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

Methodological development on the topic:

Completed by the teacher

in English:

F.F. Kagramanova

Methodological development on the topic

The role of games in English lessons.

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

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

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

The game contributes to the implementation of important methodological tasks:

creation psychological readiness children to verbal communication;

ensuring the natural need for repeated repetition of speech material;

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

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

Benefits of using game methods:

game techniques increase the efficiency and quality of student learning;

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

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

game techniques develop language and speech flair;

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

Functions of the educational game

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

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

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

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

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

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

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

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

2) educational function consists in cultivating such a quality as an attentive, humane attitude towards a partner in the game; also develops a sense of mutual assistance and mutual support. Exactly at role playing ah discipline, mutual assistance, active readiness to be included in different types activities, more independently, the ability to defend one's point of view, take the initiative, find the best solution in certain conditions.

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

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

5) Relaxation function - relieve emotional stress caused by the load on nervous system with intensive teaching of a foreign language.

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

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

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

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

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

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

Game classification

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

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

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

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

1. grammar games pursuing the following goals:

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

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

. develop speech activity and independence of students.

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

Hide-and-Seek in a picture.

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

Pupil: I want to be "It"

T: Let's count out.

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

Bushel of wheat, bushel of clover:

All not hid, can't hide over.

All eyes open! Here I come

start " search":

P1 : Are you behind the wardrobe?

It: No, I am not.

P2 : Are you under the bed?

It: No, I am not.

P3 : Are you in the wardrobe?

It: No, I am not.

P4 : Are you behind the curtain?

It: Yes, I am.

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

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

I took a Trip .

The group studied verb forms in Past Indefinite.

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

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

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

I took a food basket. I took a coat.

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

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

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

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

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

Katya: I ate a book.

Andrei: I ate a clock.

Jane: I ate a dog.

Kolya: I ate an umbrella.

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

What did you put on your head?

What did you put on your feet?

What kind of transport did you go in?

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

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

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

III. GAME WITH PICTURE

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

T: No, she is not.

P2 : Is the girl standing?

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

LOTTO

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

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

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

v. BE CAREFUL

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

A . Can a boy swim?IN . Do fishes live in the sea?

Can a cat fly? Do books sing?

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

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

Can you swim?

VI . funny questions

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

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

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

VII. What can they do?

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

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

VIII. May I...?

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

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

Example: P1: - May I sleep?

T: - Please, do it. Wake up!

P2:- May I run around?

T: -Please do it. Stop!

IX. Big-bigger-the biggest

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

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

example : T: thin

Gr. A, P1: thinner - the thinnest

T: boring

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

T: big

Gr. A, P2: more big - most

T: Wrong! bigger- the biggest

Group A gets no point

x. This is a …

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

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

Example: This is a red ball.

A correct answer earns a point for the team.

XI. PREPOSITIONAL PICTURES

(pictures with suggestions)

Purpose: Review the use of prepositions of place.

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

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

vocabulary games pursuing the following goals:

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

. to intensify the speech and thinking activity of students;

. develop students' speech reaction;

. introduce students to word combinations.

I. Catch and tell

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

Example: T:cat

P1:a cat

II . IN THE SHOP

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

P1 : good morning!

P2 : good morning!

P1 : Have you got a red blouse?

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

P1 : Thank you very much.

P2 : Not at all.

P1 : Onve you got a warm scarf?

P2 : Sorry, but I haven't.

P1 : good bye.

P2 : good bye.

III. COLLECT A BRIEFCASE

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

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

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

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

IV.FLOWER - SEMITSVETIK

Equipment: daisies with removable multi-colored petals.

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

P1 : This is a blue leaf.

P2 : This is a red leaf., etc.

v. Name the sixth

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

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

VI. Seasons

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

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

VII. "Guess the word"

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

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

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

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

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

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

VIII. "In the supermarket"

Purpose: development of lexical speech skills in dialogue communication.

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

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

ITEM - T-SHIRT

COLOR - LIGHT BLUE

SIZE-36

MATERIAL - PURE COTTON

COUNTRY-CHINA

PRICE - $46

Roles:

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

IX. PAITED LETTERS

( Pairedletters)

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

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

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

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

Liar strong yellow rock know fellow

Stop star yell sill feat fear

x. OPPOSITES (opposites)

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

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

LOUDLY HOT FAT FORGET QUICKLY

WIDE CRY TOP STAND UP HEAVY LIGHT

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

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

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

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

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

phonetic games , pursuing goals:

. train students in the pronunciation of English sounds;

. teach students to read poems loudly and clearly;

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

I. kittens

Game progress: learn a poem:

Lapping milk

Little Kitty laps her milk.

