Games for teaching English vocabulary. Lexical games on various topics
Lexical games on lessons in English for elementary school students.
Game "Edible - Inedible"
To play you will need a ball.
Option I. 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.
Option II. The players stand in a line. When the teacher calls something edible, the player catches the ball and translates the word. If the player did everything correctly, he remains in the game, if incorrectly, he is eliminated from the game).
Game "Relay"
The game is played on all the studied vocabulary of this 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).
Divide the class of students 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.
In this game you can use the following lexical units: bread, butter, milk, sugar, honey, meat, fish, porridge, sweets, cabbage, carrot, cheese, tea, coffee, soup, sausage, banana, lemon, juice, hungry.
Game "Concentration".
On the desk:
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
In your notebook:
1
carrot 2
sugar 3
juice 4
hungry 5
butter
6
porridge 7
soup 8
cheese 9
honey 10
carrot
11
juice 12
sugar 13
porridge 14
sausage 15
butter
16
hungry 17
honey 18
soup 19
sausage 20
cheese
Divide the group of guys into 2 teams. Since this game develops memory and imagination, players should not write anything down during the game. The task of the teams is to find matches between Russian and English words. Children in teams can deliberate, but you only accept answers on a first-come, first-served basis.
Note: Words can only be pronounced; the children perceive them by ear.
Merry-go-round game
This game is played at the end of the school year and is a kind of repetition of all the material studied during the school year. It is a game of stations. If there are not enough English teachers in the teaching staff, then you can use high school students who monitor the completion of tasks at the stations. The game will be more interesting if it is held between parallel classes (preferably at least four teams). Each team chooses a commander. The stations are located in different rooms. The start is given simultaneously in one place, where the commanders receive a route sheet for their team (route sheets cover all stations, but in different sequences). The teams also finish in the same place. At each station, teams receive points. At the finish line, the team’s arrival time and the number of points earned are taken into account.
The following stations are offered.
Station "Azbuchny Shooting Range"
Write letters with a marker on separate sheets of cardboard and in the corner of each sheet write the number of points corresponding to this letter:
a=2, b=1, c=1, d=3, e=5, f=2, g=2, h=2, i=4, j=4, k=3, l=3, m= 1, n=2, o=2, p=2, q=10, r=3, s=3, t=2, u=10, v=10, w=8, x=10, y=10, z=10.
Hang the sheets of paper on the wall, 6 in the 1st and 3rd rows, 7 in the 2nd and 4th rows.
The player takes a foam ball, approaches the line and throws, trying to hit a certain letter, after which he must name the word starting with that letter. This player then stands behind the last player.
The result of each participant in the game is recorded. At the end, the scores of all team players are summed up and recorded in the route sheet.
Station "Find the stranger"
It is necessary to cross out the extra word from each group of words and explain the principle by which the selection was made. For each group of words, the team receives one point.
cheese
coffee
hungry
soup
sausage
juice
coffee
tea butter
fish
milk
porridge
timid
kind
man
sad gray
nose
hair
ear dirty
clean
slim
red
white
black
light
blue
song
violin
drum
piano bicycle
ride
ski
skip
football
basketball
chess
volleyball
climb
dance
nice
run big
high
low
pet
pet
forest
garden
zoo
dog
mouse
cock
cat
The result is recorded in the route sheet.
Station “Alphabet in Pictures”
You need to take the first letter from each word shown in the picture, and then you will get english alphabet. But some 8 letters were missing. What letters are these?
There are pictures on the board with the following images: apple, crocodile, duck, elephant, frog, giraffe, horse, kitten, lion, monkey, nine, one, red, seven, tiger, white, yellow, zebra.
Note: The following letters are missing: b, i, j, p, q, u, v, x.
Animals station
At this station you can use both toys and pictures of animals. Players on one team draw 5 toys or pictures of different animals and describe them. The number of points is calculated by the number of correctly spoken sentences.
Crossword station
Players are offered a crossword puzzle on the topic “Animals”.
