodology of teaching a foreign language, the game is considered as a situational exercise, with the possibility of repeating a speech pattern in conditions close to real situations.
E.I. Passov, in his book “Foreign Language Lesson at School”, believes that: “a game is 1) an activity; 2) motivation, lack of coercion; 3) individualized activity, deeply personal; 4) training and education in the team and through the team; 5) development of mental functions and abilities; 6) “learning with passion.” The game is a powerful incentive to master a foreign language and effective technique in the arsenal of a foreign language teacher, “a universal tool that helps a foreign language teacher turn a rather complex learning process into an exciting activity that students love.” .
Play is a powerful stimulus for language acquisition. An educational game fosters a culture of communication and develops the ability to work in a team and with a team, and its skillful use in the classroom makes students ready and willing to play and communicate. The game, as a form of lesson organization, performs the following tasks:
- 1. Trains students in choosing the right speech clichés;
- 2. Promotes repeated repetition of language units;
- 3. Creates psychological readiness for real verbal communication.
The game is suitable for almost every student. It happens that a student who is weak in language training can become the first in the game: intelligence and resourcefulness here turn out to be more important than knowledge in the subject. A sense of equality, an atmosphere of passion and joy, a sense of the feasibility of tasks - all this allows the student to overcome shyness, which prevents him from freely using words of a foreign language in speech, reduces the fear of mistakes, and has a beneficial effect on learning results.
Game activity in the learning process performs the following functions:
- 1. Educational function - development of memory, attention, perception of information.
- 2. Educational function - nurturing such quality as an attentive, humane attitude towards a playing partner.
- 3. Entertainment function - creating a favorable atmosphere in the lesson, turning the lesson into an exciting adventure.
- 4. Communicative function - creating an atmosphere of foreign language communication, establishing new emotional and communicative relationships based on interaction in a foreign language.
- 5. Relaxation function - relieving emotional stress caused by the load on the nervous system during intensive learning of a foreign language.
- 6. The developmental function is aimed at the harmonious development of personal qualities to activate the reserve capabilities of the individual.
The implementation of game techniques and situations during the lesson form of classes occurs in the main areas:
- 1) The didactic goal is set for the student in the form of a game task;
- 2) Educational activities are subject to the rules of the game;
- 3) Educational material is used as its means, an element of competition is introduced into educational activities, which transforms the didactic task into a game one;
- 4) Successful completion of the didactic task is associated with the game result.
Educational games are a strong motivating factor in the process of learning a foreign language. The game helps to consolidate linguistic phenomena in memory, maintain the interest and activity of students, and create a desire in students to communicate in a foreign language. Games help the teacher to enliven the lesson, bring naturalness to educational communication in the foreign language being studied, facilitate the process of mastering language material, and make educational work interesting.
The game in a foreign language lesson must meet the following requirements:
- 1. Well prepared in terms of both content and form, clearly organized;
- 2. Relieve lesson tension and stimulate student activity;
- 3. Be accepted by the whole group;
- 4. Relieve lesson tension and stimulate student activity;
- 5. Conducted in a friendly, creative atmosphere;
- 6. Leave the educational effect on the second, often unconscious plane, and always implement the game moment in the first, visible place;
- 7. Do not leave any student passive or indifferent.
The game requires each student to be active and participate in joint activities. Participants should derive satisfaction from knowing that they are able to communicate in a foreign language. At the same time, the game will be desirable and productive if it is expected as relaxation and entertainment against the backdrop of difficult and sometimes intense work.
Using gaming technologies in English lessons.
(lexical games)
- Functions of gaming activity in the process of teaching a foreign language.
- Classification of games.
- Game techniques for teaching vocabulary.
- VOCABULARY GAMES.
- Conclusion
- List of used literature.
Nowadays, teachers are reviewing the arsenal of influence on the minds, will, and emotions of students in order to introduce them to the rich world of culture and traditions of the country of the language they are learning. The ways and means of forming all types of speech activity are being reviewed: reading, speaking, listening, writing. Activation of the educational process and stimulation of cognitive activity is facilitated by the introduction of gaming technologies into the learning process, along with traditional classes.
The reason for the current increased interest in various types of games is, first of all, a departure from traditional forms and methods of teaching. It should also be noted that while maintaining sufficiently high motivation, a decrease in cognitive interest in learning a foreign language occurs. This phenomenon occurs due to the fact that students face some difficulties that seem insurmountable to them. Game activity, being one of the methods that stimulate educational and cognitive activity, allows you to use all levels of knowledge acquisition. Consequently, it is no coincidence that there is an interest in the use of gaming technologies in foreign language lessons.