Lap, lap, lap

her tongue goes out,

Her tongue goes in.

Lap, lap, lap.

Little Kitty laps her milk.

Lap, lap, lap.

Oh? See her tongue

Go out and in

Lap, lap, lap.

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

II. bees

Equipment: a picture of two bees.

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

Words

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

Example: man - man-men - man

bad-bed-bad-bad

ship - ship - sheep - ship

IV. SENDING A TELEGRAM .

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

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

v. Tongue Twisters

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

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

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

I. WHERE IS THE LETTER?

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

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

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

II. WORD BUILDING

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

III. ALPHABET - DICTIONARY

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

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

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

IV. WHO IS BIGGER?

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

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

v. Chainword

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

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

VI. I SPY (I noticed)

Purpose: Review the words and their spelling.

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

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

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

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

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

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

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

“Is it a B-O-O-K?”

“No, it isn't a B-O-O-K."

“Is it a B-O-Y?”

“No, it isn't a B-O-Y."

VII. FOUR-SQUARE (square)

Purpose: to increase vocabulary and improve spelling.

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

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

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

example :

Bar Pair Pair Are

Ark Aries Help Person Bars

Rise Raise Chose Chosen Home

Homes Shoe Park

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

creative games :

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

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

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

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

. develop auditory memory and auditory reaction of students.

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

II. Make it logical

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

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

III. HANDSUP! ( handsup!)

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

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

Teacher- Henry speaks clearly

1- thstudent- WHO? Henry. 2points

HOW? Clearly. 2points

Total: 4 points

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

2- thstudentWHO? The dog. 2points

WHERE? In the back yard.2 points

HOW? Loudly. 2 points

Total: 6 points

The corrected error is estimated at a double rate:

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

IV. DICTIONARY

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

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

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

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

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

   reason; consider. He is_____ about the problem.

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

speech games contributing to the implementation of the following tasks:

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

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

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

I. "Explain yourself".

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

II. Wright/ Wrong

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

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

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

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

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

1. “If you hear me…”

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

2. "Number and color"

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

3. "Remember"

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

For example

He has got gray eyes.

She has got brown hair.

He has a suit on.

She is wearing a green skirt.etc.

4. "Circus"

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

5. "Swap places"

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

6. “How many marbles?”

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

7. "Guess the letter"

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

8. "The best / The best."

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

9. "Phone"

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

10. "Guess the animal"

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

11. Game exercise "Collage"

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

12. "Who has a family?"

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

13. "A funny ball."

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

14. "ABC Task"

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

15. "Funny Tree"

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

16. "Champion Game"

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

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

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

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

17. "Let's draw a picture"

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

18. "The Comb"

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

19. "Remember the Words"

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

20. "Invisible Words"

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

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

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

bushel of wheat, bushel of clover;

All not hid, can't hide over.

All eyes open! Here I come.

Are you under the bed?

Are you behind the door?

Are you on the chair?

Are you in the box?

22. "Let's Count Alphabet"

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

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

23. Good morning

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

Hello Masha! How are you?

Hello Kolya! I'm fine. thank you.

24. "Clap - Clap"

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

25. "Let's go on a bus"

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

26. "Numbers"

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

Name the numbers that are divisible by 2, 3

Name all even numbers

countdown

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

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

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

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

29. "Find the stranger"

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

Cheese Sausage Butter

Coffee Juice Fish

Hungry Coffee Milk

30. "Last Word Chain"

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

I have got a cat.

The cat is grey.

The gray cat is under the chair.

The chair is near the table.

The table is in the room.

31. "Wider Circle"

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

32. Name Circle

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

33. "True is a lie"

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

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

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

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

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

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

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

40. Crocodile

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

41. "Buyers"

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

42. "Hunters"

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

42. “I have got a gray mouse”

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

43. Blocks

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

44. "What words do you know?"

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

45. "Chinese whispers"

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

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

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

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

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

Prepare methodological material in sufficient quantity;

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

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

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

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

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

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

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

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

1. Conclusion

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

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

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

Grammar plays a very important role in learning English for a number of reasons. Firstly, without it it is impossible to learn how to speak correctly, build phrases and sentences, even if you have an enviable vocabulary. But in essence, grammar is just a set of rules, and learning them is not that interesting for most people. But teachers and methodologists do not eat their bread in vain, they constantly try to dilute dry grammatical rules, inventing games that are not only interesting and exciting, but also harmoniously fit into the learning process and help to learn the necessary material easily and unobtrusively.