Drawings of animals whose names must be included in the crossword: cow, horse, pig, cat, hen, sheep, camel.
5
6
2
1 3
4
Key:
A c r o s s:
1. Horse.
4. Pig.
6.Cat.
D o w n:
1. Hen.
2. Cow.
3. Sheep.
5. Camel.
The number of points earned at a given station is the sum of the number of correctly entered words.
Colors Station
At this station, players must remember all the poems and songs they have learned on the topic “Colors.” The number of points corresponds to the number of poems and songs told.
Station "Numbers"
English arithmetic.
Addition:
1. Three plus five is... .
2. Five plus two is... .
3. Eight plus two is... .
4. Three plus six is... .
5. Four plus one is... .
6. Two plus one is... .
One A Four O
Ten I Five N
Two L Nine E
Eight F Three D
Seven R Six T
The secret word is
1 2 3 4 5 6
Subtraction:
1. Nine minus four is... .
2. Ten minus three is... .
3. Six minus one is... .
4. Seven minus six is... .
5. Eight minus two is... .
6. Seven minus three is... .
7. Ten minus two is... .
8. Five minus three is... .
Five E One P
Eight N Four A
Two T Nine I
Six H Seven L
Three O Ten S
The secret word:
1 2 3 4 5 6 7 8
Sample route sheet:
The judge at each station also records the results of each team. Since there are 7 stations, 4 teams, it is easy to create route sheets in such a way that the teams will not collide.
ACQUAINTANCE
Game "Concentration"
On the board, draw a grid consisting of 20 squares. Number them. In your notebook, draw the same grid and write 10 pairs of words in it (Russian word - English word).
On the desk:
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
In your notebook:
1
a dog 2
bear 3
an owl 4
a camel 5
a lion
6
cock 7
a tiger 8
dog 9
an elephant 10
owl
11
a lion 12
elephant 13
a cat 14
camel 15
a crocodile
16
crocodile 17
a bear 18
tiger 19
cat 20
a cock
Teams take turns calling two numbers each, and if the pair is correct, they receive a point and the right to take their next move. When teams name pairs of numbers, you write the words in squares. If the pair matches, you leave it, and if not, then erase it.
The team that discovers the most paired words wins.
Note: Words can only be spoken by ear. This game can be played by matching letters and sounds.
Game "Name Circle"
This game works well with phrases:
“My name is...”, “I am...”.
All participants in the game sit in a circle. The teacher starts the game with the phrase “My name is ...” (or “I am ...”). The student standing on the left continues: “Her name is... My name is...”. Thus, each participant in the game, standing in a circle, names all the previous ones and himself. Those players whose names have been forgotten must stand up. They can sit down when their names are called correctly. This game can be played using toys.
Note: For older students, this game can be played using the most complex constructions “The girl with the green pullover is Kate”.
Game "Twenty Questions"
The teacher attaches a picture of an animal to each participant’s back.
Players move around the classroom and ask each other a general question: “Am I a bear ....?” until they guess which animal is on their back (players can answer: “I don’t know”).
Game "Numbers"
Purpose: repetition of cardinal numbers.
Two teams are formed. The same number of numbers are written scattered on the right and left of the board. The teacher calls out the numbers one after another. Team representatives must find and cross out the named number on their half of the board. The team that completes the task faster wins.
MY FAMILY
Snowball game
This game is played after studying the design
“I have got a ... /She/He has got a ...”.
All participants in the game stand in a circle. The teacher gives out pictures depicting various animals.
1st student. I have got a dog.
2nd student. She/He has got a dog and I have got a cat.
3rd student. She/He has got a dog, she/he has got a cat and I have got a ... .
Game "Family"
The game is played in pairs. One talks about his family, and the second listens and, as the story progresses, draws a family tree, and then shows his drawing to the narrator and clarifies the details with questions: “Have you got a...? What is his/her name?”
This game also helps to develop listening skills from the first English lessons.