Problems of stimulation and motivation for learning a foreign language using entertaining materials and game teaching techniques are presented in scientific research many domestic scientists (I.L. Bim, S.T. Zanko, S.S. Polat, E.I. Passov, V.M. Filatov, etc.). In the practice of teaching foreign languages, numerous teaching aids, methodological developments, and materials for conducting various games using foreign language material are used.
Gaming technologies as a condition for creating a motivational basis for teaching a foreign language
Increasing students' motivation for educational activities is one of the pressing issues of didactics. In a real way maintaining cognitive motives is “the inclusion of activities for mastering a foreign language in activities that have a certain personal meaning for students (game, communication, work, cognition).”
Motivation determines the significance of what is learned and assimilated by students, their attitude towards learning activities and its results.
The peculiarity of a foreign language as a subject is that educational activity implies foreign language speech activity, that is, communication activity, during which, in addition to knowledge, foreign language speech skills are formed.
The cognitive motives of students, contained in the educational activity itself, give this activity personal meaning. The source of cognitive motives is the conscious cognitive need of students. The real needs of foreign language learners are related to the desire to communicate in this language, express their opinions, use the language orally and in writing, and master it. The latter leads to the need for a thoughtful selection of means and techniques for teaching foreign language speech activity to maintain motivation. In this regard, the use of game techniques for teaching foreign language communication acquires special significance.
The use of games as a teaching method is an effective tool for managing learning activities (activities for mastering foreign language communication), activating the mental activity of students, making the learning process exciting and interesting.
Elkonin D.B. in his book “Psychology of Game” he gives the following definition of game: “Game is an objectively primary spontaneous school, apparent chaos, providing the child with the opportunity to become familiar with the traditions of behavior of the people around him.”
The most acceptable definition for us is the one given by A. A. Derkach: an educational game is a game used in the educational process as a task, containing an educational (problem, problematic situation), the solution of which will ensure the achievement of a certain educational goal.
From the disclosure of the concept of a game, a number of general provisions can be identified:
1. The game is an independent type of developmental activity for children of different ages.
2. Play for children is the freest form of their activity, which is realized, the world around them is studied, and wide scope opens up for personal creativity, activity of self-knowledge, and self-expression.
3. Play is the first stage of a child’s activity, the initial school of his behavior, the normative and equal activity of primary schoolchildren, adolescents, and youth, who change their goals as students grow older.
4. Play is a development practice. Children play because they develop, and they develop because they play.
5. Game - freedom of self-discovery, self-development based on the subconscious, mind and creativity.
6. Play is the main sphere of communication for children; it solves problems of interpersonal relationships and gains experience in human relationships.
The game is a powerful incentive for mastering a foreign language and an effective technique in the arsenal of a foreign language teacher. The use of games and the ability to create speech situations make students ready and willing to play and communicate.
So. We can conclude that play does not have a single precise definition. Different scientists define it in their own way. But. It is obvious that any game requires a certain goal, knowledge of the rules, as well as an element of pleasure.
An educational game is a specially organized task that requires intense emotional and mental strength. The positive thing is that the student speaks a foreign language, therefore, the game method is fraught with great benefits. The game for students is, first of all, an exciting activity.
Playing in the classroom helps to accomplish important teaching tasks:
- Creating psychological readiness of students for verbal communication;
- Ensuring the natural need for them to repeat language material multiple times;
- Training students in choosing the right speech option;
Game activity in the learning process performs the following functions:
1. The educational function is to develop memory, attention, perception of information, and the development of extracurricular skills.
2. The educational function is to cultivate such a quality as an attentive, humane attitude towards a playing partner; Students are introduced to cliche phrases of speech etiquette to improvise verbal communication to each other in a foreign language, which helps to develop such a quality as politeness.
3. The entertainment function consists of creating a favorable atmosphere in the lesson, turning the lesson into an interesting and unusual event, an exciting adventure, and even into a fairy-tale world.
4. The communicative function is to create an atmosphere of foreign language communication, unite a team of students, establish new emotional and communicative relationships based on interaction in a foreign language.
5. Relaxation function - relieving emotional stress caused by the load on the nervous system during intensive learning of a foreign language.
6. Psychological function - consists of developing the skills to prepare one’s physiological state for more effective activities.
7. The developmental function is aimed at the harmonious development of personal qualities to activate the reserve capabilities of the individual.
