Educational games in English lessons (grammar, vocabulary, language games, etc.). Grammar games in English lessons for children of primary and secondary school age
Play, as you know, is the main activity of a child. She is peculiar common language for all the guys. 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.
All games can be divided into two groups: preparatory games and creative games. Preparatory games contribute to the formation of new skills, namely games:
- grammatical
- lexical
- phonetic
- spelling
Preparatory games, as it were, “build” the foundation of speech, because without grammatical structures, vocabulary, phonetics and spelling you cannot master the language. And monotonous workouts that do not bring satisfaction can be replaced with games and game situations that will help make boring work more interesting and exciting.
Brief classification games
Grammar games:
These games have the goals of teaching students how to use speech patterns that contain certain grammatical difficulties, creating a natural situation for using this speech pattern, and developing students’ speech activity and independence.
Grammar games help overcome language learning difficulties. They correspond to the age capabilities of children and are useful for the development of their independence.
All games enrich children's vocabulary. But one should not get carried away with the task of accumulating words: one must ensure that the words are well understood and that students learn to use them freely in speech.
Speech samples from masters of words should be used as grammatical material. Simple and sonorous lines are easily remembered by children and improve their speech. However, you should not constrain yourself with the requirements of exemplary coherent speech. For some games this is not possible. Therefore, it is also allowed individual words, and individual combinations of words, and the simplest everyday phrases.
Many games can be accompanied by creative tasks: compose a story using key words, compose a sentence, come up with an example by analogy (the same), answer a question, etc.
Explanations for the game are addressed to the teacher, and the teacher himself, together with the children, will draw up “rules” based on the explanations. This is good enough for the guys interesting work. I would like to provide more space for student creativity.
Children make all sets of games themselves or with their parents in their free time, during labor lessons. Following my instructions, they cut out, glue, draw, and label cards. I think the process of making a game is very important. Children perfectly master and remember what they have done themselves.
Lexical games:
Lexically targeted exercises in the form of a game contribute to the development of students’ attention and cognitive interest; help create a favorable psychological climate in the classroom.
Lexical games can be language and speech.
The goal of language lexical games is to train students in mastering words out of context, as well as mastering all the systemic features of a foreign language word. In a language game, the process of mastering lexical units is strictly regulated. All the attention of schoolchildren is aimed at reproducing educational material, while students’ mistakes are strictly recorded and taken into account.
The goal of a speech lexical game is to solve various communicative problems using available lexical means. When solving such problems, students' attention is concentrated on the content of the statement, and not on the form, as in the first case.
When conducting lexical games (language and speech), a large role is given to the teacher, who is the organizing figure here. It determines the function of the game and its place in the educational process, the form of the game, as well as the time required to play the game. An important fact is that the teacher, when organizing the game, must involve as many students in the group (class) as possible in it, and then quietly and skillfully leave it. Next, the teacher only observes the game, controls it, while giving some recommendations and tips if difficulties arise during the game. At this time, the teacher, unnoticed by the students, writes down errors in order to systematize them and subsequently correct them.
Phonetics games:
One of the types of games when teaching a foreign language is phonetic games that promote the formation of speech skills.
Phonetic games are of two types: those that are aimed at preventing (preventing) errors, and those that are aimed at correcting (correcting) errors. The difficulty in working with games is that everything, even the most complex sounds and sound combinations, are encountered from the very first lessons, so the language material cannot be simplified in any way, and the material worked out in lessons does not immediately turn into spontaneous speech.
Phonetic games are carried out according to the principle from simple to complex, or are associated with words introduced in class, or are needed to correct the most serious errors. When conducting a phonetic game, first there is some difference in sound combinations that is important for assimilation. The difference in pronunciation is then linked to the difference in meaning. Each time the difference in meaning, clearly visible to children, is associated with a difference in sound.
After demonstrating sound combinations in a gaming context, it is assumed that they have become a strong association, the teacher asks to repeat the sound combinations, and then gives tasks to distinguish between pairs: guess by the sound what is happening now, etc. After this, the children themselves can pronounce sound combinations depending on the situation.
Phonetic games are used to develop auditory attention and memory, teaching them to listen to the sounds of the German language according to their characteristics. This is important for developing foreign language pronunciation and intonation skills. Many games help memorize words and teach you to speak at a fast and slow pace.
Spelling games:
Spelling games contribute to the formation and development of speech skills. The main goal of these games is to master the spelling of French words. Some games are designed to train students' memory, others are designed to reproduce the spelling image of a word. As a rule, this type of exercise includes spelling bookmarks, composing words from one word, from given letters, and others.
Part II
Grammar games
"Doll - third person"
Target: development of dialogical and monologue speech skills.
Duration: 45 min.
Age/grade: primary school, 4th grade
Equipment: doll (any)
Number of students: 10
Rules of the game: A game task with a doll in this function can be as follows: “Your doll is already big. She can jump, run, sing and dance. Tell your neighbor everything your doll can do, and ask him what his doll can do.”
Like a regular role-playing game, playing with a doll allows you to save storyline quests. One example of such chains.
1. Dunno came to the store to buy balloons. But since he didn’t know the names of the colors, he started pointing at the balls. The sellers did not want to talk to such an impolite boy. Let's teach Dunno how to name colors correctly.
2. Dunno didn’t remember everything and asks the guys again: What color is it?
3. Dunno remembered your answers well, but did you remember his question? Let's check it out! You ask a question to a stranger, and he answers.
The game was proposed and tested by: Kozlovskoy A.A.
"Hide – and – Seek in the Picture"
Target: training in the use of prepositions of place.
Duration: 20 minutes
Age/grade: middle school, 5th grade
Equipment: 11 sheets of cards, a picture of a room
Number of participants: 11
Rules of the game: A large picture of the room is needed. 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 chorus:
Bushel of wheat, bushel of clover,
All not hidden, can’t hide over.
All eyes open! Here I come.
Children ask questions to the driver:
· Are you under the bed?
· Are you behind the door?
· Are you on the chair?
· Are you in the box?
P.S.: To make the game interesting and exciting, you need to use a picture with a large number of places where you can hide. If your lesson topic is “Home, sweet home,” then this is a great opportunity to review vocabulary, in addition to using prepositions of place. It is advisable for the children to sit in a circle so that all participants can clearly see the picture. During the game, the driver needs to be changed so that others can try themselves in the role of driver. You can diversify the game by using not just one image of a room, but several.
"Theater"
Target: training in the formation of affirmative, interrogative, negative forms of the studied tenses
Duration: 10-15 minutes
Age/grade: middle school, 8th grade
Equipment: cards with sentence components
Number of participants: 9
Rules of the game: The class is divided into two teams. Each team member is given cards with the components of the proposal. By arranging the cards in the correct order and forming sentences, participants ask questions to their opponents; the opponent who has collected the correct answer from the cards answers the question.
Strong students answer first. After completing their task, they can help weaker students.
P.S.: This game was well received by the class, but some difficulties also arose among children who did not know the material very well. Therefore, at the initial stages, you can use the formulas for the formation of tenses and their affirmative, interrogative and negative forms (table). Alternatively, you can gradually complicate the rules of the game. Let’s say that in the first lesson we play this game to practice the tenses of the Simple group, then Continuous - Perfect- Perfect Continuous in the active voice with a previous repetition of the rules of formation. And after all these stages, play a game to train all tenses of the active voice without using tables and education formulas. Then you can move on to the passive voice.
“What do you like to do? »
Target: activation of general issues in speech.
Duration: 15-20min.
Age/grade: middle school, 5th grade
Equipment: No
Number of students: 8
Rules of the game: 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.
P.S.: It is advisable to sit in a circle or at a round table so that you can see and hear the person answering. The game was well received by 5th grade students.
Savvulidi D.I.,
"Plurals (body parts) Plurals"
Target:train students to use plural
Duration: 15-20min.
Age/grade: middle school, 5th grade
Equipment: ball or soft toy
Number of students: 8
Rules of the game: 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.
P.S.: When playing this game, students must sit in a circle. This is the easiest way to play. The number of children is not limited.
The game was proposed and tested: in high school in the 5th grade.
Savvulidi D.I.,
"Crosses and spots"
Target: automate and develop the stability and flexibility of grammatical and lexical skills.
Duration: 10-15 minutes
Age/grade: primary school, 4th grade
Equipment: cards with verbs.
Number of students: the whole class
Rules of the game: For this game, you can use cards with verbs, or simply put words on cards or pictures. When playing, observe the principle of gradualness. The player takes the card if:
- Named the verb in Russian;
- Translated it into English;
- Gave 3 verb forms;
- Made up a simple sentence, for example: “I go to school every day.”;
- Made a sentence in Past Ind.: “I went to school yesterday.”;
- Made a sentence in the 3rd person singular: “He goes to school every day.”;
- Created a question (general, special);
- Made up a negative;
P.S.:“Crosses and spots” are applicable only for students who can confidently play this game in Russian and who are painless about their own loss. The game can be used at any stage to raise the student’s emotional tone.
"Pass the card"
Target: training and repetition of the have/has construction
Duration: 10-15 minutes
Age/grade: junior-high school, grades 3-6
Equipment: Cards, box
Number of participants: 10
Rules of the game: Children sit in a semicircle and pass each other a box of cards, naming it. . To complicate the task, children can say: “I have a...” / “I have a... and a...”. Then talk about your comrades and answer what they have: She has a.../He has a....
Note: Can be used during extracurricular activities
"My word"
Target: Development of sentence structuring skills. Development of students' grammatical knowledge base
Duration: 5-10 min.
Age/grade: elementary school, grades 3-4.
Equipment: A4 sheets with words that are parts of a sentence, magnets for the board.
Number of participants: the whole class.
Rules of the game: Participants are given sheets of words with which they can make a sentence. The sentence is pronounced in Russian, students must compose this sentence in English, taking turns going to the board and attaching their word. Before students come to the board, the teacher repeats the rules to avoid common mistakes. The completed sentence is checked by the teacher and collectively corrected.
"Domino"
Target: development of lexical and grammatical skills
Duration: 20 min
Age/grade:
Equipment: cards with illustrations (covered vocabulary), several cards with a double image of an object
Number of participants: 11
Rules of the game: Participants sit in a circle. Each participant is given 5-7 cards. The remaining cards are placed in the center. The participant starts the game with a card with a double image of an object on it. The player puts this card down and says in English what is shown on it (There is...\There are...). Next, the game follows the rules of the Domino game. The winner is the one who does not have a single card left. The remaining participants in the game place their cards in the center of the circle, while calling in English what is shown in each illustration.
P.S.: To play you need as many cards as possible
The game was proposed and tested by: Savchenko A.A.
"Last Word Chain"
Target: development of monologue speech skills, skills of constructing a logically coherent statement.
Duration: 10-15 minutes
Age/grade: middle school, 8th grade
Equipment: text, cards for this text.
Number of participants: 9
Rules of the game: To start the game, the teacher says the first sentence. The next student must come up with a sentence that begins with the last word of the previous sentence. If a student finds it difficult, he skips a move and the turn goes to the next student:
1) 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.