Game "Tic-Tac-Toe"
Draw 9 squares on the board as follows:
Divide the group of students into two teams. One team will put an "X" and the other will put an "O".
One player from the team comes up to the board and places their icon in one of the squares. The teacher shows the letter, and the student must write the transcription sign (or vice versa: the teacher shows the transcription sign, and the student must show the letter). If the student copes with the task correctly, then the badge of his team remains, and if not, then the badge of the opposing team is placed.
The winner is the team that is the first to line up its three signs in a row (Tic Tac Toe game).
Game "Concentration"
This game can be played by working with lexical units on any topic. The game covers ten lexical units.
On the board, draw a grid consisting of 20 squares. Number them. In your notebook, draw the same grid and write 10 pairs of words in it (Russian word - English word).
On the desk:
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
In your notebook:
1
mother 2
friend 3
uncle 4
aunt 5
grandmother
6
uncle 7
grandfather 8
dad 9
brother 10
family
11
family 12
grandma 13
sister 14
grandpa 15
friend
16
father 17
mom 18
brother 19
aunt 20
sister
Divide the group of students into 2 teams. Since this game develops memory and imagination, players should not write anything down during the game. The task of the teams is to find matches between Russian and English words. Children in teams can deliberate, but you only accept answers on a first-come, first-served basis.
Teams take turns calling two numbers each, and if the pair is correct, they receive a point and the right to take their next move. When teams name pairs of numbers, you write the words in squares. If the pair matches, you leave it, and if not, then erase it.
The team that discovers the most paired words wins.
Note: Words can only be spoken by ear; This game can be played by matching letters and sounds.
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. Game is the leading activity for up to school age.
All age periods following preschool with their leading types of activities (junior school age - educational activities, middle school age - socially useful, senior school age - educational and professional activities) do not displace play, 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 previous number, the second is the subsequent one (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 wins interesting story.
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 takes turns adding one word to the previous one until it turns out 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.
Primary schoolchildren have a great desire to study a foreign language, however, due to a number of different reasons, this subject loses its attractiveness for them; lagging students consider it one of the most difficult, and therefore unloved.
At the early stage of teaching children a foreign language, one of the main tasks of the teacher is to make this subject interesting and loved, so that the material offered to the student is accessible in terms of difficulty.
Modern education characterized by increasing complexity curricula and the growth in the volume of information not only in secondary, but also in primary school. As a result, younger schoolchildren experience great psycho-emotional and physical stress. Psychologists have determined that younger schoolchildren are characterized by increased emotionality, mobility, fatigue from uniformity, and integrity of perception of the world around them. Education in primary school needs to be built taking into account these features, and integrative learning can become its basis.
By integrative learning we mean the combination of educational activities with other activities that are significant for a given age: visual, musical, labor, physical, theatrical, gaming, etc. Thus, we are not talking about the unification of different academic disciplines, that is, interdisciplinary integration, but about the interaction of various types of activities in the course of educational and cognitive activity. This greatly contributes to the involvement of all students in the cognitive process. A positive result is achieved, first of all, by the fact that in the created psychological environment of emotional tension, negative factors are neutralized or completely removed.
When organizing training in English lessons, you can conduct integrative classes of the following types.
English lesson plus musical activities (singing, music, rhythm, etc.)
English lesson plus visual arts (drawing, appliqué, modeling).
English lesson plus physical activity.
English lesson plus theater activities.
English lesson plus play activities.
The traditions of the school are inextricably linked with the play activities of the child at all stages of his education at school. The game occupies an important place in the life of a junior schoolchild, being for him a means of understanding reality. Based on the characteristics of the psychological development of a junior schoolchild, one of which is the predominance of the emotional sphere over the intellectual, one cannot help but evaluate the potential capabilities of the game as an emotional factor.
Games in foreign language lessons should be an integral part of the methodological organization of the lesson. We all know very well that when younger schoolchildren come home from school, they first of all head to their toys. The plots of the games are very simple, however, such a game gives children incomparable pleasure. This feature should be taken into account and widely used in the educational process, especially when teaching foreign language, since it appeals mainly to the memory of students. The memory of younger schoolchildren is involuntary; they quickly and easily remember what they like.