Great value When organizing a game in any classroom, the position of the teacher himself is important. It is important to be 100% confident in its usefulness, you need to think through all the necessary details of its preparation, and also confidently manage it. The simplicity and complexity of organizing and conducting a game depends on the type of game, and on the audience, and on the nature of the relationship between students and the teacher, i.e. from many factors. At the same time, it is obvious that games in the classroom are capable of simulating real verbal communication, which is so important for communicative methodology.
Games in a foreign language lesson can be very useful, but they must take into account a number of requirements:
- Be time-efficient and focused on solving specific educational tasks;
- To be "managed"; do not disrupt the given rhythm of academic work in the lesson and do not allow a situation where the game gets out of control and disrupts the entire lesson;
- Relieve lesson tension and stimulate student activity;
- Leave the educational effect on the second, often unconscious plane, and always implement the game moment in the first, visible place;
- Do not leave any student passive or indifferent;
The trouble is that the game often suffers from looseness. Verbosity and inefficiency. Ease and improvisation during the game are the result of careful preparation. In order for the teacher to effectively manage the game, he himself needs to know and clearly imagine the desired result.
Classification of games.
There are different approaches to the classification of games in foreign language classes. All existing classifications are very conditional.
Many methodologists divide educational games into:
- Language (working on language material at the level of grammar and vocabulary)
- Communicative ()
- For interaction
- To the competition
- Grammatical. Lexical, phonetic and spelling games that help develop language skills.
- Creative games. promoting the further development of speech skills and abilities. The opportunity to demonstrate independence in Thus, an educational game is one of the ways to organize educational and cognitive activities. The use of games in education is not just an entertaining technique or a way of organizing educational material. The game has enormous heuristic and persuasive potential. Being introduced into the system of traditional education, the game allows the use of all levels of knowledge acquisition: from reproductive activity through transformative activity to the main goal - creative search activity.
Thus, the game can not only be an enjoyable pastime, but also a mainstream educational technology.
Game techniques for teaching vocabulary
The basis of teaching any subject, including a foreign language. There are certain principles - starting points designed to determine the strategy and tactics of teaching at each stage of the educational process.
Among the principles of teaching a foreign language, a special place is occupied by the principle of clarity, which is important in game-based learning. Let's consider the possibility of using visualization to organize game-based learning using the example of developing lexical skills. Visibility, according to Rogova, contributes to the perception of the image of a word along with its objective meaning “visuality strengthens the associative base of assimilation.”
I.A. Zimnyaya highlights the following areas of using visualization when teaching a foreign language:
- Creating a speech sample
- Creating a support
There are several ways and techniques for teaching vocabulary using graphic supports:
- Semantic maps
- Component semantic analysis
- Semantic "lattices"
- Semantic blocks
- Illustrative-lexical tables
- Illustrative and graphic exercises
L1
to buy
to sell
to choose
to try on
to recommend
to do the shopping
to look around
to shop around
L2
bakers
butchers
greengrocers
a department store
a supermarket
a chain shop
a mall
SHOPPING
cheep
expensive
wholesale
retail
L3 a shop-assistant
a seller
a customer
a retailer
a brand
a make
L4
L1 – Verbs that are more common on this topic.
L2- Names of stores.
L3- Adjectives that are used to denote price.
L4- People who work in the store.
This form of work allows you to determine existing knowledge on a particular topic, and also subsequently carry out the necessary integration of new lexical units with already known ones.
VOCABULARY GAMES.
Introduce students to new words and their combinations;
- train students in the use of vocabulary in situations close to natural settings;
- to intensify the speech and thinking activity of students;
- develop the speech reaction of students.
Lexical games based on the educational complex “Enjoy English 3” M. 3. Biboletova (5 grades). Getting to know the sights of London.
"Try to Remember"
Option 1 (front game)
The teacher hangs pictures on the board showing interesting places in London. For one minute, students are asked to remember the names, then students name them from memory. The one who remembers the most wins.
Option 2 (group game)
Two teams of students face each other. Each student has a picture of a memorable place in London, which he hides behind his back. At the leader’s signal, one of the teams simultaneously shows their pictures to the second team and quickly hides them. Members of the second team must remember and say what was shown in the pictures and in what order.
Option 3 (carousel)
Children, holding hands, form 2 circles: outer and inner. The teacher says: “Go!” The children begin to move, each in their own circle, with one circle moving clockwise, the other counterclockwise. After 10 seconds the teacher says: “Stop!” The children stop, and a student from the outer circle, turning to the student standing opposite, says: “How can I get to Trafalgar Square (Big Ben and ...)?” A student from the inner circle answers: “You can get there by bus (boat, taxi and ...).” Children again begin to move in a circle until they hear “Stop!” The teacher stops the movement so that all pairs have the opportunity to exchange questions and answers.
