Lexical games in English.
Using lexical games in English lessons in primary school
Target: introduce teachers to vocabulary games that can be used in English lessons and extracurricular activities.Tasks: description of games aimed at activating vocabulary in oral and writing.
I teach English in a primary school and lead an English club for grades 1-4. Children visit it with pleasure and interest. The program for the 1st grade club ensures continuity in the study of English between the preschool course (if children began to study it in kindergarten) and the basic course of the 2nd grade of primary secondary school.
The subject content of the speech corresponds to educational and educational goals, as well as the interests and age characteristics of primary schoolchildren and includes the following:
Acquaintance. With classmates, teacher, characters from children's works: name, age. Greetings, farewells (using typical phrases of speech etiquette).
I and my family. Family members, their names, character traits, what he is like, what he can do.
The world of my hobbies. My favorite activities. Types of sports and sports games. Me and my friends. Name, age, appearance, character, interests/hobbies. Favorite pet: name, age, color, size, size, what it can do.
My school. School supplies.
The world around me. Wild and domestic animals.
Country/countries of the language being studied and native country. General information: Name. Literary characters from popular books of my peers (names of book characters, character traits). Small works of children's folklore in the target language (rhymes, poems, songs).
As a teacher, I try to instill in children an interest in the learning process and in the language itself. It is necessary to take advantage of children's memory. The child is able to memorize language material in whole blocks, as if “imprinting” it into memory. But this only happens when he has created the appropriate mindset and it is very important for him to remember this or that material. The easiest way to do this is in the game. Games in the classroom give us the opportunity to justify the requirement, which is actually unreasonable for a child, to communicate with partners in English; find ways and show the significance of English phrases built according to the simplest models; make it emotionally attractive to repeat the same speech patterns and standard dialogues. I will give a number of games that I successfully use in lessons and in circles. Goals:
train students in the use of vocabulary in situations close to natural settings;
to intensify the speech and thinking activity of students;
develop students’ speech response;
1. Game “I Can’t See”
Goal: development of attention, development of speaking skills (monologue. speech) There are several toy animals on the table. Children close their eyes, and one toy “runs away.” Students need to answer which of the toys is missing and which of the animals is left: I can see... I can’t see ...
2. Deaf phone.
Goal: activation of lexical units, development of attention. Children are divided into two teams. Team members speak words or phrases into each other's ears. The last player to hear the word raises his hand. That player's team wins.
3. Snowball.
Goal: activation of vocabulary on several topics, development of memory and attention. The teacher names topics on which students will name words. The first player names a word, the second repeats this word and adds his own word, etc. When players cannot repeat many of the words they came up with, the game ends.
4. Game “What is your name?” with claps.
All children play at the same time. They sit in a circle. After clapping their hands twice and knees twice, they ask: “What`s your name?” Answers: “My name is/I am …” - children do individually, one at a time. The answer is preceded by clapping of hands and knees.
5.Guess!
The children are sitting in their places. The first player, chosen by the counting rhyme, shows the students one of the portraits of a literary hero and asks: “What`s his/her name?” Those who guess say: “Her/his name is …” The one who guessed replaces the driver. Game continues.
6. Guess by voice.
The children are sitting in their places. They play alternately. The driver is selected by a counting rhyme. He goes to the middle of the class and stands with his back to the others. The teacher, unnoticed by the driver, points to one of the students. This student says Hello! The driver guesses his friend by his voice, asking the question: “Are you...?” Possible answers: “Yes, I`m… No, I`m…” The greeting student replaces the driver. The game continues until all students have taken part.
7. And you?
The children are sitting in their places. They play alternately. The teacher starts the game. He says: “I like to run, and you?” At the same time, he conveys to the student to whom he addresses “ magic wand" He, in turn, says his phrase and passes the wand to his comrade. The game continues until all students have taken part.
8. Flower - seven flowers.
The children are sitting in their places. They play alternately. On the teacher's desk is a set of colored cards in the shape of flower petals. Children take turns taking colored cards and attaching the core of a flower to a special circle, forming a flower. At the same time they say: “I like green.”
9. Swap places.
Children stand in a circle. Everyone plays at the same time. Everyone has a card with a number in their hands. The card should be held with both hands in front of you. Each player names his number, thereby confirming that he remembers it. The teacher calls two numbers, for example: “Two – five.” Students holding these cards quickly change places. There are no winners in the game.