In this lesson we deal with a special type of games - language games. The language minimum, which is one of the components of the content of teaching a foreign language, includes language units at various levels of language, the totality of which form the lexical, grammatical and phonetic minimums. Hence, the following language games are distinguished: lexical, grammatical and phonetic. Language games make the learning process interesting. This is a powerful incentive to master a foreign language. An atmosphere of passion, joy, and a sense of accomplishment of tasks - all this has a beneficial effect on learning outcomes. It is easier to assimilate language material, and at the same time a feeling of satisfaction arises.
They are different from entertaining games those that have a secondary plan or, in other words, a narrowly methodological goal. As is known, educational games in lessons and extracurricular activities contribute to the implementation of important methodological tasks:
– creating children’s psychological readiness for verbal communication;
– ensuring the natural need for repeated repetition of language material;
– training students in choosing the right speech option.
With the help of games, you can also develop memory, attention, and logical thinking.
Games are bringing us closer speech activity to natural norms, help develop communication skills, contribute to the effective development of language program material, provide a practical orientation to training.
When using games in the lesson, discipline improves, children become interested in work, and activity increases, since elements of rivalry and competition are introduced into the lesson. They contribute to the development of such qualities as independence, initiative, and a sense of teamwork.
For students, the educational game remains entertainment; training is relegated to the background. For a teacher, any game is first and foremost an exercise. The teacher always accurately and clearly understands what educational purpose this or that game is pursuing, but in no case should he show students that he is more interested in the second plan. He should laugh and rejoice with the students, thereby emphasizing that he is concerned about the playful meaning of the exercise, and not the educational one. If the teacher reveals his second plan to the students, the game will turn into a regular exercise.
One of the most good options games in a foreign language lesson in primary school are games with toys. The teacher can collect a whole set of toys and store them in the closet. Usually they are used only when introducing new vocabulary as visual material, but you can play with them, especially since children remember the names of toys (doll, bear, fox, etc.) faster and without difficulty.
In the learning process, teachers should use various games in combination with drawing, singing, modeling, drama, etc., which will contribute to the effectiveness of teaching English. It must be remembered that the place of the game in the lesson and the time allocated to it depends on a number of factors: the preparation of students, the material being studied, specific goals, and lesson conditions. If the game is used as a training exercise for initial consolidation, 20-25 minutes of the lesson can be devoted to it. In the future, the same game can be played for 3-5 minutes and serve as a kind of repetition of the material covered, as well as relaxation in the lesson. Other games can be effective at introducing new material.
The success of using games during integrative learning depends, first of all, on the atmosphere of necessary verbal communication that the teacher creates in the classroom. It is important that students get used to such communication, get carried away by it and become participants in the same process together with the teacher.
In games, students master such elements of communication as the ability to start a conversation, maintain it, interrupt the interlocutor's moment, agree with his opinion or refute it, purposefully listen to the interlocutor, and ask clarifying questions. Almost all educational time in games, as well as in foreign language speech activities, is allocated to speech practice, while not only the speaker, but also the listener are as active as possible.
Students work actively, enthusiastically, help each other, listen carefully to their comrades; the teacher only controls educational activities. During the game, the teacher can sometimes take on some role, preferably a non-main one, so that the game does not turn into a traditional form of work under his leadership.
Something new is born in almost every lesson. Children look forward to the phrase “Let's play.” Their cheerful laughter and desire to speak English serve as an indicator of interest and passion. In addition to the program vocabulary, new words are introduced that are easy to remember in the game.
Observations of the process of teaching English using games and game situations show that their use makes it possible to instill in students an interest in the language, creates a positive attitude towards learning it, stimulates children’s independent verbal and mental activity, and makes it possible to more purposefully implement an individual approach to learning.