In 6th grade, when studying the topic “Animals in our lives,” students can be offered the game “A birthday party.” The teacher chooses a driver and says: “Alina has a birthday today.” Children let us have a birthday party. Get your presents ready.” Students take turns presenting an animal with the words: “Good afternoon!” I wish you many happy returns of the day. Here is my present for you. Take a whale (monkey and ...)! After all the guys congratulated Alina, she says: “I like all my presents. I like the whale (monkey and...)! Thank you very much!”
The same game can be offered in another version. “Alina is going to open a zoo. What would you suggest she buy for the zoo? Students take turns saying: “Alina you should buy a... because...”. Alina listens to the proposals and at the end says: “Of course I’ll buy...”.
You can also offer the game “Are you...?” The presenter portrays an animal. He commits various actions, characteristic of this animal. Other students try to guess what animal he is depicting. The one who guesses becomes the leader.
The textbooks by I.N. Vereshchagina and T.A. Pritykina present a series of interesting games aimed at memorizing vocabulary.
1. “Find a match”
2. "Snake"
3. “Almost antonyms”
4. “Describe the picture”
5. "Who's Who"
6. Transcription exercises
7. Puzzles
8. Mini essay
9. “Find the mistake”
10. Identify words by two letters
11. Find the beginning and end of the word
12. Chainward
13. Make sentences based on the table
14. Fill in the blanks
15. Crossword
Goal: repetition of cardinal numbers.
Progress of the game: two teams are formed. The same number of digits is written scattered on the right and left. The teacher calls out the numbers one after another. Team representatives must quickly find and cross out the named number on their half of the board. The team that completes the task faster wins.
Numerals.
Goal: consolidation of cardinal and ordinal numbers.
Progress of the game: two teams are formed. The teacher names an ordinal or cardinal number. The first team must name the previous number, the second - the next one (an ordinal or cardinal number, respectively). For each mistake, the team receives a penalty point. The team with the fewest penalty points wins.
Progress of the game: the task is to name objects of the same color. The team that can name the most objects, animals, etc. wins. one color.
Thus, the pedagogical potential of any game is to arouse interest among schoolchildren, stimulate their mental and speech activity aimed at consolidating new lexical units, and create an atmosphere of competition and cooperation during the performance of a particular exercise.
This is my nose
Children enjoy correcting the mistakes of others.
Showing his hand, the teacher says: “Oh, something is wrong with my foot!”
The student corrects “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.
Next, the role of the presenter is played by the student, who addresses his classmates in turn. If the called student corrects correctly, he becomes the leader.
How many pages?
The teacher brings several 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 correctly gets the right to be the first to look at the book.
Game for consolidating vocabulary “Morning of a schoolchild.”
A group of children comes to the board and each of them imitates some 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.
etc.
We select a leader and a group of 5-6 students.
The student leader leaves the class, and the teacher tells each person in the group who will play what role (mother, father, son, etc.).
Children start doing something.
The leader returns and, looking at the group of students, answers the teacher’s questions: Who are they? What are they doing?
The teacher gives the student 5-7 drawings depicting items of clothing. He shows them to the class, naming them in English.
Then the presenter guesses one of the objects, and the children, taking turns asking questions, try to guess this object.
Who is the first?
We give each of the playing students a piece of paper with a drawn chain of squares and a set of cardboard squares with letters of the alphabet.
The teacher (leader) names a word in Russian or shows a drawing depicting an object.
Students say the word in English and then spell out the word from the given letters.
The game can be complicated 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 students must complete the phrase My aunt went to town and bought... with a word denoting a school item 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 eliminated from the game.
Children are divided into two teams. The game has several options.
1. Take a model of a clock with hands that are easy to move. Moving the arrows, the teacher takes turns asking students from both teams What time is it now? For each correct answer, the team receives one point.
2. The teacher begins the story, but does not finish the last sentence. For example, I have a friend. Her name is Anna. She gets up at…. And sets the hands to 7 o'clock. The student repeats the last sentence and ends it with the words seven o’clock in the morning. If he makes a mistake, the team gets a minus. The team whose players made the fewest mistakes wins.
3. The teacher sets the clock to 7:15 and asks everyone to say what they are doing at this time. 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. The teacher, moving the arrows, asks: What did you do yesterday at half past four? What will do you do on Tuesday at a quarter to 5?