2) I like Christmas.
Christmas is celebrated on the 25 of December.
December is in winter.
Winter is my favorite season.
The season I don’t like is autumn.
P.S.: When playing this game, it is best for students to sit in a circle or at a round table. This way they will be set up to complete the task. The teacher can see and control everyone so that students cannot tell each other. You can also use an object that will be passed to the answerer from the person who has already answered, so that the students’ attention is focused only on the answer.
The game was proposed and tested by A.S. Emirasanova.
"Can you fly?"
Target: develop the ability to correctly use the verb ‘can’, ask questions and answer them using the verb ‘can’
Duration:
5-10 min.
Age/grade
:
junior school, 4th grade
Equipment:
action verb cards
Number of participants:
10-15
Rules of the game:
The teacher puts cards with verbs in a box, and the students draw out one card at a time and show it to the teacher. Then the teacher asks the students in a chain the question ‘Can you... and adds the verb that is written on the student’s card. The answer will be ‘No, I can’t’ / ‘Yes, I can’. Then the students, using their verbs, ask the same questions to the teacher.
The game was proposed and tested by: Shulga A.D.
Lexical games
“Working with new vocabulary”
Target: introduce new lexical units on given topics.
Duration: 45 min.
Age/grade: primary school, 4th grade
Equipment: cards with tasks for translating words, paper for correcting errors.
Number of students: 10
Rules of the game: The class is divided into three subgroups.
First, vocabulary is introduced frontally. Then work begins in small groups: students receive cards with the task of translating words.
The card must contain a key to check the correctness of the answers. Pupils work in pairs. After this, students form groups of four and practice spelling new words. A strong student dictates the words, the rest write and then compare. If someone makes a mistake, they must write the word several times to remember it. At the end there is a written assignment. It is carried out "on a chain".
Examples of tasks for working in groups on lexical material on the topic: “Weather”
1. New words. (Vocabulary is introduced frontally).
Weather, seasons, sun, shine, clouds, snow, rain, icy, windy, wet, humid.
2. Work in pairs.
A). The presenter first pronounces the phrase in English; the partner repeats it and translates it into Russian.
The weather is fine and warm.
The wind is blowing.
The sky is blue and cloudy.
It snows in winter.
B). The presenter says Russian offer; the partner translates it into English in writing, then speaks it out loud.
What a glorious morning! Autumn. Warm. But it's time to go to school.
“What is the weather today?” - “Terrible.”
This is true! Is it really cool in England in the summer? This is interesting.
3. Spelling (dictated by the team captain)
Cloudy and wet, windy and snowy, cold but sunny, hot and cloudy.
4. Test task(along the chain).
In summer the sun shines brightly.
The weather today is warm.
Winter is a cold season.
In autumn the wind often blows.
It's snowing heavily now.
P.S.: During this game, children can sit in a circle. This audience should be well lit.
The game was proposed and tested by A.A. Kozlovskaya
« Let's draw a picture"
Target: consolidation of vocabulary on covered topics
Duration: 20 minutes
Age/grade: middle school, 8th grade
Equipment: lined leaves, colored markers
Number of participants: 9
Rules of the game: Each student needs to prepare a sheet in advance, lined with 20 cells. The teacher names words on the topics studied (not only nouns, but also adjectives, verbs, and even phrases). Students must sketch each word that has its own cell. Then the teacher calls the number of the cell, and the students’ task is to “restore” the word using their drawing.
P.S.: This game is good to use when studying topics related to body parts, fruits, vegetables, and animals. Children will be able to visualize the object and depict it on paper. The situation will be more complicated with abstract concepts; it will be more difficult to depict them on paper or come up with an association.
The teacher should have pre-lined pieces of paper, and colored markers should be on each desk.
The game was proposed and tested by A.S. Emirasanova.
"Champion Game"
Target: consolidation of vocabulary on the topic of the lesson, memory training.
Duration: 20 minutes
middle school, 5th grade
Equipment: board, picture of
Number of participants: 11
Rules of the game: There is a picture of a room on the board. When starting the game, the teacher says 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 forgets a word or gets the order mixed up, they are out of the game.
P.S.: The picture should have a large number of depicted objects on the topic covered. It is advisable for the children to sit in a circle so that all participants can clearly see the picture. This game makes it possible to repeat vocabulary on any topic covered. To make the game more interesting, children can be divided into two teams and have a competition. Before playing the game, you need to make sure that the vocabulary is well mastered by the children.
The game was developed and tested by: Adzhalieva I.A.
"Magic box"
Target: repetition of lexical units, memory development, improvement of auditory and pronunciation skills
Duration: 10-15 minutes
Age/grade
:
middle school, 5th grade
Equipment: box, cards with words
Number of participants: 8 people
Rules of the game: Each student must draw out a piece of paper where the word is written. He must translate this word into English. And so this box goes around in a circle several times until there is not a single leaf left in the box.
P.S.: This game can be used to study various topics. Students can sit in a circle or at their own desks.
The game was proposed and tested: in high school in the 5th grade.
Savvulidi D.I.,
"Flower-seed-flower"
Target: train students in the use of vocabulary in situations close to natural settings;
Duration: 15-20min.
Age/grade: middle school, 5th grade
Equipment: daisies with removable multi-colored petals.
Number of students: 8 people
Rules of the game: The class is divided into two 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.S.: In this game you can use not only petals, but also regular colored paper. Preferably, team members sat in the same circle.
The game was proposed and tested: in high school in the 5th grade.
Savvulidi D.I.,
"Tic Tac Toe"
Target: Automate and develop resilience and flexibility in vocabulary and speaking skills.
Duration:
3 minutes
Age/grade:
primary school, 4th grade
Equipment: board, chalk, sponge
Number of participants:
2
Rules of the game:
A table is drawn on the board, indicating, for example, the time. Two students are called to the board, who must choose a cell and correctly name the time. If the student says the time correctly, he puts a cross/toe. In addition to the fact that students must correctly name the time, each of them strives to win (according to the rules of the tic-tac-toe game).
| 12:48 | 15:35 | 6:17 |
| 8:30 | 5:45 | 23:06 |
| 14:11 | 19:20 | 13:15 |
The game was proposed and tested by: Golub L.I.
"Synonymous series"
Target: automate and develop the stability and flexibility of lexical skills.
Duration: 5 minutes
Age/grade: primary school, 4th grade
Equipment: cards with verbs.
Number of students: 11
Rules of the game: Each student is given a word for which he must find the maximum number of synonyms. When the responding student has finished, others have the opportunity to complete their answer. Names are written on the board (according to the list) and for each complete synonymous row, a smiley face is placed opposite the surname, for an incomplete row - a tick.
The game was proposed and tested by: Golub L.I.
"What is missing"
Target: develop attentiveness, repeat the material covered
Duration: 15 minutes
Age/grade: junior-high school, grades 3-5
Equipment: cards
Number of participants: 8
Rules of the game: Cards with words are laid out on the carpet (table), and the children name them. The teacher gives the command: “Close your eyes!” and removes 1-2 cards. Then he gives the command: “Open your eyes!” and asks the question: “What is missing?” Children remember missing words.
P.S.: Can be used outdoors in teams (one team asks a question to another team)
The game was proposed and tested by: Nikolaychuk L.I.
"Story"
Target: repeating the vocabulary covered and practicing the sound (in this case R)
Duration: 5 minutes
Age/grade: middle school, 5th grade
Equipment: visual aids, magnets, board
Number of participants: 8- 10
Rules of the game: All passed words for a certain sound are used. They make up a story. When a word with a sound appears in a story, it is shown to the children on a card, and they call it a chorus.
For example: Once upon a time (Rabbit). And he had a wonderful rope. Our (Rabbit) simply loved to jump through his (rope) along the long (road). And along the road there were unusually beautiful roses. Every morning, if there was no (rain), our (Rabbit) collected beautiful (roses) and took them to his friends! Etc.
P.S.: Conducted in class during a lesson, permissible during an extracurricular activity.
The game was proposed and tested by: Nikolaychuk L.I.
"Make a story"
Target: development of the ability to hear and understand, as well as think logically
Duration: 20 minutes
Age/grade: secondary school, 5th grade, 10 years
Equipment: handout
Number of students: 11
Rules of the game:
Each participant receives a card with one sentence from a specific story. He is not allowed to show this sentence to other participants or write it down - he must remember it. 2 minutes are given for this. The cards are then collected and the teacher reads the story. The players listen to it, and then each of them, in accordance with the logic of construction, takes turns naming their proposal. Strong students get more complex sentences, while weak students get easier ones.
P.S.: you must choose a story according to the program requirements for a particular class!
"Try to guess"
Target:- to intensify the speech and thinking activity of students;
Review vocabulary on the topic appearance.
Duration:
25 minutes
Age/grade
:
middle school, 5th grade
Equipment:
board, marker
Number of participants:
11
Rules of the game:
The class is divided into two teams. The teacher chooses a leader from among one of the teams. The leader selects any student and describes him/her without mentioning his/her name. Members of both teams try to guess who they are talking about. The team whose member guessed correctly gets one point. A new leader is chosen from among the winning team and the game starts again. The team with the most points wins.
P.S: Before starting the game, it is necessary to explain to the children that they must raise their hands and not speak at the same time. Otherwise, points will not be counted. Before the game starts, the board must be divided into two parts with a vertical line: write “team A” on the right, “team B” on the left. Below, use crosses or checkmarks to indicate the number of points earned by the teams.
«Where are you from? »
Target: - to intensify the speech and thinking activity of students;
Develop students' speech reactions.
Review vocabulary on the topic of country and nationality.
Duration:
25 minutes
Age/grade
:
middle school, 5th grade
Equipment:
board, marker
Number of participants:
11
Rules of the game:
The names of the countries are written on the board in English. The number of countries corresponds to the number of students in the class. The teacher chooses a leader and asks him to choose one of the countries, but not to say its name out loud. The rest of the students try to find out which country the leader wished for by asking questions. The student who guesses first becomes the leader and the game starts over. The teacher crosses out the guessed countries.
Example: S1: Are you from Poland?
S2: Are you from Greece?
S3: Are you from Bulgaria?
L: Yes, I am Bulgarian.
The game was proposed and tested by U. E. Mishchenko.
"The chain of words"
Target: 1. Reinforcement of completed lexical units
2. Development of speaking skills.
Duration: 5-7 minutes
Age/grade: elementary school, grades 3-4.
Equipment: ball
Number of students: the whole class.
Rules of the game: The teacher names a certain word according to the given vocabulary in Russian and throws the ball to the student. The student who catches the ball must translate the word into English. Thus, all students are involved in the game. This game can be played to consolidate any lexical units, for example: names of flowers, professions, animals, days of the week, etc.
P.S: This game is most effective immediately at the initial stage of learning, as it is characterized by a narrow task format.
"One-two"
Target:
2. Development of associative memory.
Duration: 10-15 min.
Age/grade: secondary school, 6-7 grades.
Equipment: lexical units on a specific topic
Number of students: the whole class.