So, language games in English lessons in elementary grades increase the efficiency of the educational process and help maintain students’ interest in the subject being studied at all stages of learning. Games also help students use their existing knowledge and focus their attention on the main thing - mastering speech skills in the process of a natural communication situation during the game. Since the game, built for educational purposes, includes a number of micro-situations, closely related to each other and united by the theme of the problem underlying this game, and represents a communication system in the process of teaching English.
Language games in English lessons in 4th grade on the topic “My Home”
Language games are used in the study of English in all grades, but the nature of the material and tasks vary from class to class. Games are selected in accordance with the program and content of the textbook, also in accordance with the age characteristics of children and their level of preparedness.
One of the topics studied in 4th grade is the topic “My Home”.
Vocabulary introduced in the first lessons on this topic is usually easily remembered by students, since these are mainly nouns illustrated with pictures and objects.
It is more difficult for students to learn the speech phrase “There is (are)…”, as well as the interrogative construction of this phrase and short answers to these questions.
Language games provide great assistance in solving these issues. Therefore, we considered different kinds language games on different topics. Based on this, we have selected games that can be used to study this topic. These games are aimed at introducing new vocabulary, at consolidating it, at using it in oral speech, introducing the phrase “There is (are)...”, at consolidating it, developing the ability to use it when describing a room, at practicing and consolidating the interrogative structure of a given speech pattern “Is (Are) there...” and short answers to these questions, etc. They also contribute to the development of perception, attention, imagination, thinking, and memory. A sense of collectivism, camaraderie, mutual assistance, mutual respect, etc. is fostered.
Guess game
The teacher hangs pictures on the board on the topic, one student goes to the board and thinks of a word. The rest of the students try to guess the given word. The student who guesses the word becomes the leader of the game.
– Is it a hall?
– No, it is not.
– Is it a bedroom?
– Yes, it is.’
Game “Be careful”
The teacher organizes the game on behalf of the Hobbit. The hobbit shows pictures and names the object depicted on it. If the statement is correct, the student repeats it; if it is incorrect, the student corrects it.
It is a carpet (It is a carpet.)
It is a lamp (It is not a lamp. It is a fireplace.)
Game "Circle"
A circle is drawn on the floor. All participants stand in a circle, each in turn saying a word on the topic. If a word has the sound [d], everyone jumps into a circle; if there is no sound, everyone jumps out of the circle.
Lotto game
The teacher distributes cards to the students in the form of a table. In the cells of the table, words are written in Russian or pictures on the topic are pasted. Then the teacher dictates words in English (A chair, a sofa, a window, a door, a fireplace, a floor, a lamp etc.) The teacher names the words with pauses. During the pause, children must cover this word with a chip (the teacher prepares paper chips in advance, which are numbered.) Then the teacher checks the children’s work and evaluates them.
Game “Carousel”
To play you need a cube and two cardboard circles fastened in the middle. The circles are divided into 8 sectors with images of furniture. The upper circle should rotate freely; it has one sector cut out. The student rolls the dice and rotates the top circle by as many spaces as the number of points on the dice. In accordance with the picture, which is visible through the cut-out sector, he asks a question to another student, for example: “Is there a chair in your room.” The student gives a short answer, then he rolls the die, etc.
Game “What disappeared”
Pictures are hung on the board, students name the pieces of furniture shown in the pictures. Then they close their eyes and the teacher removes one of the pictures. Children open their eyes and name the missing object. The teacher can modify the game and ask you to remember not only the pictures, but also their sequence. In this case, the teacher does not remove the pictures, but changes their places.
Game “Shop”
The teacher draws the children’s attention to the “store” sign and pictures on the board and informs them that the children will be buyers. But under each picture you need to make an inscription and determine the price of the product. Students take turns coming to the board and writing appropriate captions for the pictures. For example, a student writes the word “mirror” and the price “five pounds” under the picture.
Game “Snowball”
The first student names a word, the second student repeats his word and adds his own, the next student names two words and his own, etc.
A kitchen, a sofa, a wall, a lamp etc.