Crossing the river
A stream is shown schematically on the board. Two teams cross it in different places using pebbles designated by squares (10 squares for each team). To step on a stone, you need to write a word from the topic covered in each square.
If the word is spelled incorrectly or does not correspond to the topic, the team misses a turn.
The team that gets across the stream the fastest wins.
TEACHER AND STUDENTS
During the oral introductory course, students are introduced to a large number of lexical units. And the game “Teacher and Students” provides great assistance in mastering these words. The student, in the role of the teacher, asks questions to the student, showing a picture of a certain object, to which he answers. Then the players change places. I try to have a poorly prepared person work in pairs with a well prepared one.
FLOWER – SEMIFLOWER
Equipment: daisies with removable multi-colored petals.
The class is divided into three teams. Schoolchildren, one after another in a chain, name the color of the petal. If the student makes a mistake, all the petals return to their place and the game starts over.
P1: This is a blue leaf.
P2: This is a red leaf., etc.
LAST LETTER
Goal: to activate vocabulary on the topics studied.
Progress of the game: two teams are formed. A representative of the first team names a word, students from the other team must come up with a word starting with the letter that ends the word named by the first team, etc. The team that wins
will be the last one to say the word.
COLORS
Goal: consolidation of vocabulary on covered topics.
Progress of the game: the task is to find objects of the same color. The team that can name the most objects, animals, etc. of the same color wins.
THE MOST INTERESTING STORY
Goal: two teams are formed. Each is given the task of writing a story on a specific topic (“At the zoo”, “A trip out of town”, “Sports games”, etc.). The team that writes the most interesting story and makes the fewest mistakes wins.
WHAT IS THIS?
In the hands of the presenter is a black box (or box) containing an unfamiliar object. Team members must ask the facilitator one guiding question each. After that, they must answer what is in the box.
DO YOU KNOW ANIMALS?
Representatives FROM EACH TEAM TAKE A TURN TO SPEAK THE NAMES OF THE ANIMALS:
a fox, a dog, a monkey, etc.
The last one to name the animal wins.
COLLECT THE PICTURE.
Each team is given an envelope containing 12 pieces of the picture. You need to quickly assemble a picture and give its description using the structures I see... This is... He has got... ....She has got.... It is blue (grey, etc.)
COLLECT A BOUQUET.
Equipment: fresh or artificial flowers or autumn leaves.
Teacher: Each of you has a favorite teacher. Let's collect a bouquet for him. Only we must comply with one condition: name the color of each flower or leaf correctly, otherwise the bouquet will quickly wither.
Student: This is a red flower. This is a yellow flower. Etc.
Conclusion.
Obviously, one of the important problems existing in the methodology of teaching foreign languages is the problem of organizing training using game methods. The use of games in foreign language lessons is important for acquiring new ideas or developing new skills. The game is of great importance for the development of the student’s motivational needs. Thus, the pedagogical potential of any game is to arouse interest among schoolchildren, stimulate their mental and speech activity aimed at consolidating new lexical units, and create an atmosphere of competition and cooperation during the performance of a particular exercise. The use of various gaming techniques in the lesson also contributes to the formation of a friendly team in the class, since each student in the game has the opportunity to look at himself and his friends from the outside.
List of used literature
1. Anikeeva, N. P. Education by play / N. P. Anikeeva - M.: Education
2. Vygodsky, L. S. Play and its role in the mental development of a child
3. Galskova, N. D., Gez, N. I. Theory of teaching foreign languages. Lingvodidactics and methodology / N. D. Galskova, N. I. Gez - M.: Publishing center "Academy", 2005.
4. Zhukova, I. V. Didactic games in English lessons / I. V. Zhukova // First of September. English language, 2006.
5. Mukhina, V. S. Child psychology / V. S. Mukhina. - M.: Education, 1985.
6. Solovova, E. V. Methods of teaching foreign languages: a basic course of lectures / E. V. Solovova - M.: Education, 2005.
7. Stepanova, E. L. Game as a means of developing interest in the language being studied / E. L. Stepanova // Institute of Foreign Languages. - 2004.
8. Stronin, M. F. Educational games in the English lesson / M. F. Stronin - M.: Education, 1984.
9. Khaidarov, Zh. S., Pidkasisty P. I. Game technology in education and development / V. M. Filatov, P. I. Pidkasisty - M., 1996.
10. Elkonin, D. B. Psychology of play / D. B. Elkonin. - M.: Education, 1987.