10. Remember the word.
The children are sitting in their places. Everyone plays at the same time. Everyone has a set of drawings or photographs of their family members on their desk. The teacher calls a word, for example “a mother,” and students show a drawing or photograph of their mother. If there is an error, the student returns the drawing. The winner is the one who saves all the drawings or photos.
The game can be complicated: after the teacher lists all the words, each student talks about his family: “I have got a mother, a father and a sister.”
11. Who is this?
The children are sitting in their places. Everyone plays at the same time. The first player is chosen by a counting machine. He goes to the middle of the class and, using facial expressions and gestures, imitates one of the family members. For example: “driving a car” - dad, “reading a newspaper” - grandfather, “playing hopscotch” - sister, etc. The rest of the students guess who is currently being portrayed using the structure “Are you a mother?” The guesser replaces the first player. The game continues until all students have taken part.
12. Swap places.
Children stand in a circle. Everyone plays at the same time. They hold cards with pictures of animals in their hands. The teacher names two animals. Children who have cards with pictures of these animals quickly change places.
13. Circus.
Children play in pairs. Partners are chosen at will or by lot. The task of each pair is to prepare a circus performance of a trained animal, as a result of which the children alternately play the role of trainer and animal. 2-3 minutes are given for preparation, after which the “performance” begins. Couples take turns entering the arena. The trainer says: “I have an elephant. My elephant can run. My elephant can jump.” The student, in the role of an elephant, performs the so-called actions. Then the students change places and the “performance” continues
14. Name a word on the topic.
All children sit in a circle at the same time. The teacher calls each student a word on any of the topics covered, and he, in turn, calls another word on this topic.
For example: Teacher: Five! Student: Seven! Each time the student says a word, he takes a chip for himself.
Game "Listen to the command"
For example, the game can be aimed at practicing prepositions. In this case, it is better to do it with some object, for example, a soft toy. The teacher names the command and preposition, and the children show: on the chair, under the chair, etc.
Game “Sending a Telegram”
The class chooses a driver. The teacher asks him to imagine himself in the role of a telegraph operator and send a “telegram” - spell out the words, pausing after each word. During pauses, the called student (one by one from each team) pronounces one word from the “telegram”. If the student makes a mistake, his team loses a point.
Game "Chain of words"
The teacher calls the first day of the week in Russian and throws the ball to the student.
The student who caught the ball says: Monday, the second - Tuesday, etc.
Another version of this game. The teacher, throwing the ball, asks: “What day is before (after) Monday?”, “What day is between...and...? etc.
You can play the same game to reinforce words denoting colors, fruits
Game "Name the Sixth"
Progress of the game. The players sit in a circle. The driver begins the game by listing words from the studied vocabulary, for example, 5 sports, 5 professions, 5 animals, and so on. The one who is asked to continue the list must quickly add one more name, name the “sixth”, without repeating what was listed before. If the responder immediately names the 6th word, then he becomes the leader; if the student hesitates, then the leader remains the same.
Example: cat, dog, monkey, rabbit, cow...(pig)
Captains game.
Each captain is given a bag containing 2 toys. One, for example, has a wolf and a monkey, and the other has an elephant and a cat. Captains must describe each toy without naming it. The guys from the other team guess. Example: “It’s an animal. It's lives in Africa. It's brown. It lives in the trees. It likes bananas." (a monkey).
For children of primary school age, you can often use games in lessons and during extracurricular activities. They will be useful and effective in the work of a teacher.
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 of 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, individual words, individual combinations of words, and the simplest everyday phrases are allowed.
Many games can be accompanied creative tasks: compose a story using supporting 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 quite an interesting job for the guys. 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 focused 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 defines the function of the game and its place in 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 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! 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 issues, “looking” 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, preceded by a 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.,
"Plural (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 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 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 - middle 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 the students come to the board, the teacher repeats the rules for avoiding typical mistakes. The completed sentence is checked by the teacher and collectively corrected.
"Domino"
Target: development of lexical and grammatical skills
Duration: 20 minutes
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 behind 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 pronounces a Russian sentence; 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. Control 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 and must select 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 game “tic-tac-toe”).
| 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 directly on initial stage training, 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 asks 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 the 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 left hand, if the named word has a short vowel, right. 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 to quickly and accurately calculate each team's score at the end of the game 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 essentially communicative exercises and significantly help in achieving main goal 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.