Game “Translator”
Students stand in a circle, the teacher is in the center of the circle. The teacher takes turns throwing the ball to the students and pronouncing various phrases in Russian. Students translate them and throw the ball to the teacher.
Big mirror – a big mirror.
Watch TV – to watch TV.
Yellow carpet – yellow carpet.
Etc.
Game “Come up with a word with a given sound”
Children work in pairs. Each pair receives 5 transcription badges. You need to remember and name words on the topic with this sound, and make sentences for them.
Game “Name the Rhyme”
The teacher names a word, the students must choose a rhyme for this word.
Wall - hall.
Floor – door.
Cat – flat.
Bathroom – bedroom.
Etc.
Game “Put it together”
There are cards with parts of words on the board. Students go to the board and make up words.
kit
ror
win
mir
place
orso
chen
fire
flo
pic
roomdow
fa
bed
arm
chair
ture
Game “Designers”
The class is divided into four teams. Everyone gets a set toy furniture. Students discuss the interior and arrange the furniture. Then comes the presentation of your interior.
Game “What's in the box?”
The teacher puts objects whose names are known to the students into a box. After this, students take turns naming these objects in English, using the phrase “There is (are)…”.
– There is a book in the box.
– There are two pens in the box.
Etc.
Game “What is this?”
Work in pairs with pictures or with objects (toy furniture). One student is a younger brother or sister. He or she points to an object and asks what it is and what it does. The second student is the older brother or sister. He or she answers questions.
Game “Mysterious text”
Students are given a card with text, where some words are replaced with a picture. You need to read the text.
So, the game should not be opposed to the main part of the lesson. On the contrary, in a number of cases it should become its content. For games to arouse interest among students, they should not be of the same type. The proposed games may be useful for organization different types work with students: individually, in pairs, in groups. Games can be used several times, and it is possible to change the roles of the players, the content of the game material, the game process, etc.
All students are interested in participating in games. Sometimes students take the initiative, i.e. The strongest children try to play some games on their own. Students work actively, enthusiastically, help each other, and listen carefully to their comrades. These games help shy students open up. An important point is that students’ speech is assessed not by indirect characteristics (number of errors, speed of speaking, etc.), but by the communicative effect: whether they coped with the task or not. During the game, errors are corrected, lines are suggested, correct options etc., but the main criterion is the success or failure of students in a communication situation.
Thus, the use of these language games has a positive effect on the formation of the interests of younger schoolchildren and promotes the conscious acquisition of a foreign language, in this case the English language. Also, it helps to achieve the greatest opportunities and results in teaching English in the 4th grade.
Bibliography:
- Butko G.V. Language games in English lessons in the 4th grade // ISL. – 1987. – No. 4. – P.63 – 65.
- Gudkova L.M. Games in English lessons in primary grades // Institute of English Language. – 1988. – No. 4. – P.54-55.
- Janitor M.V. The game and the game situation at the initial and middle stage training // Institute of Languages and Sciences - 1990. - No. 6. – P.48-52.
- Denisova L.G. Using game elements on initial stage teaching English // Institute of Languages and Sciences - 1984. - No. 4. – P.82.
- Zagrebin I.V. Features of teaching English to junior schoolchildren at the initial stage // Primary school – 2007. – No. 10. – P.27-31.
- Komkov I.F. Methods of teaching a foreign language: Proc. manual: B.9. – Minsk: “Higher School”, 1979. – P.91.
- Kurbatova M.Yu. Game techniques for teaching English grammar at the initial stage // Institute of Languages and Sciences - 2006. - No. 3. – P.64-66.
- Lobacheva N.P. Games and fairy tales // Institute of Languages and Sciences - 2007. - No. 1. – P.36.
- Chernogolovaya N.N. Didactic game as a means of developing interest in learning English among students in grades 5-6 // Institute of Languages and Sciences - 2006. - No. 5. – P.28.
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 learning English between the preschool course (if children began learning it already in kindergarten) and the basic course of the 2nd grade of primary secondary school. secondary school.