Rules of the game: Participants stand in a circle. The teacher assigns each student a “name” i.e. a certain word according to the vocabulary covered. To begin with, in order to remember their “names,” students pronounce them one by one, then the actual game begins. With the pronouncement of the key phrase “one-two”, the student who opens the game says his name and the name of the other participant, for example: “one-two” - “bear-dog”, “one-two” - “dog-cat”. The game is played for speed and tests the degree of knowledge of words; if any student hesitates for a long time in answering or forgets the names of other participants, he leaves the game.
The game was proposed and tested by E.N. Mustafaeva.
"Tell the sixth"
Target: 1. Consolidation of the vocabulary covered.
2. Expansion of synonymous vocabulary.
3. Development of spontaneous speech.
Duration: 5-10 minutes
Age/grade: secondary school, 6-7 grades.
Equipment: lexical units, active vocabulary of students.
Number of participants: whole class.
Rules of the game: The teacher sets a lexical topic and names a student who must give five words related to this vocabulary, then the teacher asks another student and he must add a sixth word to the list of previous ones. In a similar way, a survey is conducted on any vocabulary covered.
The game was proposed and tested by E.N. Mustafaeva.
“Draw and remember!”
Target: development and consolidation of lexical skills
Duration: 45 minutes
Age/grade: secondary school, 5th grade, 10 years
Equipment: handout
Number of students: 11
Rules of the game:
A famous artist came to visit us. He brought each student a sheet of paper specially lined with 20 cells. The artist names words based on the topics studied (not only nouns, but also adjectives, verbs, and phrases). Students must sketch each word that has its own cell. Then the artist names the cell number, and the students’ task is to “restore” the word or phrase using their drawing.
P.S: the artist must bring markers to the students!
The game was proposed and tested by A.A. Savchenko.
"Bingo"
Target:
consolidate learned vocabulary
Duration:
4 - 5 min
Age/grade:
for example junior school, 3rd, 4th grade
Equipment:
board, workbooks
Number of participants:
10-15 people
Rules of the game:
There are 10 words written on the board. Children must choose any 7 and write them down in their notebook. The teacher names the words that are written on the board. If the child has the named word written down in his notebook, he underlines it with a pencil. The one who underlines all the words wins. Emphasizing last word, he says "Bingo" loudly.
The game was proposed and tested by A.D. Shulga.
"How many pages?"
Target: training numerals over 20
Duration: 20 minutes
Age/grade: middle school, 5th grade
Equipment: books
Number of participants: 11
Rules of the game:
The teacher always has a lot of beautiful books on his desk. One day he asks the children, pointing to one of the books:
How many pages are there in this book?
Children try to guess: - There are...
Then the teacher looks at the number of pages in the book, says it, and the children repeat in unison.
P.S.: The game is great for helping you repeat numbers. Instead of the teacher, one of the students can ask a question. To diversify the game, you can ask the question - How many pictures are there in this book?. Students can guess how many pictures there are, what they are (colorful, interesting, etc.). It is advisable for students to sit at a round table.
The game was developed and tested by: Adzhalieva I.A.
Phonetics games
"Monkey Talk [ð]"
Target: practice the correct pronunciation of the sound [ð]
Duration: 15 minutes
Age/grade: middle school, 5th grade
Equipment: books
Number of participants: 11
Rules of the game:
Teacher: It seems to me that you can all portray little monkeys very well - how they make faces, how they chat. The monkeys in the English zoo speak English. And when they pronounce the sound [ð] they try very hard - they try so hard that they show their tongues to visitors. The angry monkey shouts at everyone: “They, they, they,” and the learned monkey talks like a poet: “Thee, Thee, Thee”:
Little monkey in the tree
This is what he says to me,
Thee, thee, thee.”
Monkey jumps from limb to limb
While I chatter back to him:
“Thee, thee, thee
They, they, they.”
P.S.: The game is perfect for practicing the pronunciation of the sound [ð]. It takes 2 lessons to learn the poem. You can divide the participants into two teams. The audience should be bright and spacious. One team responds to the leader as a poetic monkey “Thee, thee, thee”, and the second as an angry one “They, they, they”. You can change lines. Change the leader. The main thing is that each team does not confuse the cue. And she clearly pronounced the sound [ð].
The game was developed and tested by: Adzhalieva I.A.
"Sending a telegram"
Target: train students in pronouncing English sounds.
Duration: 20-30 minutes
Age/grade: middle school, 5th grade
Equipment: cards with words.
Number of students: 8
Rules of the game: 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.
P.S.: Take words from the topics studied. There should be complete fun in the class.
The game was proposed and tested: in high school in the 5th grade.
Savvulidi D.I.,
Name the word (game with an object)
Target: formation of phonemic hearing skills.
Duration: 15-20 minutes
Age/grade: middle school, 5th grade
Equipment: ball or soft toy
Number of students: 8
Rules of the game: 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
P.S.: Games are very suitable for practicing sounds. It is advisable for students to sit in a circle.
The game was proposed and tested: in high school in the 5th grade.
Savvulidi D.I.,
“I hear, I don't hear”
Target: formation of phonemic hearing skills
Duration: 5 minutes
Age/grade: elementary school, grades 3-4.
Equipment: words with long and short vowels.
Rules of the game: Students are divided into teams. The teacher says the words. If he pronounces a word that has a long vowel, the students raise their left hand; if the word has a short vowel, they raise their right hand. The teacher writes down the players' mistakes on the board. The team that made the fewest mistakes wins.
The game was proposed and tested by: Mustafaeva E.N.
Spelling games
« The Comb"
Target: consolidation of learned vocabulary, development of spelling skills
Duration: 10-15 minutes
Age/grade: middle school, 8th grade
Equipment: board, colored chalk
Number of participants: 9
Rules of the game: The class is divided into 2 teams. A long word is written on the board for each team. Team representatives take turns running up to the board and writing words starting with the letters that make up the original word vertically. The words of one command should not be repeated. The team that writes the words first and correctly wins. Words can be of different parts of speech, the main thing is that they are longer than the words of your opponents.
| e | d | u | c | a | t | i | o | n |
| x | i | s | u | u | e | n | p | o |
| p | s | a | r | t | a | v | p | t |
| e | a | g | r | h | c | e | o | e |
| r | p | e | i | o | h | s | r | b |
| i | p | c | r | e | t | t | o | |
| e | o | u | i | r | i | u | o | |
| n | i | l | t | g | n | k | ||
| c | n | u | y | a | i | |||
| e | t | m | t | t | ||||
| i | y | |||||||
| o | ||||||||
| n |
P.S.: Please note that this game is best played indoors with plenty of space. If there is not enough space and in order to avoid noise and walking around the class, it is advisable that the teacher himself writes down the word of each student in turn, alternating one command with another, and children are also given the opportunity to say the words of their opponent if the answer is incorrect or if there is no answer at all. The teacher should have colored chalk so that at the end of the game he can quickly and accurately calculate each team's score based on the color of the word written on the board.
The game was proposed and tested by A.S. Emirasanova.
"Insert letter"
Target: checking the mastery of spelling within the studied lexical material.
Duration: 20 minutes
Age/grade: secondary school, 5th grade
Equipment: board, chalk
Number of participants: 11
Rules of the game:
The board is divided into two parts. For each command, words are written, each of which has a missing letter. Representatives of the teams take turns going to the board, inserting the missing letter or letters and reading the word and translating it.
For example:
beds..de cab..net
P.S.: The game is perfect for mastering spelling within the lexical material studied. The words must be written on the board before the lesson begins. It is advisable to cover the board with cards so that the words are not visible.
The game was developed and tested by: Adzhalieva I.A.
"Invisible Words"
Target: development of spelling skills.
Duration: 15-20min.
Age/grade: middle school, 5th grade
Equipment: No
Number of participants: 8
Rules of the game: A presenter is selected. His task is to write a 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 one who writes all the words correctly wins.
P.S.: The classroom should be well lit. The game is suitable for learning spelling and vocabulary being studied.
The game was proposed and tested: in high school in the 5th grade.
Savvulidi D.I.,
"Remember the Words"
Target: formation of spelling memory skills
Duration: 15-20 minutes
Age/grade: middle school, 5th grade
Equipment: list of words, leaves, pens
Number of participants 8
Rules of the game: Students are asked to quickly scan a list of words and then name words that contain a given letter. The one who can name the most words wins.
P.S.: This game is suitable for mastering spelling after having already studied vocabulary.
The game was proposed and tested: in high school in the 5th grade.
Savvulidi D.I.,
"Right verb"
Target: 1. Consolidating the students’ grammatical knowledge base.
2. Development of writing skills.
Duration: 5-10 minutes
Age/grade: elementary school, grades 3-4.
Equipment: board, chalk
Number of participants: the whole class.
Rules of the game: Sentences in which a verb is missing are written on the board. Students take turns going out and writing the verb in the correct form.
The game was proposed and tested by: Mustafaeva E.N.
Conclusion
The role of games in the methodology of teaching a foreign language cannot be overestimated. This is explained primarily by the specifics of the subject. On the one hand, there is the need to learn language material, grammar, etc. by heart. often causes hostility among students, and here game moments can provide invaluable assistance in creating a positive mood for a foreign language lesson in general, and for the material being studied in particular. On the other hand, games are inherently communicative exercises and significantly help in achieving the main goal of teaching a foreign language, namely to teach communication in the language.
A game is understood as a game used in the educational process as a task containing an educational task, the solution of which will ensure the achievement of a specific educational goal. The games include phonetic, lexical, grammar, and speech games (games for teaching speaking, listening, and reading). In this paper, we looked at how games influence increasing motivation to learn English at school.
A set of games was tested aimed at increasing students' motivation to learn English.
So, the purpose of our research on the effectiveness of using games in English lessons has been fulfilled, and the hypothesis has been confirmed.
References
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... in the game a person experiences the same pleasure
from the free discovery of one's abilities,
what an 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 concentrate their attention on the main thing - mastering speech skills in the process of a natural situation, i.e. communication during the game.
In my opinion, games contribute to the implementation of the following methodological tasks:
In an effort to instill in children a love of 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 play 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 a team and through a team;
Development of mental functions and abilities;
- “learning with passion.”
A game is a specially organized activity that requires intense emotional and mental strength. A game always involves making a decision - what to do, what to say, how to win? Children rarely think about this. For them, the game is simply an exciting activity. Everyone is equal in the game. It is feasible even for weak students. 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 of the subject. A sense of equality, an atmosphere of passion and joy, a sense of the feasibility of tasks - all this allows children to overcome shyness, which prevents them from freely using words in a foreign language, and has a beneficial effect on learning outcomes. The language material is imperceptibly absorbed, and at the same time 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 course of the game this situation can be played several times and each time in a new version. But at the same time, the situation of the game is the situation real life. Thus, the game can be considered as an exercise that creates the opportunity to repeat a speech pattern many times under conditions that are as close as possible to real speech communication.
During the game, I usually move from one group to another, noting 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 ensure that students themselves give the correct version of the phrase or word in which errors were made. All I have to do is write them on the board and accompany them with corrective exercises that best contribute to the students themselves practicing the correct version.