Bibliography
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Lexical games in English lessons for primary school students
Play is the highest form of exploration.
Albert Einstein
Currently, teachers are reviewing the arsenal of influence on the minds, will, and emotions of students with the aim of introducing them into the rich world of culture and traditions of the country of the language being studied. The ways and means of developing skills in all types of speech activity are being reviewed: reading, speaking, listening, writing. Activation of the educational process and stimulation of cognitive activity is facilitated by the introduction of gaming technologies into the learning process, along with traditional forms and methods.
The educational potential of games has been known for a long time. Many outstanding teachers rightly paid attention to the effectiveness of using games in the learning process. Currently the problem is application speech games in teaching a foreign language is widely covered in domestic and foreign methodological literature. Problems of stimulation and motivation for learning a foreign language using entertaining materials and game teaching techniques are presented in scientific research many domestic scientists (I.L. Bim, S.T. Zanko, S.S. Polat, E.I. Passov, V.M. Filatov, etc.).
D.B. Elkonin in his book “Psychology of Game” gives the following definition of game: “Game is an objectively primary spontaneous school, apparent chaos, providing the child with the opportunity to become familiar with the traditions of behavior of the people around him.” A.A. Derkach characterizes it this way educational game: educational is a game used in the educational process as a task containing an educational problem ( problematic situation), the solution of which will ensure the achievement of a certain educational goal. Thus, educational game- This is a specially organized task that requires intense emotional and mental strength. It is noteworthy that due to the acceleration of the thought process, which is required in a game situation, the student thinks And speaks in a foreign language, therefore, the game method is fraught with great learning opportunities. The game often turns out to be effective in situations where numerous traditional exercises fail.
Playing in class contributes to the fulfillment of important methodological tasks:
creating psychological readiness of students for verbal communication;
ensuring the natural need for them to repeat linguistic material many times;
training students in choosing the right speech material.
Games in an English lesson can be very productive. At the same time, they must comply with a number of requirements:
have clear instructions (verbosity should be avoided, the rules should be concise and accessible to all students);
be time-efficient and aimed at solving certain educational tasks (playing for the sake of playing in the lesson is not acceptable);
be “controllable” (do not disrupt the set pace of academic work in the lesson and do not allow a situation where the game gets out of control and disrupts the entire lesson);
relieve the stress of the lesson, neutralize some of the psychological stress during communication;
leave the educational effect on the second, often unconscious plane, and always implement the game moment in the first, visible place (for students, a game is, first of all, an exciting activity: language material is absorbed imperceptibly, but at the same time a feeling of satisfaction arises);
do not leave any student passive or indifferent, stimulate student activity.
At the same time, the game will be desirable and effective only if it is carefully designed by the teacher. It is important to be confident in the feasibility of the game; you need to think through all the details of its preparation, as well as confidently manage it. In order for a teacher to effectively manage the game, he himself needs to know and clearly imagine the desired result. At the preparation stage, it is important for the teacher to repeatedly ask the question “why?” in order to determine the feasibility of using gaming techniques in the lesson. The simplicity and complexity of organizing and conducting a game depends on the type of game, and on the audience, and on the nature of the relationship between students and the teacher, i.e. from many factors. At the same time, it is obvious that games in the classroom are capable of simulating real verbal communication, which is so important for the communicative approach to teaching foreign languages.
The game will achieve the desired effect if it is expected as relaxation and entertainment against the backdrop of difficult and sometimes intense work. Therefore, it should not take up most of the lesson in terms of time.
Thus, the game is a powerful incentive for mastering a foreign language and an effective technique in the arsenal of a foreign language teacher. The use of games and the ability to create speech situations make students ready and willing to play and communicate. The pedagogical potential of any game is to arouse students’ interest, stimulate their mental and speech activity aimed at consolidating new lexical units, and create an atmosphere of competition and cooperation during the performance of a particular exercise. The game can be not only a pleasant pastime, but also one of the dominant educational technologies.
Currently there are different approaches to the classification of games in foreign language classes. All classifications are quite arbitrary and differ in the characteristics underlying them. As part of the stated topic, we will get acquainted with a wide range of lexical games.