The subject content of the speech corresponds to educational and educational goals, as well as interests and age characteristics junior schoolchildren and includes the following:
Acquaintance. With classmates, teacher, characters from children's works: name, age. Greetings, farewells (using typical phrases 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 hands over the “magic wand” to the student he is addressing. 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 in this moment depict 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.
"Vexical games in an English lesson in elementary school"
Povazhenko Lyudmila Valerievna
GBOU secondary school No. 394
Probably many teachers have asked themselves the question more than once: “How to make each lesson interesting, exciting and ensure that it develops cognitive interest and creative mental activity of students?”Among the various methods of organizing classes, games and game situations are of greatest interest to schoolchildren. The game is a real teaching tool that activates the mental activity of students, makes the learning process attractive and interesting, and makes students worry and worry. This is a powerful incentive to master the language.Game, being one of the leading activities of primary schoolchildren, an understandable and natural activity for them, should be used in the educational process. Foreign language is no exception. The use of games and gaming techniques in foreign language lessons helps to create a friendly environment in the classroom, remove psychological barriers, and increase motivation to learn the language. In the game, the child’s abilities and character are most fully revealed.The psychological characteristics of children of this age make it possible, through the use of gaming techniques, not only to master large doses of material, but also to systematize it using entertaining techniques. Usage games for English lessons, helps relieve fatigue and tension, create a friendly environment in the classroom, remove psychological barriers, and increase motivation to learn the language. In the game, the child’s abilities and character are most fully revealed.
The methodological typology of games is as diverse as their purpose. There are 2 main groups of games: language and speech.. Language games help make the process of learning a foreign language interesting and creative. They provide an opportunity to create an atmosphere of excitement and relieve fatigue in children. Language games are designed to develop pronunciation, lexical and grammatical skills and train the use of linguistic phenomena at the preparatory, pre-communicative stage of mastering a foreign language.
Phonetics games.Objectives: · train students in pronunciation English sounds; · teach students to read poems loudly and clearly; · learn poems in order to reproduce them by role.
Spelling games.Goals: · practice writing English words.
Some games are designed to train memory, others are based on certain patterns in the spelling of English words (can be used when checking homework).
Lexical games.Objectives: · 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; introduce students to word combinations.
Grammar games.Objectives: · teach students the use of speech patterns containing certain grammatical difficulties; create a natural situation for using a given speech pattern; develop the speech creative activity of students.
Basically, educational games are not purely lexical or purely grammatical in nature. Lexical games can become grammar games, spelling games, etc. Whatever the direction of the games, they reflect children’s perception of the world: curiosity, love of animals, fairy-tale plots and characters, competitions, riddles. Speech games are also important in the process of teaching foreign languages. They allow organizing targeted speech practice for students in a foreign language, training and activating within its framework the skills and abilities of monologue and dialogic speech, various types interactions between communication partners.
Goals : teach students to understand the meaning of a one-time statement, highlight the main thing in the flow of information; · develop auditory response, auditory memory, speech response in the process of communication; · teach students the ability to express thoughts in their logical sequence.
One of the most important aspects Teaching a foreign language in elementary school is working with vocabulary. Let us present the requirements for the lexical side of speech.
Lexical side of speech. Lexical units serving communication situations within the scope of primary school topics, in the amount of 500 lexical units for bilateral (receptive and productive) assimilation, the simplest stable phrases, evaluative vocabulary and cliche remarks as elements of speech etiquette, reflecting the culture of English-speaking countries. An initial understanding of the methods of word formation: affixation (for example, nouns with the suffix - er, - or), compounding (postcard), conversion (play-to play). International words (for example, doctor, film).
Below are the games that were most interesting to children and had positive results both at the stage of introducing vocabulary and in the process of improving lexical speech skills.
Game "Be Quick"
One of the students starts the game by saying a word in English. Team representatives take turns quickly calling out a word that begins with the last letter of the previous word, for example: good, dark, kind, doll, long, etc.