When to use

Despite the proven benefits and expediency of using games in the educational process in general and in the study of grammatical material in particular, it is important to remember that the best is the enemy of the good. Therefore, they also need to be used in moderation and correctly. First, remember that when playing, students, especially if they are children, and even not individually, but in a group, are very excited and become energetic. Therefore, if you plan to discuss a new topic after the game, you will lose time in vain, since it can be quite difficult to establish discipline. Games are best used to consolidate the studied topic, so that the development of new grammatical structures takes place easily and naturally in a playful and friendly atmosphere. Therefore, it is most appropriate to use games in intermediate lessons in a cycle of discussing a certain grammar topic. Regarding the time in the lesson, it is better to do it closer to the end - this will help to relax a little and leave a pleasant impression of the lesson until the next meeting.

Types of games

Games in the English lesson can be very diverse. Their use may be limited only by the duration of the lesson and the creativity of the teacher. So, for example, games can be using various items as props and without them. According to I. Frank, props help to make the game situation more realistic, which, in turn, helps to better assimilate the material. But, of course, when it comes to teaching via Skype, this is hardly possible. By their nature, games can be subject, plot, business, role-playing, simulation and dramatization games. In order to add more variety to the gameplay, the teacher can use various types of work during the lesson, such as individual, pair, group and frontal. Each of them has its own advantages for the student, therefore, giving preference to one, you should not neglect the others.

Examples

• For example, if you are studying “going to” with students, give them a specific situation where they need to describe what they plan to do. This can be a trip to London (here you can also learn the sights of London at the same time) or organizing a party or planning a vacation.
• When studying present continuous time, you can use a game with cards. To do this, you need a series of pictures by topic. If this is the “Food” crown, then you can pick up pictures where someone is drinking tea, someone is eating a pear, people are setting the table, preparing dinner, etc. Through the hole carved into the postcard, only the head of the man is visible. After showing the card to the students, the teacher asks: “What is he doing?” Students must guess by asking leading questions in the appropriate tense: "Is he eating soup?" Is he cooking? etc. The teacher answers “No, he is not”, “Yes, he is”. Questions can also be asked to each other using pair work and practicing both skills - asking questions and answering them.
• To study prepositions, you can use different types of games, for example, active ones. If you are working with children, they will love it if you give them directions on where to stand (behind the door, at the table, near the bookcase, etc). It is known that by connecting motor activity to the memorization process, memory is activated even more. A similar game can also be played online - take turns guessing a certain object in your room or in a picture, and guess where it is.
• For many students, the stumbling block in learning English is irregular verbs. Agree that cramming about a hundred verbs with three forms is not fun. But even this routine can be brightened up using a playful approach. You need to prepare cards. On one side, write 3 forms of the verb, for example: drive, drove, driven. On the back of the card, write down the same forms, but only with rearranged letters, for example: rdvei, erdvo, nedriv. Show students reverse sides these cards, or you can write these forms in a Skype chat, for example, a students should try to guess these three forms of the verb. After the task is completed, the teacher turns the cards over, after which it is necessary to read all three forms correctly so that they are correctly deposited in memory. At first it can be difficult, but after a little practice, as a rule, everyone plays this game with interest and willingness.

If you ask any English learner what is the most difficult thing for them, ninety percent will answer that it is grammar, especially the branching system of English tenses. In the hands of a teacher there is a huge power that can make the learning process not only easy, but also exciting and more effective. Remember that everything that a person does with pleasure, he does much better. With the help of games, you can learn with pleasure even the most complex and tedious grammar rules. If games become an integral part of your class, then your students will become more successful in learning English.

Big and friendly family EnglishDom

... in the game a person experiences the same pleasure

from the free discovery of one's abilities,

what the artist experiences during creativity.

F. Schiller.

The use of games in English lessons gives good results, increasing children's interest in learning and allowing them to focus on the main thing - mastering speech skills in a natural situation, i.e. communication during the game.

In my opinion, games contribute to the following methodological tasks:

In an effort to instill in children a love for a foreign language, the teacher must structure his classes in such a way that the child experiences the same satisfaction from them as from the game. After all, it is in the game that a child’s abilities can manifest themselves especially fully, and sometimes unexpectedly.