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". Progress of the game: students stand in a circle; the teacher is in the center with the ball. The teacher throws the ball and names any English word (either from the vocabulary covered or new words), the child catches the ball and names the letter with which this word begins, returning the ball to the teacher.
Game "Build a tower". Progress of the game: children are given cards with words, the guys build towers. For example: Cinema Circus Concert Cat City Cosmonaut Crocodile Circle
Crocodile Circus
Cosmonaut Cinema
Game "Wide and narrow vowels". Goal: developing phonemic hearing skills.
Progress of the game: the teacher calls the words, the students raise their hands 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.
Game “Who will read it more 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 pronunciation of individual sounds. The text is read several times by students. After this, 2–3 minutes are given for memorizing. 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; one point is deducted for each error. The team with the most points wins.
Game “Who knows the symbols of the sounds better?” Progress of the game: 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.
Game “Sending a telegram”. Progress of the game: 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 natural settings;
Activate the speech and thinking activity of students;
Develop students' speech reactions.
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 the lunch menu with your partner.
Use phrases: I like …/ I don’t like
4. Discuss with your partner what kind of birthday gift you can give to 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 and phenomena of the surrounding world. Such tasks are preparatory for role-playing games, the playing of which allows you to consolidate lexical and grammatical skills in speaking and conducting dialogue.
Game "Guess the color." Progress of the game: the teacher takes colored pencils, hides them in a box or bag, selects one pencil and holds it in his hand so that the children cannot see. After this 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." Progress of the game: the teacher appoints a leader who comes up with a word (the name of an object) that is well known to the students.
Students take turns asking questions to the leader:
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 intended word takes the place of the leader.
Game "Who ran away?" Progress of the game: students are offered a picture depicting animals. They examine it for 1-1.5 minutes. Then I show another picture, which contains some of the animals that were in the first picture. Students must say who ran away.
Game "Who is bigger?" Progress of the game: within a certain time (2-3 minutes) you need to write as many words as possible on pieces of paper, using only the letters of a complex word written on the board. For example: examination, constitution.
Riddles on the theme “Colors”.
Fields with ripe wheat
They make us happy with the color yellow.
Curly very black Jack
The sun turned it completely black.
I love the blue of the sky
I wear blue jeans.
Here is a portrait of Santa Claus,
He's there in a red outfit.
The Christmas tree always has the same color
In winter and summer it is green.
Riddle games. 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)
Game "Teacher and student". During the oral introductory course, students are introduced to a large number of lexical units. The game “Teacher and Students” provides great assistance in mastering words. Progress of the game: 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 advisable for a weakly prepared student to work in pairs with a strong one.
Target shooting game. Progress of the game: the student writes or names a word that begins with the last letter of the word spoken by the previous student, etc.
Game "Collect a briefcase". The whole class participates in the game. They come to the board at will.
Teacher: Let's help Pinocchio get ready for school.
The student takes the objects on the table, puts them in a briefcase, naming each object in English:
This is a book. This is a pen (pencil, pencil-box).
In the following, the student briefly describes the subject he is taking:
This is a book. This is an English book. This is a very nice book.
Game "Flower of Seven Flowers". Equipment - daisies with removable multi-colored petals.
Game progress: the group is divided into two 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.
Game "Collect the picture." How to play: Each team is given an envelope containing 12 pieces of the picture. You need to quickly collect a picture and describe it using structures: I see...; This is...; He has got…;
She has got...; It is blue (grey, etc.).
Grammar games:
Teach students the use of speech patterns containing certain grammatical difficulties;
Create a natural situation for using this speech pattern.
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 briefcase. The selection of subjects must correspond to the actual vocabulary of students in a particular class. The driver, who is familiar with the contents of the briefcase 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 presenter performs his duties until all the items in the briefcase are named.
Game with a picture.
For better assimilation by students of structures in Present Continuous You can use the picture game. Schoolchildren are asked to guess what a particular character depicted in a picture that they have not yet seen is doing. The guys ask questions, for example:
P1: Is the girl sitting at the table?
T: No, she is not.
P2: Is the girl standing?
The student who guesses the action shown in the picture wins. He becomes the leader and takes another picture.
Game "Commentator".
Progress of the game: 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.
Game “What do you like to do?” The goal is to activate general issues in speech.
Progress of the game: one of the students makes a guess about 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 vocabulary on the topic, automate the use of learned verbs in the future tense in oral speech.
Game progress: the group is divided into two teams. On the board, the teacher writes down two rows of words: the name of the gifts, a list of verbs. The players must say, using verbs from the list, what they will do with the gifts they received on their birthday. Each participant in the game comes up with one proposal. The team that completes the task faster and composes sentences without errors wins.
Game "Numbers". Goal: repetition of cardinal numbers.
Game progress: the group is divided into two teams. On the right and left of the board, the teacher writes down the same number of numbers randomly, and then calls them 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.
Game "Travel around the world".
You can also do physical exercises in a playful way. 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 motion. However, as students learn new vocabulary, the game becomes more complex 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 themselves. During the general lesson, a competitive aspect is included in the game: the group is divided into teams, and a leader is selected from each team. Each of them is given a “list” of 5-10 verbs of motion. Without naming them, the presenter must show the movement, and the team must guess, repeat and name the given verb faster than their opponents. A point is awarded for each correct answer. The team with the most points becomes the winner. Thus, during the game, vocabulary is consolidated and physical training is carried out.
Spelling:
The goal is to develop skills in combining letters in a word.
Game “The Best”/“The best”. Progress of the game: divide the group into 2 teams, line them up in a column and, at the command “To start”, begin dictating words on the topic covered. Each student runs up to the board and writes the named word, passes the chalk to the next player on the team, and stands behind him. The teacher dictates the words at a fast enough pace so that students do not have the opportunity to spy on other teams.
Game "Letters Scattered". 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. Then he says: “I had a word, but it fell apart into letters.” The teacher shows the letters and scatters them on the table: “Who can put the word together faster?” The first person to write the word correctly on the board wins. The winner comes up with his own word, and the action is repeated.
Game "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.
Game "Words starting with a certain letter." Goal: developing the skill of orthographic memory.
How to play: 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.
Game "Where is the letter?" Goal: developing 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.
Word-building game.
Progress of the game: the teacher writes a long word on the board. Students (within a certain period of time) must make words from its letters. The student who produces the most words wins.
Creative:
Goal: consolidation of vocabulary on the topic, automation of the use of studied structures in oral speech.
Game "Tourist Agency" on the theme "New York". Progress of the game: students are divided into two teams - tour agency operators and tourists. Then one team asks questions and the other answers. The teacher records the number of questions, their logic, and literacy. Then the teams change places, and the tourists now act as travel agency operators. The team that asked the most correct and logically constructed questions wins.
A communicative game promotes intensive language practice, creates contact on the basis of which language is acquired more meaningfully, and, in addition, provides ample opportunities to intensify the learning process, since its participants are involved in real communication conditions.
The game activates the children’s desire for contact with each other and the teacher, creates conditions for equality in speech partnership, and destroys the traditional barrier between teacher and student. The game should take into account the age characteristics of students, as well as their interests. The game gives timid, insecure students the opportunity to speak up and thereby overcome the barrier of self-doubt. In games, schoolchildren master such elements of communication as the ability to start a conversation, maintain it, politely interrupt the interlocutor, and at the right moment agree with his opinion or refute it. 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, relate it to the situation, and respond to it correctly.
I believe that games have a positive effect on the formation of the cognitive interests of schoolchildren and contribute to the conscious acquisition of a foreign language. They promote the development of such qualities as independence, initiative, and fostering a sense of collectivism. Students work actively, enthusiastically, help each other, listen carefully to their comrades; The teacher only manages the learning activities.
The use of gaming methods allows you to:
Communicate in English with the teacher and classmates;
Students will remember communicatively significant phrases based on the simplest grammatical models;
Make it emotionally attractive to repeat the same things speech patterns and standard dialogues;
Develop the ability to analyze, compare and generalize;
Activate students' reserve capabilities;
Practical application of knowledge;
Introduce variety into the educational process;
Develop creativity of schoolchildren;
Learn to organize your activities.
The use of games in English lessons gives, in my opinion, good results, increasing children’s interest in learning and allowing them to concentrate their attention on the main thing - mastering speech skills in the process of a natural situation, i.e. communication during the game.
Games contribute to the implementation of the following methodological tasks:
Creating children’s psychological readiness for verbal communication;
Ensuring the natural need for them to repeat language material multiple times;
Training students in choosing the right speech option.
The place of games in the lesson and the time allocated 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 brings positive emotions and serves as an effective incentive in a situation where children’s interest or motivation to learn a foreign language begins to wane. During the game, students should not be interrupted so as not to disrupt 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 promotes language acquisition in an entertaining way, develops memory, attention, intelligence, and also maintains interest in a foreign language. Naturally, this article does not list a complete list of games used in English lessons; it can be expanded endlessly. The main thing to remember is that the game is only an element of the lesson, so you always need to know exactly what skill or abilities are being practiced in the game.
The reasonable use of games in the classroom and their combination with other methodological techniques contribute to high-quality learning 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: grades 2-3. M.: “Exam”, 2008.
3. Grigorieva M.B. Using game techniques in foreign language lessons // Foreign languages at school. – 2011. – No. 10.
4. Danilova G.V. English language grades 5-9. Educational games / author-comp. G.V. Danilova - Volgograd: Teacher, 2008.
5. Zharkova L.A. Playful physical education lessons in 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 for English lessons. M.: “Enlightenment”, 1981.
10. Sharafutdinova T.M. Educational games in English lessons // Foreign languages at school. – 2005. – No. 8.
WORD SCRAMBLES(Words mixed up)
GOAL: Increase vocabulary and improve spelling.
DESCRIPTION: Students are given a list of jumbled words on the board, projector, or paper and asked to unscramble them. The first one to cope with all the words wins. The words should be familiar. For example: HYPAP, OAPIN, POSA, MECARA, SIFH
The length of the list depends on how much time you can give for the game, as well as how interesting the game will be for the students.
OPTIONS: The list can be limited to the category of word meaning, for example, only profession, or capitals of the world, or political leaders, or furniture.
TIPS: You can divide the class into teams of 3-5 people and arrange a competition between them. Working as a team allows students to learn from each other and gain confidence.
DO (Verb "to do")
GOAL: Learn or practice asking questions with DO and distinguishing actions in the right time (Present Continuous/Progressive, Future, Simple Past, Present Perfect).
DESCRIPTION: This game can be called:
WHAT AM I DOING?
WHAT AM I GOING TO DO?
WHAT DID I DO?
WHAT HAVE I DONE?
The name depends on how long you will repeat or practice.
THE PRESENT CONTINUOUS: showing any action, the performer of this action asks: “What am I doing?” The one who correctly answers the question (for example, “You are walking”) either becomes the driver or earns a point for himself or his team (if you are divided into teams).
THE FUTURE TENSE: (going to) The leader is preparing to perform some action by asking: “What am I going to do?” The correct answer might be “You’re going to sit down.”