Among the principles of teaching a foreign language, a special place is occupied by the principle of clarity, which is important in game-based learning. When teaching foreign language vocabulary using gaming technologies, the use of visualization is advisable at all stages of learning. In this case, visual clarity is of paramount importance here, which, unlike auditory and motor, is used mainly to limit the range of phenomena to be discussed and to create visual support in constructing a logical sequence of statements. In connection with these visualization functions, various reference, support-semantic diagrams, maps, etc. have become widespread.
Goals lexical games at various stages are:
Introducing students to new words and their combinations;
Training students in the use of vocabulary in situations close to natural settings;
Activation of speech and mental activity of students;
Development of students' speech reactions.
Game "Edible - Inedible"
To play you will need a ball.
The players line up at some distance from the driver. The driver throws the ball to each player in turn, naming something edible or inedible. If the object is edible, the player must catch the ball and take a step forward, and if it is inedible, the player does not catch the ball and also takes a step. If the players make a mistake, they stay where they are. The one who reaches the driver first wins.
This game is suitable for practicing vocabulary on any topic.
Game "Relay"
Goal: consolidation of vocabulary on the covered topic.
The game is played using all the studied vocabulary of the topic.
Divide the board into two halves and write the studied lexical units in a column on each side (the set of words is the same, but the sequence is different). The class is divided into two teams. Each team has its own half of the board. Participants take turns coming to the board and writing the corresponding Russian version opposite each English word. If one of the participants notices an error, then he can spend his approach to the board correcting this error, but then he will not be able to write another word. The team that is the first to complete the task correctly wins.
Game "Numbers"
Two teams are formed. The same number of digits is written scattered on the right and left. The teacher calls out the numbers one after another. Team representatives must quickly find and cross out the named number on their half of the board. The team that completes the task faster wins.
Game "Numerals"
Goal: consolidation of cardinal and ordinal numbers.
Two teams are formed. The teacher names an ordinal or cardinal number. The first team must name the previous number, the second - the next one (an ordinal or cardinal number, respectively). For each mistake, the team receives a penalty point. The team with the fewest penalty points wins.
Game “How many pages?”
Goal: repetition of cardinal numbers.
The teacher brings several interesting books. And asks: “How many pages are there in the book?”
P.1: There are three hundred and fifty pages.
P.2: Three hundred.
P.3: Two hundred and fifty.
P.4: Two hundred and eighty.
That's right.
The one who guesses correctly gets the right to be the first to look at the book.
Game "Colors"
Goal: consolidation of vocabulary on covered topics.
The task is to name objects of the same color. The team that can name the most objects, animals, etc. wins. one color.
A game"This is my nose"
Goal: consolidation of vocabulary on the topic, development of attention.
Showing his hand, the teacher says: “Oh, something is wrong with my foot!” The student corrects “with your hand!” But the teacher continues: “I don’t hear, something is wrong with my nose!” (pointing to the ear, for example). Children laugh and correct. Next, the role of the leader is played by the student, who turns to his classmates in turn. If the called student corrects correctly, he becomes the leader.
Game "Schoolboy's Morning"
Goal: consolidate vocabulary on the topic.
A group of children comes to the board and each of them imitates some action with gestures and facial expressions.
Teacher: Guess what each pupil is doing.
P.1: This boy is doing his morning exercises.
P.2: That girl is washing her face.
P.3: This boy is putting on his red scarf. etc.
A game"My aunt went to town"
Goal: repetition of vocabulary on the topic, memory development.
The teacher explains that students must complete the phrase My aunt went to town and bought... with a word denoting a school item or clothing.
P.1: My aunt went to town and bought a book.
P.2: My aunt went to town and bought a book and a bag.
P.3: My aunt went to town and bought a book, a bag and a ruler.
If a student cannot say his word, he is eliminated from the game.
Game "Time"
Goal: consolidate vocabulary on the topic.
Children are divided into two teams. The game has several options:
1. Take a model of a clock with hands that are easy to move. Moving the arrows, the teacher takes turns asking students from both teams What time is it now? For each correct answer, the team receives one point.
2. The teacher begins the story, but does not finish the last sentence. For example, I have a friend. Her name is Anna. She gets up at…. And sets the hands to 7 o'clock. The student repeats the last sentence and ends it with the words seven o’clock in the morning. If he makes a mistake, the team gets a minus. The team whose players made the fewest mistakes wins.
3. The teacher sets the clock to 7:15 and asks everyone to say what they are doing at this time. Answers might be: I open the window and do my morning exercises at 7:15. My mother lays the table at 7:15.