In the book “Foreign Language Lessons at School” we find the following definition of a game: “A game is:

Activity;

Motivation, lack of coercion;

Individualized activity, deeply personal;

Training and education in the team and through the team;

Development of mental functions and abilities;

- "teaching with passion."

The game is a specially organized activity that requires tension of emotional and mental strength. The game always involves making a decision - what to do, what to say, how to win? Children rarely think about it. For them, the game is just a fun activity. Everyone is equal in the game. It is feasible even for weak students. Moreover, a student who is weak in language training can become the first in the game: resourcefulness and ingenuity here are sometimes more important than knowledge of the subject. A sense of equality, an atmosphere of enthusiasm and joy, a sense of the feasibility of tasks - all this enables the children to overcome shyness that prevents them from freely using the words of a foreign language in speech, and has a beneficial effect on learning outcomes. The linguistic material is imperceptibly assimilated, and along with this, a feeling of satisfaction arises - “it turns out that I can already speak.”

Children's play is a broad concept. It represents a certain situation, and during the game this situation can be played several times and each time in a new variant. But at the same time, the situation of the game is the situation real life. Thus, the game can be considered as an exercise, where the opportunity is created for repeated repetition of a speech sample in conditions as close as possible to real speech communication.

During the game, I usually move from one group to another, noting the mistakes so that after the game (or in subsequent lessons) I can begin to eliminate them. At the same time, it is very important to make sure that the students themselves give the correct version of the phrase or word in which errors were made. I just have to write them on the board and accompany them with corrective exercises that best contribute to the development of the correct option by the students themselves.

In his book Educational Games in English Lessons, M. F. Stronin divides games into the following categories:

phonetic;

Lexical;

Grammar;

spelling;

Creative.

Phonetic:

The goal is to train students in pronouncing English sounds.

Ball game "A funny ball". Game progress: students stand in a circle; the teacher is in the center with the ball. The teacher throws the ball and calls any English word (it is possible both from the vocabulary learned and new words), the child catches the ball and calls the letter with which this word begins, returning the ball to the teacher.

Game "Build a tower". Game progress: children are given cards with words, the guys fold the towers. For example: Cinema Circus Concert Cat City Cosmonaut Crocodile Circle

Crocodile Circus

Cosmonaut Cinema

The game "Wide and narrow vowels." Purpose: the formation of phonemic hearing skills.

Game progress: the teacher calls the words, the students raise their hand if the sound is pronounced widely. If the vowel is pronounced narrowly, you cannot raise your hand. The team with the fewest mistakes wins.

The game "Who will read it correctly?". Purpose: the formation of the skill of pronunciation of a coherent statement or text.

Game progress: a small poem or an excerpt from it (counter, tongue twister) is written on the board. The teacher reads and explains the meaning of words, sentences, draws attention to the difficulties of pronouncing individual sounds. Students read the text several times. After that, 2-3 minutes are given for memorization. The text on the board is closed, and the students must read it by heart. Two or three readers are allocated from each team. Points are awarded for error-free reading, one point is deducted for each mistake. The team with the most points wins.

The game "Who knows the symbols of the sounds better?". Game progress: the teacher says English sounds, and the guys 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 a word containing this sound.

The game "Sending a telegram". Game progress: the class chooses a leader. The teacher asks him to imagine himself as a telegraph operator and send a telegram, i.e. spell the words, pausing after each word.

Lexical games:

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

Activate the speech-cogitative activity of students;

Develop students' speech response.

Task options:

1. Express your opinion.

Use phrases: I like …, because he is …

2. Assess your skills

Use phrases: I can … well / very well

3. Discuss with your partner the menu for lunch.

Use phrases: I like …/ I don’t like

4. Discuss with your partner what kind of birthday present you can give your mutual friend.

Use phrases: It's great! I like it. It's awful. I hate it.

The above examples of tasks are aimed at assessing objects, phenomena of the surrounding world. Such tasks are preparatory for role-playing games, playing which allows you to consolidate lexical and grammatical skills in speaking and dialogue.

Game Guess the color. Game progress: the teacher takes colored pencils, hides them in a box or bag, chooses one pencil and holds it in his hand so that the children cannot see. Then he asks the question:

I've got a pencil. What color is it?

Children try to guess:

The one who guessed correctly becomes the "leader".

Game "Guess the word". Game progress: the teacher appoints a leader who conceives a word (the name of an object) that is well known to students.

Students take turns asking the facilitator:

What is it? Is it a pen?

What is it? Is it Mary's desk?