THE SIMPLE PAST TENSE: Having completed any action, the presenter asks: “What did I do?” The answer might be “You drank some water.”
THE PRESENT PERFECT TENSE: Having done something, the presenter asks: “What have I done?” The one who gives the answer, for example, “You have written on the blackboard,” gets a point.
COMMANDS
PURPOSE: To repeat the imperative mood.
DESCRIPTION: The class is divided into two groups (A and B). Students take turns giving commands to their opponents from the second group. One point is awarded for correct this command and one for a correctly performed action. The difficulty of the command depends on the level of knowledge of your students. For example:
A: “Touch your toes!”
B: Performs the action.
B: “Point to the window!”
A: Performs the action.
A: “Laugh quietly!”
B: Performs the action.
B: “Untie your shoe!”
A: Performs the action.
TIPS: Commands must, of course, make sense and be such that they can be carried out in a classroom environment. To encourage creative thinking in students, you can give 2 points for originality and 1 point for an ordinary team.
SURPRISE SACK
OBJECTIVE: To practice identifying words.
MATERIALS NEEDED: Each student brings a small household item to class: a comb, a coin, a sock, a cup, etc. You can use a canvas bag.
DESCRIPTION: One by one, students describe in detail what they brought, and everyone else tries to guess what it is. For example:
“My object is about 4 inches (10cm) long. It weighs about 6 ounces (150 g). It is oblong in shape. It is made of nylon. It is flexible, and is dull black. What is it?”
TIPS: Before playing this game, you need to familiarize students with the vocabulary that will be needed to describe size, weight, shape, color, texture, material, etc. (size, weight, shape, color, texture, material, etc.) of the item being described. To make the process easier, you can allow students to write down a description of their subject in advance.
WHERE WAS I? (Where have I been?)
GOAL: To practice using the verb TO BE in the Simple Past tense in interrogative, affirmative and negative sentences.
DESCRIPTION: The student writes where he was at a certain time in the past, and the whole class guesses.
For example:
“Where was I at noon yesterday?”
“Were you at the dentist?”
“No, I wasn’t at the dentist.”
OPTIONS: The driver can ask questions not only about himself, but also about anyone else in the class.
“Where was Gary last Tuesday?” or
“Where were Joan and I last Sunday?” or
“Where were you and I last night?”
TIPS: I limit the number of guiding questions to twenty, or the number of questions should be equal to the number of students divided in half. If after all the questions the place is not guessed, the driver must name it himself, and another student becomes the new leader.
GUESSER (Guessing Game)
PURPOSE: To allow students to practice describing people.
DESCRIPTION: The presenter stands with his back to the board, and the teacher writes on the board and immediately erases the name of any student present in the class at that moment. The presenter asks the students from the class to describe to him whose name was written on the board. The most general information is given first, then detailed and specific. When the host guesses correctly, you can start a new game
TIPS: In order to give general information first and then more specific information, we encourage students to first tell what gender this person is, what color his eyes and hair are, how tall he is, whether he is thin or fat, etc. It is also a good idea to write all this information on the board as it comes up, so that students have an idea of what has already been said and what has not yet been said.
To make the game more difficult, you can blindfold the leader.
YES/NO PING-PONG (Yes or no)
OBJECTIVE: To practice asking and answering common questions.
DESCRIPTION: The class is divided into two teams (A and B). Students take turns asking their opponents questions that can be answered “Yes” or “No.”
For each correct question and for each correct answer - a point. By answering a question, the student gets the right to ask a question to the person who just asked him.
For example:
A: “Do you speak English?”
B: “Yes, I do.”
B: “Can you ride a bike?”
A: “Yes, I can.”
A: “Is your sister here?”
B: “No, she isn’t.”
B: “Do you know my name?”
A: “Yes, I do.”
HERE AND THERE (There - here)
GOAL: To consolidate the understanding and correct use of the words HERE THERE.
DESCRIPTION: All objects brought by children are collected and divided into two equal groups, which are placed at opposite ends of the classroom. One half of the class looks for their things in one pile, and the other half - in another. (If something is not in the first pile, then that thing is in the second.)
In turns, students must say where the things that belong to them are, for example:
“My pen is HERE” (that is, in the pile that he examined).
“My shoe is THERE” (he points to a pile at the opposite end of the class).
FISH! (Search!)
OBJECTIVE: Repeat the verb TO HAVE in the PRESENT INDICATIVE tense, using interrogative, affirmative and negative forms. In addition, learn the names of playing cards.
MATERIALS NEEDED: One deck of playing cards for every 4-5 students. (They can bring the cards themselves.)
DESCRIPTION: Students are divided into groups of four to five and each is dealt five cards. The remaining cards in the deck are turned face down and the deck is placed in the center. The first one, clockwise from the dealer, asks someone in the group if they have cards of a certain value in their hands. His goal is to collect four cards of the same value, for example, four queens or four threes, etc. The game continues until someone manages to collect four cards of the same value. Another player can give them to him, or he can find them in the deck. You need to remove cards from above. The queue moves clockwise. At the end of the game, all cards are shuffled again, dealt, and a new round begins. Let's consider a possible course of the game: ‘
Student A: “Do you have any s?”
Student B: “No, I don’t have any s.” Fish!”
(After this, the first student draws a card from the top of the deck. If it is the card he asked for, he continues to ask the players for a card of any value if he already has cards of that value in his hands. If he draws unsuccessfully, the turn goes to the next one clockwise arrow.)
Student C: “Do you have any s?”
Student D: “Yes, I do.”
Student C: “How many s do you have?”
Student D: “I have 1/2/3 (s).”
Student C: “May I have them/it, please?”
Student D: “Here you are.” (Hands with the card/s.)
Student C: “Thank you.”
Student D: “You’re welcome.”
(Student C, having received the cards he needs, continues to drive, that is, ask the players for the cards he needs.)
TIPS: Students tend to confuse words such as “ace” and “eight” and have difficulty distinguishing between singular and plural. To make the game more interesting, you can give each student 5 paper clips. At the beginning of each round, students throw in one paperclip; at the end of the round, the winner takes all the paperclips for themselves.
PROFESSIONS
OBJECTIVE: Repeat the names of professions.
DESCRIPTION: One of the students leaves the class, and the rest agree on what profession to choose. When he returns to class, his comrades each speak one sentence describing the profession, and the leader tries to guess it. Nag example:
1st student: “Don’t work with many people.”
2nd student: “Don’t talk a lot.”
3rd student: “Doesn’t write a lot.”
4th student: “Don’t get angry a lot.”
5th student: “Don’t laugh a lot.”
6th student: “Does not use a lot of chalk.”
(the answer is “teacher”).
1st student: “Don’t fix things.”
2nd student: “No charges a lot.”
3rd student: “You call him for emergencies.”
4th student: “He comes to your house.”
5th student: “He works with water.”
6th student: “He uses wrenches.”
7th student: “He fixes sinks and toilets.”
(answer - “plumber”)
WHO HAS IT? (Who has the item?)
GOAL: To consolidate the skill of using the verb TO HAVE in the Simple Present tense (affirmative, interrogative and negative forms).
MATERIALS NEEDED: A small object such as a button, coin or paper clip.
DESCRIPTION: The class is divided into two teams (A and B). Team A leaves the classroom, after which one of the players from team B is given a small object. When team A returns to class, its players begin to ask the players of team B one by one - WHO HAS IT? For example:
A: “Do you have it, Paul?”
Paul: “No, I don’t have it.”
A: “Does Mary have it, Robert?”
Robert: “No, Mary doesn’t have it.”
A: “Does Carl have it, Linda?”
Linda: “No, Carl doesn’t have it.”
A: “Do you have it, Sharon?”
Sharon: “Yes, I have it.”
You can ask limited quantity once. Namely, the number of questions is equal to the number of players in the team, divided in half.
If they can find who is the keeper of the item, team A is given a point, and if not, team B gets a point. When the keeper is found or when the number of questions is exhausted, the teams switch places.
FAMILY (Family)
OBJECTIVE: To repeat the names of family relationships.
DESCRIPTION: Students break into pairs and interview each other. For example:
1st student: “John is Louise’s uncle.” Who is Louise?
2nd student: “Louise is John’s niece.”
2nd student: “Carol is Susan’s mother.” Who is Susan?”
1st student: “Susan is Carol’s daughter.”
For each correct answer - a point.
TIPS: The game is more dynamic and interesting if the questions are written on paper in advance. This way you can avoid confusion and long thoughts.
BODY STRETCHER (Charging)
GOAL: Repeat the names of body parts.
DESCRIPTION: The class is divided into pairs. One player names three body parts, the other must touch them in the named order. Then they change roles. A point is given for the correct answer. For example:
“Touch your nose, knee and elbow.”
When both players have completed three words, 4 words are called, then 5, 6, etc.
A point is only awarded if the player touches the named body parts in the same order in which they were named.
TIPS: To avoid arguments and foul play, students can first write a list of words for themselves. For example:
(1) nose (2) knee (3) elbow
(1) ear (2) toes (3) shoulder (4) wrist
(1) chin (2) back (3) thumb (4) ankle (5) eye
(1) finger (2) arm (3) leg (4) shoulder (5) foot (6) mouth
PREPOSITIONAL PICTURES (Pictures with prepositions)
OBJECTIVE: 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: Once 10-15 details have been dictated, you can divide into groups of 5-7 and have one student in the group dictate two of their details 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?”
This way everyone has the opportunity to speak while playing.
WHERE IS IT? (Where is the item?)
GOAL: To consolidate the skill of using IT IS in questions, negations and affirmative sentences; consolidate the skill of using prepositions.
MATERIALS NEEDED: A small object such as a coin, button or paperclip.
DESCRIPTION: A student leaves the classroom, and at this time the class hides this small object. When the leader returns, he tries to find what was hidden and to do this he asks the students questions like:
“Is it under the desk, Rob?”
“No, it isn’t under the desk.”
“Is it in your shoe, Jackie?”
“No, it isn’t in my shoe.”
“Is it behind the door, Cary?”
“Yes, it is behind the door.”
The number of questions should be limited, and if the item cannot be found, the presenter is told where the object was hidden, and another presenter is chosen instead.
WHAT HAPPENS? (WHAT'S HAPPENED?)
GOAL: Repeat time Simple Past in affirmative, interrogative and negative sentences.
MATERIAL NEEDED: Cards, each with a simple sentence written on it in that tense. For example:
Last night I had a terrible accident.
Yesterday I screamed at my children.
My brother sold his new car last week.
We went to a Japanese restaurant for dinner.
DESCRIPTION: The student takes a card and reads the sentence to the whole class. Others take turns asking him questions to which he must come up with an answer. For example:
“Where were you?”
“Who was with you?”
“What time did it happen?”
“What did you do?”
“Why did you do that?”
“How did you do that?”
SOUND OFF (Phonetics)
GOAL: To develop listening comprehension skills.