4. Using the clock layout, you can repeat or reinforce the use of verbs in the past or future tense. The teacher, moving the arrows, asks: What did you do yesterday at half past four? What will you do on Tuesday at a quarter to 5?
Game "Crossing the river"
A stream is shown schematically on the board. Two teams cross it in different places using pebbles designated by squares (10 squares for each team). To step on a stone, you need to write a word from the topic covered in each square. If the word is spelled incorrectly or does not correspond to the topic, the team misses a turn. The team that gets across the stream the fastest wins.
Game "Last Letter"
Goal: to activate vocabulary on the topics studied.
Two teams are formed. A representative of the first team names a word, students from the other team must come up with a word starting with the letter that ends the word named by the first team, etc. The last team to name the word wins.
Games using flashcards:
Game "Tower"
To play you will need disposable cups and cards.
Goal: consolidation of vocabulary on the topic, development of coordination.
The cards are thoroughly mixed and turned face down. Players take turns drawing cards. If the word is named correctly, then the player gets the right to build a tower: he places a glass and puts a card on it. Gradually the tower grows, it becomes more and more difficult to keep it in balance. As a rule, the game is very stormy, the guys try not to drop the tower. They especially enjoy the end of the game: if the tower is completed and not destroyed, all builders get the right to destroy it by blowing on it.
A game"Cloth"
Goal: consolidate vocabulary on the topic.
The teacher gives the student 5-7 cards depicting items of clothing. He shows them to the class, naming them in English. Then the presenter guesses one of the objects, and the children, taking turns asking questions, try to guess this object.
Game "Make a word"
Goal: consolidation of vocabulary on the topic, development of attention and concentration.
Each of the playing students is given a piece of paper with a drawn chain of squares and a set of cardboard squares with letters of the alphabet. The teacher (leader) names a word in Russian or shows a drawing depicting an object. Students say the word in English and then spell out the word from the given letters. The game can be complicated if you give the task to make a sentence with this word. The winner is the one who completes the task first.
Game "Flower-seven-flowered"
Goal: consolidate vocabulary on the topic.
To play you will need daisies with removable multi-colored petals.
The class is divided into three teams. Schoolchildren, one after another in a chain, name the color of the petal. If the student makes a mistake, all the petals return to their place and the game starts over.
P.1: This is a blue leaf.
P.2: This is a red leaf., etc.
Game "Collect the picture"
Goal: consolidation of vocabulary, development of attention.
Each team is given an envelope containing 12 pieces of the picture. You need to quickly assemble a picture and give its description using the structures I see... This is... He has got... ....She has got.... It is blue (grey, etc.)
List of used literature
Anikeeva N.P. Education by play: book. For the teacher. – M.: Education, 1987. – 144 p.
Vygotsky L.S. Game and its role in the psychology of child development // Questions of psychology, 1966, No. 6.
Derkach A.A. Acmeological Dictionary / Under general. ed. A.A. Derkach. – M.: RAGS, 2010. – 161 p.
Zhukova I.V. Didactic games in English lessons / I.V. Zhukova // First of September. English language, 2006. – No. 7. – P. 40.
Koptelova I.E. Games with words / I.E. Koptelova // Foreign languages at school. – 2003. – N 1. – P. 54-56.
Stepanova E.L. Game as a means of developing interest in the language being studied / E.L. Stepanova // Institute of Nuclear Sciences. – 2004. – P. 66-68.
Stronin M.F. Educational games in English lessons (from work experience). – M.: Education, 1984. – 112 p.
Elkonin D.B. Psychology of play / D.B. Elkonin. – M.: Education, 1987. – 350 p.
By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-control of behavior is developed and improved.
In the age periodization of children (D. B. Elkonin), a special role is assigned to leading activities, which have their own content for each age. In each leading activity, corresponding mental new formations arise and are formed. Play is the leading activity for preschool age.
All following preschool age periods with its leading activities (junior school age – educational activities, middle - socially useful, senior school age - educational and professional activities) do not supplant the game, but continue to include it in the process.
Language games are intended for the formation of pronunciation, lexical and grammatical skills and training in the use of linguistic phenomena at the preparatory, pre-communicative stage of mastering a foreign language. Language games include: phonetic, grammar, spelling and vocabulary games.
Lexical games have the following goals:
Train students in the use of vocabulary in situations close to natural settings;
Activate the speech and thinking activity of students;
Develop students’ speech response;
Introduce students to the combination of words.