What is it? Is it Pete's bag?

What is it? Is it a flower?

The one who guessed the conceived word takes the place of the leader.

Game "Who ran away?". Game progress: students are offered a picture that depicts animals. They examine it for 1-1.5 minutes. Then I show another picture that has some of the animals in the first picture. The students must say who ran away.

The game "Who is more?". Game progress: in a certain time (2-3 minutes) you need to write as many words as possible on the sheets, using only the letters of the compound word written on the board. For example: examination, constitution.

Riddles on the theme "Colors".

Fields with ripe wheat

They delight us with the color yellow.

Curly Very Negro Jack

From the sun it became quite black.

I love blue skies

I wear blue jeans.

Here's a portrait of Santa Claus

He's in a red outfit.

The tree always has the same color

In winter and summer it is green.

Puzzle games. The teacher reads riddles to students, 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)

Game teacher and student. During the oral introductory course, students get acquainted with a large number of lexical units. Great help in mastering words is provided by the game "Teachers and students." Game progress: a student in the role of a teacher asks questions to another student, showing a picture of a certain object, to which he answers. Then the players change places. It is desirable that a weakly trained student work in pairs with a strong one.

Target shooting game. Game progress: the student writes or says a word that begins with the last letter of the word spoken by the previous student, etc.

The game "Collect a portfolio." The whole class participates in the game. Come to the board as you wish.

Teacher: Let's help Pinocchio get ready for school.

The student takes the items on the table, puts them in a briefcase, naming each item in English:

This is a book. This is a pen (pencil, pencil-box).

In the following, the student briefly describes the object that he takes:

This is a book. This is an English book. This is a very nice book.

The game "Flower-Semitsvetik". Equipment - daisies with removable multi-colored petals.

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

P1: This is a blue leaf.

P2: This is a red leaf., etc.

The game "Collect the picture." Game progress: each team is given an envelope containing 12 parts from the picture. You need to quickly collect a picture and give its description using structures: I see ...; This is …; He has got…;

She has got…; It is blue (grey, etc.).

Grammar games:

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

Create a natural situation for the use of this speech pattern.

The game "What's in my briefcase?". To conduct the game, the teacher, together with the students, prepares a set of objects (or pictures with images of objects) that can be in someone's portfolio. The selection of subjects should correspond to the actual stock of vocabulary of students of a particular class. The driver, who is familiar with the contents of the portfolio in advance, addresses the class with the question: “What’s there in my bag today?” (What have I got in my bag today?) Students take turns answering:

For each correct answer, students receive a point. The host performs his duties until all the items in the portfolio are named.

Picture game.

For better assimilation by students of structures in Present Continuous, you can use a game with a picture. Schoolchildren are invited to guess what this or that character depicted in the picture, which they have not yet seen, is doing. Students ask questions such as:

P1: Is the girl sitting at the table?

T: No, she is not.

P2: Is the girl standing?

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

Game "Commentator".

Game progress: 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 with the most cards.

The game "What do you like to do?". The goal is to activate general questions in the speech.

Game progress: one of the students guesses what he likes to do, the rest ask him questions, for example: Do you like to swim?; Do you like to play football? The one who guesses becomes the leader.

Game "Gifts". The goal is to consolidate the vocabulary on the topic, automate the use of the studied verbs in the future tense in oral speech.

Game progress: The group is divided into two teams. On the board, the teacher writes two rows of words: the name of the gifts, the list of verbs. The players must say, using the verbs from the list, what they will do with the gifts received on their birthday. Each participant in the game comes up with one proposal. The team that completes the task faster and makes sentences without errors wins.

Numbers game. Purpose: repetition of cardinal numbers.

Game progress: The group is divided into two teams. On the right and left on the blackboard, the teacher writes the same number of numbers randomly, and then calls them one after the other. Team representatives must quickly find and cross out the named number on their half of the board. The team that completes the task the fastest wins.

Game around the world.

In the form of a game, you can also spend a physical minute. When studying the topics “Verbs of motion” and “ verbs can, must" you can play the game "Repeat after me". The essence of the game is simple: you need to show and name the verb of movement. However, as students learn new vocabulary, the game becomes more complicated and modified. At the first stage, the teacher himself names and shows the movements, the students repeat both the movements and the words. When the vocabulary is more or less mastered, the teacher, and later the leader of the students, only shows the actions, and the students need to repeat it and name it on their own. At the generalizing lesson, a competitive moment is included in the game: the group is divided into teams, a leader is selected from each of the teams. Each of them is given a "list" of 5-10 verbs of motion. Without naming them, the leader must show the movement, and the team needs to guess, repeat and name this verb faster than the rivals. A point is awarded for each correct answer. The team with the most points is the winner. Thus, during the game, vocabulary is consolidated and a physical minute is held.