If the player could not quickly come up with a word, he drops out of the game. The team with the most players left at the end of the game wins.
Game "Who Knows the Parts of the Body?"
The teacher quickly gives a task to representatives of two teams in turn, for example: “Touch your shoulders”, “Show your mouth”, etc. If the student completed the task correctly, the team receives a point; if they make a mistake, the team loses a point.
Game "Who Knows the Colors Best?"
Let's describe several game options.
The teacher names the color in English. Students show an object of a given color. If any student makes a mistake, his team receives a minus. The team with the fewest minuses wins.
The teacher shows the object and asks: “What color is this?” Students answer: “It is red.” And so on.
The teacher asks questions to both teams in turn: “What is white?” Students answer: “The chalk is white”, “The snow is white”, etc. The team that comes up with the most proposals wins.
The teacher calls students from two teams one by one. The called student must point to the object and say a sentence, for example: “The bookcase is brown”, “The blackboard is black”. He gets as many points as he made sentences using words denoting different colors. If he makes a mistake or names the same color twice, he must give up his place to a student from the other team.
The driver makes a wish for an object. Students guess it by asking questions: “Is it brown?”, “Is it red?” etc. When the students guessed the color, they ask: “What is this?”, and the driver names the hidden object
The teacher asks the students to show an object of a color called “Show me something red!” Pupils show objects.
.
Game "Seasons"
The teacher chooses two drivers. The participants in the game agree on who comes up with which word. Suppose one thought of the word snow, another - flower, a third - tree, etc. One driver says: “I like snow. I like flowers. I like trees." The guys who thought of these words stand next to their leader. Then the second driver pronounces a sentence with different words. The one with the most guys next to him wins.
Game "Guess the Word"
After new words have been learned and repeated many times, the teacher thinks of a word and asks you to guess it. Students ask questions Is this a...? Until they guess. The student who guesses the intended word becomes the driver.
Game "Home, School, Zoo"
The teacher, addressing a student, names the topic: “School”, “Home” or “Zoo”. The student quickly names a word related to the topic. Each subsequent student must remember a word that his comrades had not yet named. Anyone who could not name a word on the topic is out of the game.
Game "Fill in the Missing Letters"
There are words written on the board, each of which has one letter missing, for example: c-p, a-d, p-n, etc.
The teacher pronounces, for example, the sound [e] and asks the students to mentally insert the corresponding letter into the words where it is missing and name it.
Game "The 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, names of months, and numerals.
Snowball game carried out with the aim of activating lexical skills. This game can be played both between teams and between several students by calling them to the board. For example, let’s set the topic “Food”. The first student names one word, the second must repeat his word and say his own. Thus, children develop memory, attention and the ability to listen to each other.
Game “What can you see? "Goal: development of attention, memory, logical thinking. Children are shown pictures on the topic “Animals”. But each of the pictures is covered with a piece of paper in which a round hole is cut. The teacher runs this piece of paper over the picture and the children, seeing only fragments of this picture, must guess who is depicted there. The game can be played on any topic.
Bingo game. This game can have many execution options depending on what goals are set for it. Goal: development of skills in using transcription. Students are given cards in which all words are written down in transcription. The teacher says a word, and the student must find this word on his card and, if it is there, cover it with a chip. The person who completes the words on their card the fastest wins. After the game there is a check.
Game “Do you have...? “. Goal: training in using the speech sample “Do you have...?” in speech. Four people stand facing the class, holding toy animals behind their backs. Those in the class must guess these animals by asking the question “Do you have a lion?” Do you have a bear? ..." In the same way, you can train the question “Is it...?”.
"Crossword". Goal: development of spelling skills. Solving various crossword puzzles helps children not only remember the pronunciation of a word, but also its spelling.
Game "Name the Rhyme".Goal: activation of previously learned vocabulary in the program; development of attention and logical thinking. The teacher calls a word, the students must choose a rhyme for this word: green - clean, fat - hat, light - night, house - mouse.