Games can be designed to train students in the use of individual parts of speech, for example: numerals, adjectives, or correspond to certain topics, for example, “Shopping”, “Clothing”, etc.
This collection presents material for teachers working in grades 5-6, as well as grades 3-4, subject to learning English from grades 1-2, using the example of the topic “My Family”. Lexical games can be used in lessons, additional classes (group or individual), extracurricular activities. Lexical games, like any other types of games, can be used in English lessons in all grades; you just need to rework and adapt the material to the topic being studied.
Lexical games on various topics
Numerals
Progress of the game: two teams are formed. The teacher names an ordinal or cardinal number. The first team must name the previous number, the second - the next one (an ordinal or cardinal number, respectively). For each mistake, the team receives a penalty point. The team with the fewest penalty points wins.
Forbidden numeral
Goal: consolidation of cardinal and ordinal numbers.
Progress of the game: the teacher names the forbidden numeral. Students count in chorus (first they name quantitative numbers, then ordinal numbers). It is impossible to name a “forbidden” number. The one who makes a mistake and pronounces it earns his team a penalty point. The team with the fewest penalty points wins.
Goal: consolidation of vocabulary on covered topics.
Progress of the game: the task is to name objects of the same color. The team that can name the most objects, animals, etc. of the same color wins.
Last letter
Progress of the game: two teams are formed. A representative of the first team names a word, students from the second team must come up with a word starting with the letter that ends the word named by the first team, etc. The team that last names the word wins.
Story by drawing
Goal: to activate vocabulary on the topics studied.
Progress of the game: the players form pairs. Each pair receives a drawing depicting a room in which there are different things and objects. Characterizing its owner. You need to make up a story about what the owner of the room does. The pair with the most interesting story wins.
The most interesting story
Goal: activation of vocabulary on studied topics, development of monologue speech skills.
Progress of the game: two teams are formed. Each is given the task of writing a story on a specific topic (“At the zoo”, “Sports games”, “A trip out of town”, etc.). The team that writes the most interesting story and makes the fewest mistakes wins.
Synonyms
Progress of the game: on the control sheet, adjectives are given in the left column, and their synonyms or adjectives that are similar in meaning are listed in the right column. 36 rectangular cards are cut out of cardboard or paper, and on each one an adjective is written from the left column of the control sheet. The cards are placed in one box. The second contains 36 of the same cards with synonymous adjectives or adjectives similar in meaning, written in the right column of the control sheet. Participants in the game receive the same number of cards with synonyms. The presenter takes one card from the first box and reads the adjectives out loud. The players must quickly find synonyms for the called adjectives. The one who selects the most synonyms wins.
Teapot (English game)
Goal: formation and development of a contextual guess.
Progress of the game: the leader goes out the door. At this time, the players choose several homonyms and come up with a phrase. When the presenter enters the room, the players take turns pronouncing the phrases they have come up with, inserting the word “teakettle” instead of identical sounding words.
For example: I said good teakettle when I went to the little store teakettle the bank to teakettle some meat. (I said “good kettle” when I went to a small teapot shop to kettle some meat). Here teakettle replaces the words bye, by, buy. The presenter must guess that the whole phrase means “I said goodbye when I went to the shop next to the bank to buy some meat.”
Broken phone
Progress of the game: the players sit in a circle. Everyone gets a number. The presenter whispers some message into the ear of player number 1. Player number 1 whispers what he heard to player number 2. So the message is passed around the circle until the participant sitting to the right of the leader enters the game. This last player repeats loudly what he heard. It will almost certainly be a completely different message than the one that started the game.
Find the rhyme
Goal: development of lexical skills.
Progress of the game: one of the players names any word that comes to his mind, preferably a short one. The second must name a word that rhymes with the first, the third must add another word to rhyme, etc. Anyone who cannot name a word that rhymes receives a minus. When one of the players gets 3 minuses, he leaves the game. The last one standing wins.
Goal: consolidation of vocabulary on the covered topic.
How to play: The first player says Today I had for dinner some and names something edible starting with the letter “A” (apples). The second student says Today I had for dinner some apples and bananas, repeating what his friend said and calling the word “B”. And so on until all the guys fulfill the conditions of the game. The one who could not repeat all the words spoken by the students before him and name his word is eliminated from the game.