MATERIAL REQUIRED: Each student has 2 cards on his hands (each has a word with one of the paired sounds; the words form a contrasting pair). For example, the sounds [ae] and [e], and the words VET and VAT
DESCRIPTION: The class is divided into two teams. The teacher reads aloud words that contain either one or the other sound, and the students pick up the card on which the word with the same sound is written. For example:
Teacher: “met” Students raise BET
Teacher: “mat” Students raise BAT
Teacher: “fat” Students raise BAT
Teacher: “set” Students raise BET
The team that picks up the most cards (that's right!) gets 1 point for that round.
DESCRIPTION
OBJECTIVE: To practice describing people.
DESCRIPTION: The class is divided into two teams (A and B). Team A describes someone from the opposing team without saying that person's name. Each team member gives one detail of the person's appearance, and the players on team B try to guess who they are talking about. After each detail, they can make one guess.
Account can be maintained in two ways:
(1) The team that gives the description earns one point for each detail until the opponents guess the person's name
OR
(2) the team that guesses initially gets 10 points, but loses one point after each clue. When they lose all points, the person's name is called and the teams switch places.
DARTS (Darts)
OBJECTIVE: Revise cardinal numbers.
MATERIALS NEEDED: A dart board (with five targets) and a pencil for each student.
DESCRIPTION: Students are divided into pairs. One player, blindfolded, touches the target board 10 times, and his result is counted out loud. Then they change places. The one who scores more points wins.
RHYME MIME (Rhymes)
GOAL: To repeat and increase your vocabulary.
DESCRIPTION: The class is divided into two teams. A player from one of the teams comes up with two rhyming words and acts them out in front of his team. There is a time limit (1-2 minutes, depending on the abilities of your students), and one point is awarded for each word guessed within the time limit. When team A finishes, it is team B's turn.
For example:
NOTE - MOUTH SEW-THROW SIGN-SHINE SNOB-SLOB
TIPS: If a team fails to guess one or both words before time runs out, the other team can try to guess instead and receive one point for each word guessed correctly. This way you can spur an inactive team. .
NAME THE NOUNS (Name the nouns)
OBJECTIVE: To practice identifying nouns in context.
DESCRIPTION: The class is divided into pairs. One player in a pair reads the sentence he has composed to his partner, and he must name all the nouns in it. A point is given for each correctly named noun. The sentences are read one by one.
TIPS: If your students can, have them name the type of noun. For example, common (dog), proper (France), abstract (fear), collective (crowd).
ALPHABET DASH (Letter - words)
GOAL: Repeat the words covered.
MATERIAL: Cards with numbers from 1 to 20.
DESCRIPTION: The class is divided into two teams of 10 players each. Each player is given a card with a number. The teacher calls out a number and a letter, and the student, who has a card with that number, must name as many words as possible starting with that letter in 20 seconds. His team gets a point for every correct word.
TIPS: Sometimes you can play this game with certain restrictions. For example, verbs and proper names cannot be named, or words must be longer than 2 letters.
TWENTY QUESTIONS (Twenty questions)
GOAL: To consolidate the ability to ask and answer general questions.
DESCRIPTION: One student comes up with a specific noun (for example, boat). The class can ask him no more than 20 general questions to understand what kind of word is hidden. The one who can guess the word becomes the leader. If, after asking 20 questions, the word cannot be guessed, the presenter names it himself, and the teacher chooses a new leader.
TIPS: You can suggest that the presenter write his word on a piece of paper to avoid foul play or the possibility of forgetting it.
Note: Questions should only be general, that is, those that can be answered with Yes/No. For example, the question might be: “Is it bigger than this desk?” The question should not be special like: “How big is it?” You also cannot ask alternative questions, that is, questions like: “Is it big or small? “I draw students' attention to this because the answers can only be Yes/No. The presenter cannot give any additional information. We also do not take into account questions with the word “Maybe” (they can also be answered Yes or No). This way you can ask clearer questions and guess the Word faster.
HEADS AND TAILS (Heads and tails)
GOAL: Expand vocabulary.
DESCRIPTION: The class is divided into an arbitrary number of teams of equal strength. A player from one of the teams names any word, a player from the other team must, in turn, name a word that begins with the last letter of the previous one. And this continues until someone can come up with a word that has not been mentioned before. His team loses a point, and the team whose player comes up with the right word at that moment receives 2 points.
For example:
ELEPHANT
TREE
EAT
TONGUЕ
EAS N
HAPPY
OPTIONS: To make the game more difficult, especially in strong classes, you can name only the names of countries, or only verbs, or the names of singers.
TIPS: It should be emphasized that each word can only be used once. It’s easier to keep track of this if you write down all the named words on the board or on the projector. This can be done by a teacher or a student.
THREE WORDS (Three words)
GOAL: Repeat the alphabet and strengthen the ability to spell words.
MATERIALS NEEDED: Paper, pencil, dictionary (or thesaurus) for each student.
DESCRIPTION: Students write down three words of 4-8 letters. Then each of them in turn names 1 letter and everyone crosses out this letter in all the words they write. The first one to cross out his three words wins.
VARIATIONS: This game can be played with numbers. Each student writes down three numbers, each with 4-8 digits. And they are called not words, but numbers.
TIPS: To avoid misunderstandings, I often ask students to name not just letters, but also some word starting with that letter. For example:
G as in George; J as in John; E as in Elephant; I as in Intelligent
LOST AND FOUND (Lost and Found)
OBJECTIVE: To practice describing objects.
MATERIALS REQUIRED: Students' personal items such as pens, rulers, notebooks, combs (inexpensive and durable), etc.
DESCRIPTION: Half the group places 2 (or more) objects on a desk in the center of the room. Then the students take turns describing their items to their comrades from the other half of the group, and they try to find the narrator’s things and return them to him.
When all items are found and returned to their owners, the teams switch places.
INTERROGATION (Interrogation)
GOAL: To strengthen the skill of asking questions.
MATERIALS NEEDED: Pen and paper for each student.
DESCRIPTION: The class is divided into two teams of 5-7 people each. One player makes up as many questions as there are players on his team, excluding himself. Questions must relate to a specific topic. He then whispers questions to his companions and writes down their answers. By combining all the answers, the player writes down the resulting story. When everything is ready, he reads the story to the whole class. Then all the team players do the same in turn.
Note: Each player only hears the question addressed to himself and does not know what his comrades were asked. For example:
1st student: “What do you want?”
2nd student: “I want I car.”
1st student: “Why do you want it?”
3rd student: “Because it’s delicious.”
1st student: “What will you do with it?”
4th student: “I’ll sleep with it.”
1st student: “Where will you put it?”
5th student: “I’ll put it in the bathtub.”
1st student: “How much does it cost?”
6th student: “It costs a million dollars.”
1st student: “What will you do with it after that?”
7th student: “I’ll eat it.”
QUESTIONS AND ANSWERS (Questions and answers)
OBJECTIVE: To practice asking and answering questions.
DESCRIPTION: The class is divided into two teams (A and B). Players take turns asking each other special questions using the words WHO, WHEN, WHERE, WHY and HOW and answering them. One point is given for a grammatically correct question and one point for a grammatically correct answer.
For example:
A: “Where did Jack go last night?” (1 point)
B: “He went to the movies.” (1 point)
A: “How are you going to France?” (1 point)
B: “I’m going by ship.” (1 point)
A: “What did you eat for supper last night?” (1 point)
B: “I ate pizza for supper.” (no points)
A: “Why said you good-bye to me?” (no points)
B: “I said ‘good-bye’ because I was leaving.” (1 point)
TIPS: The teacher evaluates the game and gives points. Errors are immediately corrected either by the students themselves or by the teacher if no one can give the correct option.
MAKE A SENTENCE (Make a sentence)
OBJECTIVE: Review the use of difficult words and expressions.
MATERIAL NEEDED: 30 cards with a noun, conjunction, verb, adjective or expression written on them.
DESCRIPTION: The deck of cards is turned word side down. Students sit around this deck and take turns taking one card at a time. You need to come up with one sentence with the word from the card so that the meaning of the word becomes clear. For example:
UNLESS - You can’t go out unless you have finished your homework.
DIFFERENT FROM — Your hair is different from mine. Yours is longer and mine is short.
NEVER — I never drive after drinking alcohol.
FEWER - John has two pencils and Carol has three. John has fewer pencils than Carol.
I USED TO — I used to smoke, but I stopped four years ago.
(You will, of course, choose those words and expressions to repeat with your students.)
Scoring: 2 points for a good suggestion.
1 point for a good offer with a small amount errors.
Nothing for nonsense.
TIPS: You can give 1 point to anyone who can correct the mistakes of the previous student. This forces students to listen carefully to each other.
ALPHABETICAL ADJECTIVES (Adjectives in alphabetical order)
DESCRIPTION: The teacher writes a short sentence on the board containing an adjective beginning with the letter “a”. The adjective should be underlined. Have students rewrite your sentence, replacing the adjective you suggested with others that begin with subsequent letters of the alphabet. For example:
Teacher: I saw an ancient house.
1st student: I saw a big house.
2nd student: I saw a cheap house.
3rd student: I saw a dumpy house.
SUITABLE ADJECTIVES
GOAL: Increase vocabulary.
MATERIALS NEEDED: List of nouns on the board or projector.
DESCRIPTION: The class is divided into two teams - team A and team B. The first player from team A chooses any noun from the list and comes up with an adjective to define this noun. A player from team B gives his definition of the same noun. So, in turn, players from both teams come up with definitions for the same noun. If a player repeats a previously used adjective, gives an inappropriate adjective (for example, “a delicious house”), or cannot come up with a definition at all, then the other team gets the point. The losing team starts the next round of play.
DEAFMAN (Deaf)
OBJECTIVE: To practice indirect speech.
DESCRIPTION: Students are divided into groups of three. The first one asks a question or pronounces an affirmative sentence. The second pretends that he did not hear him and asks the third what the first said. The third one tells him what was said.
“It’s cold outside.”
“What did he say?”
“He said it was cold outside.”
“Where did you go last night?”
“What did she ask you?”
“She asked where I went/ had gone last night.”
“My brother is fifteen years old.”
“What did he say?”
“He said that his brother was fifteen years old.”
TIPS: It is necessary to ensure that students rotate and can perform all roles. The last one starts a new round.
CHAIN STORIES
GOAL: To teach students to follow and participate in the story. This helps improve listening comprehension and expressiveness of speech.
DESCRIPTION: The teacher begins the story (using the active vocabulary and tenses that have already been studied and understood by the students), and then calls on any student to continue it. For example:
Teacher: “Several years ago, as I was walking home from the theater, I saw a large, white dog... Robert, would you like to continue the story?”
Robert: “It was trying to cross the street from the other side, but the traffic was too heavy. It started to cross several times, but ran back, afraid of the cars…”
Teacher: “Then what happened, Susan?”
Susan: “I yelled to it to sit and it sat down immediately on the Curb. I crossed the street when it was safe, and patted it gently, while I spoke softly to it…”
Teacher: “Jack, please, continue.”
Jack: “As I spoke and patted it, it calmed down and began to lick my hand. When the traffic became lighter, I led it across the street...”
Teacher: “What happened next, Grace?”