Spelling:

The goal is to form the skills of combining letters in a word.

The game "The best" / "The best". Game progress: divide the group into 2 teams, build them in a column and, on the command “To start”, begin dictating words on the topic covered. Each student runs up to the blackboard and writes the named word, passes the chalk to the next player of the team, and he himself stands behind. The teacher dictates the words at a fast enough pace so that the students do not have the opportunity to spy on other teams.

The game "Letters crumbled." Purpose: the formation of the skills of combining letters in a word.

Game progress: the teacher writes a word in large letters on a piece of paper and, without showing it, cuts it into letters. Then he says: "I had a word, but it crumbled into letters." The teacher shows the letters and scatters them on the table: “Who will collect the word faster?”. The first person to write the correct word on the board wins. The winner comes up with his own word, and the action is repeated.

Telegram game. Purpose: development of spelling and lexical skills.

Game progress: 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.

Game "Words with a certain letter." Purpose: the formation of the skill of spelling and graphic memory.

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

Game "Where is the letter?". Purpose: the formation of the skill of differentiating sound-letter correspondences.

Game progress: the teacher writes a few words on the board and invites students to find three among them in which the letter ... reads like .... The one who does it faster wins.

Word building game.

Game progress: the teacher writes a long word on the board. Pupils (for a certain period of time) must form words from its letters. The student with the most words wins.

Creative:

Purpose: consolidation of vocabulary on the topic, automation of the use of the studied structures in oral speech.

Game "Tourist Agency" on the topic "New York". Game progress: students are divided into two teams - tour agency operators and tourists. Then one team asks questions and the other team answers. The teacher fixes the number of questions, their logic, literacy. Then the teams change places, and already the tourists act as operators of the travel agency. The team that asked more correct and logically correct questions wins.

The communicative game promotes intensive language practice, creates a contact on the basis of which the language is acquired more meaningfully, and, in addition, provides ample opportunities for activation educational process because its participants are involved in the conditions of real communication.

The game activates the desire of the children to contact each other and the teacher, creates conditions for equality in speech partnership, destroys the traditional barrier between the teacher and the student. The game should take into account the age characteristics of students, as well as their interests. The game provides an opportunity for timid, insecure students to speak and thereby overcome the barrier of uncertainty. In games, schoolchildren master such elements of communication as the ability to start a conversation, support it, politely interrupt the interlocutor, agree with his opinion or refute it at the right time. Everything is aimed at speech practice, while not only the speaker, but also the listener is as active as possible, because he must understand and remember the partner’s remark, correlate it with the situation, and respond to it correctly.

I believe that games have a positive effect on the formation of the cognitive interests of schoolchildren, contribute to the conscious mastery of a foreign language. They contribute to the development of such qualities as independence, initiative, fostering a sense of collectivism. Students actively, enthusiastically work, help each other, listen carefully to their comrades; The teacher only manages learning activities.

Using game methods allows you to:

Communicate in English with the teacher and classmates;

Students memorize communicatively meaningful phrases based on the simplest grammatical models;

Make it emotionally appealing to repeat the same speech patterns and standard dialogues;

Develop the ability to analyze, compare and generalize;

Activate reserve opportunities for students;

Practical application of knowledge;

To bring variety to the educational process;

Develop the creativity of schoolchildren;

Learn to organize your activities.

The use of games in English lessons gives, in my opinion, good results, increasing the children's interest in learning and allowing them to focus on the main thing - mastering speech skills in a natural situation, i.e. communication during the game.

Games contribute to the implementation of the following methodological tasks:

Creation of psychological readiness of children for verbal communication;

Ensuring the natural need for repeated repetition of language material by them;

Training students in choosing the right speech option.

The place of games in the lesson and the time allotted to them depend on a number of factors: the preparation of students, the material being studied, the goals and conditions of the lesson, etc. Games are best used in the middle or at the end of the lesson to relieve tension. It is important that working with games bring positive emotions and serve as an effective incentive in a situation where the interest or motivation of children in learning a foreign language begins to wane. During the game, students should not be interrupted so as not to disturb the atmosphere of communication. Corrections should be done quietly or at the end of the lesson.