The conditions of the games are similar: My grandmother’s trunk (My grandmother keeps an anorak in her trunk), My neighbor’s cat (My neighbor’s cat isan awful cat).
Goal: development of lexical skills.
Progress of the game: compose a story in such a way that each player in turn adds one word to the previous one until you get a short story 1)One 2)day 3)Jack 4)met 5)a hippopotamus 6)walking 7)down 8)the road .
Goal: development of lexical skills.
Progress of the game: building a ladder from words in which the number of letters gradually increases. One of the players chooses a letter, and the rest write down a ladder of words, for example: I, in, ink, into, image, inside, illness, illusion, important, impossible, improvement, indifference, intelligently, implementation.
Goal: development of lexical skills.
Progress of the game: making up words by adding 1-2 letters to a word and rearranging the letters in the word, for example: Nose+c=scone, vest+o=stove, lead+i=ideal.
Goal: development of lexical skills.
Progress of the game: 9 letters are selected at random and within a predetermined time the players must make up the longest word from these letters, for example: аtenoriml –terminal.
Variants of crossword puzzles with numerals 0-12
Lexical games on the topic “Family”
Family members.
Progress of the game: two teams are formed. On the right and left on the board, the same number of words in English (Russian) are written scatteredly. The teacher names words in Russian (English) one after another. Team representatives must quickly find and cross out the named word on their half of the board. The team that completes the task faster wins.
Synonyms
Goal: formation of lexical skills.
Game progress: two teams. On the right and left on the board, the same number of words in English (Russian) are written scatteredly. The teacher names words in Russian (English) one after another. Team representatives must quickly find and cross out the named word on their half of the board. The team that completes the task faster wins. For example: grandmother – Granny.
Possessive case of nouns
The Synonyms game can be played differently by asking students to connect mixed up synonyms, while fixing the possessive case of nouns using the example of the topic “My Family”:
My mother's sister my brother
My mother's son my aunt
Five words
Goal: consolidation of vocabulary on the topic or on one of the lessons completed.
Progress of the game: while a student from one team counts to five, a representative of the second team must name five words on a given topic (the number of words can be increased, starting from five words). A participant who fails to complete the task is eliminated from the game.
Women, men
Goal: repetition of vocabulary on the topic “My family.”
Progress of the game: the first team is asked to name family members who belong to the feminine gender, and the second – to the masculine. The team that names the most words wins.
More words
Goal: activation of vocabulary on the studied topic.
Progress of the game: two teams are formed. Each team must name as many words as possible on a given topic. The team that names the most words wins.
The game can also be played in written form. Team representatives write words on the board. In this case, when summing up, not only the number of words is taken into account, but also the correctness of their spelling.
Goal: activation of the studied vocabulary.
Progress of the game: teams receive sets of cards with letters. The teacher says the word; Students who have the letters that make it up must form a word from the cards. The team that composes the word faster and without errors gets a point. The results of the game are summed up after a few words have been composed.
Anagram
Goal: consolidate vocabulary on the topic.
Progress of the game: students receive cards with a set of letters from which they need to make a word on the topic “Family”, for example: OTEMRH – MOTHER.
Guess the name
Goal: to activate vocabulary on the topics studied.
Progress of the game: each student receives a thematic drawing. He must examine it and tell what is depicted on it. The one who first guesses the name of the picture gets the next one and completes the same task. The one who guesses the most names wins.
Voiceover of a picture
Goal: activation of vocabulary on studied topics, development of dialogical speech skills.
Progress of the game: the players form pairs. Each pair is given pictures, to which are attached cards with the corresponding cues. With their help it is necessary to voice the pictures. The first couple to prepare a dialogue and reproduce it correctly wins.
Sea battle
Goal: to activate vocabulary on the topic.
Progress of the game: both players draw a grid, for example 10x10 cells. Vertical cells are designated by numbers, horizontal cells by letters. Each student writes a predetermined number of words on the topic “Family.” Words can intersect, like in a crossword puzzle. A second coordinate grid is reproduced nearby, where the enemy’s words will be entered as they are detected and guessed. Each player takes turns calling the number and letter of the cell. The opponent says whether this cell contains a letter or not. Having several guessed letters, you can try to guess the whole word. As a variation of this game, you can name a letter of the alphabet. In this case, the opponent names all the numbers and letters of the cells where a given letter occurs. In the proposed version of the game, it is preferable to use a large field and a large number of words. Players should note which letters have already been named.