PREDICAMENTS
OBJECTIVE: Review First and Second Conditional Tense.
DESCRIPTION: One student leaves the class, and the others come up with some unpleasant situation, for example: being caught asleep in class. When the student returns to class, he asks his peers in turn: “What would you do?” (or “What would you have done?” if the Second Conditional Tense is repeated). Each answer must be original and such that it is impossible to guess what situation is being discussed. For example:
2nd student: “I would say ‘I’m sorry.”
3rd student: “I would leave the room.”
4th student: “I would go home and go to sleep.”
5th student: “I would make up and excuse.”
6th student: “I would yawn and apologize.”
7th student; “I would stretch and ask if I could splash some cold water on my face.”
8th student: “I would quickly state that it wasn’t because the lesson was boring.”
The student tries to guess what event we are talking about. Here are some successful situations that my students handled well:
The big strong and rude taxi driver claims that you gave him a ten-dollar bill, not a twenty.
A very attractive person has accidentally tapped your car at a stoplight.
At a very posh restaurant, the waiter accidentally drops your salad in your lap.
A man in the crowded elevator has lit up a cigarette and the smoke is bothering you.
You are driving alone down a dark, lonely road and a man tries to flag you down.
FINISH IT! (Finish it!)
GOAL: Learn to use comparative constructions.
DESCRIPTION: Students are divided into pairs and each of them comes up with 10 sentences with comparative constructions (five with as, five with like). Then he invites his partner to complete his sentences the way he composed them. For example:
as light as…he laughs like…
as juicy as… she runs like…
as funny as... we cried like...
as happy as… he bled like…
as tall as… it flew like…
as fast as… he yelled like…
as bright as… she kisses like…
as loudly as… he swims like…
as soft as… she drives like…
as carefully as… it rained like…
Scoring: Matches score points. The most interesting proposals are read out to the class.
HOW MANY WORDS? (How many words?)
GOAL: Increase vocabulary.
DESCRIPTION: Divide the class into five teams. Define a few questions: HOW MANY WORDS CAN YOU FIND…
that rhyme with ‘ball’?
that mean the same as ‘heavy’?
that start with 'b'?
that describe temperature?
that are names of insects?
that mean the opposite of ‘strong’?
that end in 'ion'?
what are the colors?
The team that finds the most words wins.
MISFITS (An extra word)
GOAL: Repeat words.
MATERIALS NEEDED: Dictionaries, pen and paper.
DESCRIPTION: The teacher reads a series of four words. Three words in each quadruple are somehow related to each other, but the fourth is not. Students must find and write down a word that stands out from the general row. A point is given for each correctly found word. Here are a few categories into which you can make a series of words: musical instrument, appliances, religions, wild animals, vegetables, grammatical terms, sports, tools, fruits, car parts, furniture, writing tools, materials, languages. (The students are not told the category of the series, of course.) For example:
trombone, chair, saxophone, piano lion, tiger, elephant, football verb, fork, noun, adjective apple, screwdriver, wrench, hammer
TIPS: Dictionaries may be needed if the game uses more complex words and they are not perceived by ear, but are written on the board or on a projector.
OUT
GOAL: Revise active vocabulary and learn to spell words.
DESCRIPTION: The first player comes up with a word (more than 3 letters) and says the first letter of this word; the teacher writes it on the board. The second player comes up with his own word (also more than 3 letters) starting with this letter and says the SECOND letter of his word, which is assigned to the first. The third player comes up with his own word (more than 3 letters), which begins with the first two letters written on the board, and barks the third letter of his word.
Each person takes turns adding a letter that they hope will continue the word but not end it. If the player completes the word, then he receives one letter from the word OUT. The one who receives all three letters leaves the game: “You are OUT.” If a player suspects that the player in front of him does not have a single word in his head and is bluffing by placing the next letter, he can ask him: “What is your word?” If he was really bluffing and doesn't have a word, he gets one letter from the word OUT. If he can name the word, then the one who suspected him gets the letter.
The new round begins with the one who received the letter from the word OUT in the previous round.
Note: Only words with more than 3 letters are allowed.
Words shorter than 4 letters will make the game too short.
Here are some sample rounds:
Player 1 thought of POOL and said “P”.
Player 2 thought of PLACE and said “L”.
The 3rd player thought of PLANE and said “A”.
The 4th player thought of PLANT and said “N”.
But PLAN is itself a word of more than 3 letters, so the fourth player gets O, the first letter of the word OUT, because he finished the word, and he is on the way to elimination, with only 2 more letters left to type.
Next round: (The player who received the letter in the previous one starts.)
The 4th player thought of THREE and said “T”.
The 5th player thought of TREE and said “R”.
The 6th player thought of TRIM and said “I”.
The 7th player thought TRICK and said “C”.
The eighth player sees that everything is going towards the word TRICK, but he knows that K will complete the word, so he tries to think of another word to continue, rather than complete the word, he decides to bluff and says the letter L.
The ninth player can't think of a single word that starts with TRICL, so he asks the eighth player what word he meant, and he has to admit that he doesn't have any word. The eighth player receives the O from OUT and begins the next round.
WORD EXPLOSION (Single root)
GOAL: Increase vocabulary.
MATERIAL REQUIRED: Dictionaries. List of words like: rain, game, heart, self, strong, ball, weak, water, thick, etc.
DESCRIPTION: Each student chooses one word (at a time) and tries to write as many cognates of it as they can. For example:
RAIN: rains, raining, rainproof, rainstorm, rain shower, raincheck, rainbow, raindrop… .
TIPS: Usually you are given 2 minutes to think, then 3 minutes to look up words in the dictionary. I ask students to separate the words they come up with from those they find in the dictionary so they can focus on the new words.
TRAVELOG (Travel stories)
GOAL: Repeat Simple Past tense.
MATERIAL REQUIRED: Slides of the last journey of the teacher or students, a device for viewing slides.
DESCRIPTION: The group is shown slides of the trip, and students take turns commenting on them, trying to create an oral history of the trip. For example:
1st student: “This is where we stopped to go swimming.”
Careful preparation, attention and an individual approach to each child makes the game successful and will help achieve the goals:
Reinforce the material you just covered;
Play is an excellent way to stimulate students and make them actively work in the lesson when they have to do less pleasant things;
A game is a technique for changing activities after a difficult oral exercise;
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;
Fast spontaneous play increases attention and revitalizes;
Games help you remember deeply and for a long time. Students tend to remember things they enjoyed doing.
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Preview:
Grammar games.
Max is too greedy.
Max comes to class with a box containing many different objects or pictures with their images. The teacher advises the students to see, with Max's permission, what he has in the box. Students take out objects and name them.
- It`s an apple.
Max immediately says:
It`s my apple.
- It`s my balloon.
- It's a pen.
- It`s my pen…
The teacher asks: “So why is Max greedy? What did he say? The participants in the game repeat what Max said. The teacher continues: “Like all greedy people, Max loves to appropriate other people’s things. To prevent him from taking away what is on your table, you must say that these are your items.” Max tries to take things from the table, but the children say:
It's my book.
- It`s my pencil…
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.
Find out who's talking. (Guess, who is speaking.)
The student comes to the board and stands with his back to the class. One of the students says about himself what he has done well since childhood, for example: “I have been playing chess since childhood.”
A student standing at the board guesses the speaker by his voice and now says the same thing, naming the performer: “Mary has been playing chess since childhood.”
(Reinforcing the topic “The Present Perfect Progressive Tense.”)
Nonsense. (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.” Students correct phrases that are “wrong from their point of view”: “We do not wear school uniforms when we go to the theater.” (We train the Present Simple Tense.)
Where were you?
Two teams play. Students from one of the teams play the role of visitors. Addressing the players of the other team, they say: “I called at your at your house at 10 a.m. m. last Saturday morning, but you weren`t in. Where were you?"
Players of the other team take turns answering, and you cannot repeat them.
I was at my uncle`s house.
I was at the airport.
I was in the mountains.
I was in the park.
After the first team finishes answering, additions from members of both teams are accepted. Each answer is worth one point.
Next, the players of the first team ask questions: “I called at your house at 10 a.m. m. last Saturday morning, but you weren`t in.
What were you doing"
Where is it?
Two teams play. Several items are placed in unusual places. All items must be clearly visible.
A few minutes are given to think about it.
Then representatives of each team take turns saying what object they see and where it is. For example:
There is a book on the top of the door.
There is a bag behind the window.
There is a hairbrush on the floor.
There is a trainer on the desk.
There is a cassette in the vase.
The team gets a point for each correct sentence.
What am I doing? (Training Present Progressive.)
The teacher performs an action and asks the class what he is doing: “What am I doing?”
You`re cleaning the board.
You are drawing a man.
You`re walking round and round your table.
You are touching Ann`s hand.
You are writing on the blackboard.
You are looking out of the window.
For a correctly guessed movement and a correctly constructed sentence, the student receives points. The one who scores the most points wins.
What was he/she doing, when I came in. (Training Past Progressive.)
To remove unnecessary difficulty, the teacher writes on the board verbs denoting movements that are easy to depict, for example:
jump
do the washing up,
water the plants,
do the hovering,
read
write on the blackboard,
drink hot tea,
eat soup
skip,
draw a picture…
The presenter asks to imitate one of these movements, and he himself goes out the door.
Upon entering, he asks the players sitting at their desks:
Was he/she writing on the blackboard, when I came in?
Was he/she watering the plants, when I came in?
Was he/she drawing a picture, when I came in?
Was he/she jumping, when I came in?
If he didn’t guess right, he asks: “what was he/she doing, when I came in?”
The one who answers correctly and constructs the sentence correctly gets points.
- Forfeits (game of forfeits).
The presenter stands behind the judge, holds a forfeit behind his back and says:
Heavy, heavy hangs over your head,
What will this forfeit do?
The dialogue between the presenter and the judge can be built on different grammatical structures
(depending on the grammatical material that is studied in class). For example:
The leader
What must this forfeit do?
What will this forfeit do?
What do you want this forfeit to do?
What will you make this forfeit do?
The judge
This forfeit must dance.
This forfeit will sing.
I want this forfeit to jump like a hare.
I'll make this forfeit recite a poem.
The teacher also needs to participate in the game to eliminate the factor of shyness.
- Hide and seek in the picture(Hide-and-Seek in a Picture)
Hide and seek will not be real. You need to mentally “hide” behind one of the objects in the room in a large picture that hangs on the board. A driver is selected (the teacher himself can lead the first game). The driver writes on a note where to hide and gives it to the teacher. Students read the saying before starting the game:
Bushel of wheat, bushel of clover;
All not hidden, can`t hide over.
All eyes open! Here I come.
Then the “search” begins.
N.: Are you behind the wardrobe?
R.: No, I am not.
A.: Are under the bed?
R.: No, I am not
L.: Are you behind the curtain?
R.: Yes, I am.
The last student who asked a question gets a point and the right to “hide”. (We train the use of prepositions of place: in, under, behind, near, between, on...; a general question with the verb to be and short answers to it, we speak vocabulary on the topic "Apartment".)