In conclusion, I would like to note that the use of various games in a foreign language lesson contributes to mastering the language in an entertaining way, develops memory, attention, intelligence, and also maintains interest in a foreign language. Naturally, this article does not list the complete list of games used in English lessons, it can be replenished endlessly. The main thing to remember is that the game is only an element of the lesson, so it is always necessary to know exactly which skill or abilities are being worked out in the game being played.

The reasonable use of games in the classroom and their combination with other methodological techniques contribute to the qualitative assimilation of the material and make the learning process a necessity for students.

Literature:

1. Artamonova L.N. Games in English lessons and extracurricular activities / L.N. Artamonova // English. - 2008. - No. 4.

2. Barashkova E.A. English grammar. Games in the lesson: 2-3 classes. M.: "Exam", 2008.

3. Grigorieva M.B. The use of gaming techniques in foreign language lessons // Foreign languages At school. - 2011. - No. 10.

4. Danilova G.V. English language 5-9 grades. Educational games / ed.-comp. G.V. Danilova - Volgograd: Teacher, 2008.

5. Zharkova L.A. Game physical minutes at a foreign language lesson // Foreign languages ​​at school. - 2010. - No. 1.

6. Ivantsova T.Yu. Games in English // Foreign languages ​​at school. - 2008. - No. 4.

7. Konysheva A.V. Game method in teaching a foreign language. - St. Petersburg: KARO, Mn.: Publishing house "Four Quarters", 2006.

8. Petrinchuk I.I. Once again about the game // Foreign languages ​​at school. - 2008 - No. 2.

9. Stronin M.F. Educational games in the English lesson. M .: "Enlightenment", 1981.

10. Sharafutdinova T.M. Educational games in English lessons // Foreign languages ​​at school. - 2005. - No. 8.

When teaching children, we always remember the peculiarities of their memory - they remember words easily, they absorb everything new like sponges. And to make it interesting, we do it while playing!

To begin with, I would like to immediately say that everything is suitable for children. That is, in the same way, one should pay attention to the channels of perception of the child. Read more in the above article.

Games for memorizing English words

Lexical Chair game

We put the chairs in a circle, there are 1 fewer chairs than the participants. A topic is announced, for example, “Vegetables”, the teacher calls out various words on this topic, the children go around the chairs in a circle, as soon as they say a word from another topic (of course, a familiar word from the previously studied one), the children quickly take chairs. Who did not have time, he leaves the circle with one chair, etc.

Hangman game

Everyone knows the gallows. The host thinks of a word and draws dashes on the board, the number of which corresponds to the number of letters. Children in a circle guess the letters, if there is one, they enter it in the corresponding dash, if not, they begin to draw a little man on the gallows. I changed this rule because one girl was oh-so-very upset because she didn’t guess the letter and couldn’t “save the little man” 🙂 So now we’re not playing gallows, but elephants, "spiders", "turtles" and so on. No one bears any responsibility for the life of the creature, we just draw and, with each unsolved letter, paint over a part of the body.

Game "Same or Different"

Practicing word recognition. We play with cards, in each group of words I throw the “wrong” word from another category.

Crosses and Naughts game

Tic-tac-toe, everyone loves it. We are divided into two teams, "crosses" and "tac-toes". I have pre-prepared questions that I give to these teams, they ask each other, the teams confer and answer. On the board I draw a standard grid for playing tic-tac-toe. If the answer is correct, then the team says where to put their cross or zero. If not, they skip a turn. I love this game, because usually students remember what we practice for a long time and well.

Snowball game

Everyone knows the snowball, we repeat the words in a chain and add our own, etc. I sometimes make the game a little different. We make a very long sentence, starting with one word, and you can add something in any part of the sentence. For example, apples - green apples - Nick likes green apples - Nick likes green apples very much - Nick and his sister like green apples very much ... and so on.

Simon Says game

If we pronounce the phrase, starting with Simon says, then the command must be executed, if not, then it is not necessary to execute. For example, Simon says "touch your elbow", which means you need to do it, if it's just "touch your elbow", then you don't need to. The game seems simple, but when you start talking quickly, many people get confused. Children have fun, plus an additional opportunity to get up from their seats, stretch) Especially, if you often say, Simon says "touch your toes".