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 what you did 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,…).
A game for students is a path to knowledge; when a student gets involved in a game, he forgets that there is a lesson in progress. Often the game is perceived by students as a kind of competition with each other, requiring ingenuity, quick reaction, and good knowledge of the English language. The game is a very strong incentive for students to master a foreign language.
Role-playing, being the most accurate and at the same time accessible model of foreign language communication, is the organizational form of teaching that allows you to optimally combine group, paired and individual forms of work in the lesson. It helps to strengthen the communicative focus in learning and develop interest in a foreign language.
Let's give a few examples.
Who knows more?
The class is given the task of coming up with as many questions (or words) as possible on a given topic. The class is divided into three groups. The board is divided into three parts, at the board the student uses a stick to mark a correctly asked question (or word); if an incorrect question (or word) is crossed out, the stick is crossed out. The group with the most sticks wins (number questions asked or words).
Purpose of the game: repetition of vocabulary, development of oral speech skills, attention, ingenuity.
Who speaks English better?
The picture is hanging. The class describes it. A student at the board marks the correct sentences. The student with the most points (correct sentences) wins. The game promotes the development of oral speech skills, the development of thinking and attention.
In the store.
The game brings the lesson closer to a real-life situation. It can be diversified by buying and selling various items. Played by 2 people: Seller and Buyer.
1: Good morning!
2: I want to buy a toy.
1: We have hens, chicks, rabbits, frogs, monkeys, wolves, foxes…
2: Show me the fox, please.
1: Take it, please.
2: I like it. How much is the fox?
1: One hundred rubles.
2: I shall take it.
1: Take it, please.
2: Thank you, good-bye!
1: Good-bye!
And Clothes Shop.
Purpose of the game:
Remember colors (with visual aids).
Progress of the game:
The teacher is a salesman in a store. Students approach his table one by one or speak from their seats.
Teacher: Good morning! Can I help you?
Pupil1: Yes, please. I want a sweater. Have you got sweaters?
Teacher: Yes, we have. What color sweater do you want? The black or the green one?
When the children have mostly memorized the colors, the teacher stops with the question: What color sweater do you want? The student is now forced to name the color of the chosen clothing.
Pupil 1: The green sweater, please.
Teacher: Here you are.
Pupil 1: Thank you.
Teacher: You are welcome! The sweater is removed from the table. The game continues.
Game duration: 5 -7 min.
Animal word.
Purpose of the game:
Consolidation of vocabulary on the topic, development of oral speech practice.
Progress of the game:
Teacher: Today we play, let’s imagine, you are animals, and I would like you to speak about wild animals.
Presenter: Our pupils tell us about some interesting, wild, strong animals. (Addressing one of the students) - Who are you? What about would you like to tell us?
Pupil 1: I tell you something interesting, and you will guess, OK? It is a wild small animal, black or brown, it lives in Africa, and lives in a family. It talks with his hands and face. Can you tell what animal is it?
Pupil 2: Oh, I know, it’s a monkey.
Presenter: Yes, it’s right. And who can guess another animal?
Pupil 3: I can. It is a wild animal. It is yellow and brown. It lives in North and South America. It hunts small animals. It jumps and climbs trees very well. Do you know who is it?
Pupil 4: I do. It's puma.
Presenter: You know these animals well. And do you know where do they live?
Pupil 5: I can tell you. They live in Africa, in Australia, in Russia, in the jungle, in water.
Presenter: Thank you. And do you know what wild animals can do?
Pupil 6: They can jump, run, swim, fly, and climb.
Presenter: Do you know many years ago there were dragons. They were very dangerous, strong and ugly. They lived in the forest and had long tails, big wings, sharp teeth, short legs. They could fly fast, hunt well, and hide. And where can we see wild animals now?
Pupil 7: We can see them in the zoo. The children like to go to the zoo and watch animals there. And many children have animals at home I know.
Presenter: You are right. Ira, please, describe your pet.
Irina: OK, I have a cat. Its name is Murka. It is small, two years old, it’s black and white. Murka likes to run, to play, to eat fish and to sleep. I like my cat.
Teacher: Thank you, children. I see, you know much about wild animals. Next time we play another game.
Christmas celebrations.
Purpose of the game:
Learn about the traditions of celebrating Christmas in Britain and other countries;
Consolidation of vocabulary on the topic;
Progress of the game:
Teacher: Soon we have New Year; it’s one of the best holidays in our country. And now I would like to speak about great holiday in Britain. Do you know what holiday is it?
Pupil 1: It is Christmas. All British people celebrate it on the 25th of December.
Teacher: It's right. I think it’ll be interesting to speak about traditions of this holiday. Do you know them?
Pupil 2: The most people in Britain put a Christmas tree, they decorate it with lights, tinsel and toys.
Teacher: And what do the children hang near the fireplace?
Pupil 3: They hang stockings for Father Christmas’ presents.
Teacher: And what do you know about another old tradition in Great Britain?
Pupil 4: Groups of children and adults in England, Canada, the USA go from house to house and sing Christmas songs, called carols. Some people give them money, sweets, small presents.
Pupil 5: And I would like to speak about Christmas parties. British families have traditional Christmas food – turkey, pudding, mince pies. British people have fun with crackers at Christmas lunch or dinner, they go bang and people can find a colouful paper party hat or crown, small presents, silly jokes.
Teacher: Do you know that in Australia and New Zealand December comes during the summer? Many people celebrate Christmas by going on a picnic or to the beach. Schoolchildren have a six-week holiday at that time. And what do you know about Christmas in Russia?
Pupil 6: Russian people celebrate Christmas on January, 7.We have Christmas tree and get presents too. Very many people go to the church and then have Christmas parties.
Pupil 7: And I want to tell that most Scottish families have a Christmas tree and sing carols, but they have their most important celebrations on New Year’s Eve, it is called Hogmanay.
Teacher: Thank you very much. It was interesting to know about all these facts. I think, next time we’ll speak about another holiday in Great Britain.
Grammar games for English.
These games have the following goals:
Teach students the use of speech patterns containing certain grammatical difficulties;
Create a natural situation for using this speech pattern;
To develop speech activity and independence of students.
What is this?
The class learned the first English sentence, the first speech pattern This is a pen and the first question What is this?, the teacher sat down on a chair and said: “Oh, I’m so tied. Who can help me? Who wants to be a teacher?
Katya: May I?
Teacher: Yes, you may.
Andrei: May I?
Lena: May I?
There were a lot of people willing. Then they decided to play in teams: a team of “teachers” against a team of “students”. Each team had a set of objects whose English names were familiar to the children. The “teachers” positioned themselves opposite the “students” and the game began.
After all the “teachers” asked questions, the teams swapped roles. For every correct question and answer, one point was given.
You can also use speech sample options in the game – What are these? What are those?
What? Why? When?
Students already make fewer mistakes in tense forms, but they do not use them consciously, but rather mechanically. It is especially difficult for them to distinguish between two present tenses: Continuous and Indefinite. “How can we create an “environment” for them where this difference can be clearly felt?”
Teacher: Katya, what am I doing?
Katya: Ah, again you are picking flowers.
Teacher: Yes, again, and why?
Katya: Because you like them.
Teacher: Yes, very. And what season is it?
Lena: It is summer.
Teacher: Why do you think it is summer?
Andrei: Because flowers grow in summer.
This game is based on theatricality. The following sketches are offered below. A picture is posted.
Ann is eating.
Teacher: What is Ann doing?
Jane: She is eating.
Teacher: What time of the day is it?
Lena: It is afternoon. She is eating soup and people eat soup in the afternoon.
The following situations can be suggested for reinforcement: The pupil is watering flowers, drinking hot tea, dressing, skiing, playing snowballs, digging a flowerbed, catching fish, feeding birds, etc.
What have I done?
There was a glass of water on the teacher's desk. The teacher “accidentally” shook the table, and... water spilled. “What have I done?” exclaimed the teacher.
Katya: You have spilled the water.
The teacher was upset, took a rag, and asked again: “What have I done?”
Mash: You have wiped up the water.
This was an object lesson in the use of the Present Perfect, the beginning of the game. The students waited to see what else the teacher would do. At this time he opened the window and asked: “What have I done?”
Misha: You have opened the window.
At the Zoo.
Purpose of the game: to practice the use of the modal verb can.
Related grammar: names of animals and all kinds of verbs.
Toy animals are placed on desks in the classroom.
Progress of the game: one of the children is a guide, the rest are visitors to the zoo. Children go, for example, to a bear.
Pupil 1: This is a bear. It can run and jump. It can swim and climb but it can’t fly.
Pupil 2: Can it hop?
Pupil 1: No, it can’t.
Game duration: 7-10 min.
The Know-Nothing Guy
(Dunno).
Purpose of the game: Practice the question and negation of Does, Doesn’t.
Props: toy animals or prop pictures.
Progress of the game:
Students ask obviously funny questions.
Pupil 1: Does the tiger live in the desert?
Pupil 2: No, it doesn’t. The tiger doesn't live in the desert. It lives in the jungle. Does the crocodile live in the sea?
Question options: the frog - in the house, the horse - in the forest, the bear - on the farm, the dolphin - in the pond, the camel - in the river.
Game duration: 5 min.
Future Simple Tense.
Funny Questions.
Purpose of the game:
Introduce and practice questions, negations, and statements in the future tense.
Progress of the game:
The teacher asks the children to ask questions in a chain that cannot be answered in the affirmative, and begins himself: Will you skate in summer?
Pupil 1: No, I won’t skate in winter. I will ride a bike in summer. Will you swim in winter?
Pupil 2: No, I won’t. I won't swim in winter. I will ski in winter! etc.
Thus, in addition to practicing the future tense, this game aims to repeat the seasons and the actions characteristic of each of them.
Teacher: Will you go to bed in the morning?
Pupil 1: No, I won’t. I won’t go to bed in the morning. I will get up in the morning. Will you have breakfast at night?
Pupil 2: No, I won’t. I won't have breakfast at night. I will sleep at night!
Game duration: 3-5 minutes.
What am I going to do?
The teacher entered the class, stopped and asked: “Children, what am I going to do now?” The students looked at the teacher questioningly, and then one student replied:
Kolya: You are going to the classroom.
Teacher: Oh, I am not going to the classroom, I am already in the classroom. But what am I going to do now? Am I going to sleep? Am I going to eat? What am I going to do?
Kolya: You are going to give us a lesson.
Teacher: Yes, Kolya, you are right, I am going to teach you, now I take a piece of chalk. What am I going to do now?
Andrei: You are going to write.
Teacher: That's right. Now I am near the window. What am I going to do?
Sveta: You are going to open the window.
Teacher: Right, Sveta. Now I’ve taken a pen and opened the register.
Jane: You are going to mark the absenters.
Teacher: Now could you show some actions and I’ll try to guess what you are going to do.
The depicted action suggests the person's possible intention. One point is awarded to each team respectively for the action depicted and for the correct answer.
Thus, we see that by using various situations in the lesson, the teacher makes it more interesting and increases the students’ interest in learning a foreign language.
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