Phone game

A deaf phone, we say a word in the ear of the first, the children convey what they heard in a whisper along the chain, the last voices. Such miracles happen, sometimes some hippo easily turns into a cat)

Treasure hunt game

I love this game very much! I hide in the classroom (or school) various notes with assignments and instructions on where to look for the next. Or the children have a map in advance, on which they move, divided into two or more teams. This is where helpers are needed. At the end, a "chest" with treasures awaits them. You can throw some candy in there. "Treasure" at your discretion. If I make maps, I work the edges a little with fire so that they look like old ones.

Game «In The Bag»

We put various objects in an opaque bag, the children take turns coming up, closing their eyes, taking out one object and identifying it by touch, calling it in English.

Hot Potato Game

The ball is a hot potato! you can’t hold it in your hands for a long time, you’ll get burned! We throw a ball in a circle, naming words from a certain topic or starting with some letter.

Puzzle game

We write words or phrases on sheets of paper, cut into pieces of different shapes. We divide into 2 teams and assemble a speed puzzle.

Card hopping game

Children love it when they can move well in class. We make islands with pictures on A4 sheets, divide into 2 teams, mix the cards and give the same amount to each team, in turn, each of the players must cross to the other side (to the opposite wall), pulling out one card, naming the object in English, throwing it on the floor and stepping on the "island".

Unscramble game

We make cards with learned words, but the letters are mixed up in the words, we need to fix this. We do it for speed. You can also, so that they can then be compared with a picture, translation, definition, etc.

Miming Games

This game is easy to do with verbs, the designation of emotions. The student receives a card with a word and shows it with movements, facial expressions, the rest guess.

Stand in a Line game

I distribute large cards with letters to the children, then I call the word, and the children line up in a certain order. Or they make up sentences from words, also lining up in a line.

Find Your Match game

We divide into 2 teams, the students of one receive cards with words, and the other with pictures, then everyone gets up and looks for their couple. After that, you can do some pair work so that the children do not get used to working with the same partner.

Cakes or Cookies game

Again, we are divided into two teams, Cakes and Cookies. Some react only to questions with a positive answer, others with a negative one. Then we change, great for working out simple general questions and answers.

Fishing game

Here we need to prepare, we make fishing rods, on which we hook magnets, and the fishermen need to catch cards with words on which an iron clip is attached.

Touch and Run game

Noisy, fun, well suited for small children, while they still speak little, but already understand well. We place cards with pictures throughout the classroom, on command, the children must find a card and show it to the teacher. The one who first took the card and showed it correctly, keeps it. The student wins the largest number cards.

Blind Artist game

We blindfold the student and ask him to draw different objects. It turns out very funny.

The game "Opposites"

We stand in a circle, throw the ball, naming the word, the one who caught the ball must name the antonym, then name your word and throw the ball to someone. Good for adjectives. Options can be anything - degrees of comparison, synonyms, (name the next), days of the week (also name the next or previous), or we call a noun, and the one who catches the ball calls the corresponding adjective, or a word starting with the last letter of the previous one and etc.!

Game "What's Missing"

We put toys, fruits, cards, whatever on the table. We speak together, then the children close their eyes, we hide one object, they open their eyes and name which object is missing. You can start with a small number of items, then gradually increase.

Secret Picture Game

We show cards with pictures, then we almost completely close the picture, leaving a ma-a-scarlet piece (the tip of the mouse's tail, for example), the children must guess and name the word.

Game "Stand Up When You Hear"

Give each student a card (or several cards) with the learned words. Then the teacher reads a fairy tale or story, as soon as the student hears his word in it, he immediately gets up, repeats this word, shows a card.

Bingo game

We draw a grid of 9 (or more) squares, enter any words from the given topic (from the chapter of the textbook so that there are no unexpected words), then the teacher pronounces the words in any order, if the student has such a word, he crosses it out. The first one to cross out all the words says Bingo! and he is the winner.

The game "Explain the word"

We divide into two teams, one of the students of each team sits with his back to the blackboard, the teacher writes down the word, the team members explain it in English (it is forbidden to name the word and root words), the first one who guessed correctly brings the team one point, then the players change places, so that everyone is in the place of the guesser.

Game "Traffic Lights"

We played this game in our native language in childhood, the host turns away and calls, the one who has such a color in clothes can cross the road, who does not have to be able to run across).

In fact, there are a lot of games, we often improvise, we redo something in connection with the level, the number of people, etc., if the children are small, you can come up with all sorts of legends, for example, the teacher was bewitched, and she forgot all the words, or “ Have you noticed how strong the wind is today? He mixed up all the letters in the words for us.”

In addition, you will learn a few games for memorizing vocabulary from the video:

What games for memorizing English words do you know?

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