The teacher offers to name all the objects on any topic starting with the corresponding letter. Whoever names the most wins.
Card letters
The teacher distributes 3-4 pictures between students, which depict objects known to them. Then he names the letter, and the students must raise the corresponding cards for this sound, letter. (Alternatively, you can make the game more difficult. The teacher raises the pictures without naming them. Students must name the word and raise the corresponding letter). The one who is left without cards before others wins.
Telegrams
The teacher writes a word on the board. Each student must come up with a telegram (one or two sentences), in which the first word begins with the first letter written on the board, the second - with the second, and so on.
The letters fell apart
The word is written in large letters, then cut. The children must assemble it. “Guys, I had a word, but it fell apart. Help me collect.” The one who collects the fastest wins. (As a grammatical version of this game, you can use a split sentence. This method is very effective in teaching how to construct questions and negatives for different tenses)
3. Vocabulary games for learning in English
Cross out the extra word
The teacher offers different cards of 4-6 words. The student must find one extra thing that is not connected with others on the topic. For example, cow, dog, wolf, sheep, cat, horse - the odd word is wolf - does not relate to the topic “Pets”.
What's missing?
Objects on a specific topic are laid out in front of the children. Then students close their eyes and one of the objects is removed. “Close your eyes. Open your eyes. What is missing?” ( You can appoint a child as a driver)
4. Grammar games
Write "my verb" correctly
The teacher writes several sentences on the board or cards, for example, on the topic Present Continuous. In places where auxiliary and semantic verbs should appear, spaces are placed (the semantic verb is in the infinitive form). Students must fill in the blanks. But, after giving 4 children cards “is, am, are, ing”, they go around and check the correct spelling of sentences. For example: “Did you remember to use me?” Here children must not only choose the right word, but also put it in the appropriate place.
Hide and seek in the picture (prepositions of place).
The teacher first selects a picture depicting any room. One of the students “hides” in this room, for example, under the table. He writes down his place on a piece of paper and gives it to the teacher. The children try to guess where he would hide. The one who guesses becomes the driver.
This is my spot
This game is very effective in learning different tenses and constructing sentences. Each player is given a card with one of the members of the sentence (I, do, at home, in, and so on). The teacher says a sentence in Russian, and the children must, accordingly, stand in the right order.
5. Games to develop listening skills
Guess who came
One student comes to the board and is blindfolded. Other children from the class take turns approaching him and saying hello, asking how he is doing, getting to know each other, or practicing other lexical topics. The driver must find out who is talking to him now by his voice.
Children's drawings
The teacher should give homework assignments in advance, for example, draw your room or family, toys, books. It all depends on the topic being studied. In the next lesson, the drawings are attached to the board (you can use not all, but 3-4). The teacher talks about one of the pictures, and the students must guess whose picture is being described.
6. Outdoor games, one way or another, related to lexical, grammatical or phonetic material.
Listen to the command
For example, the game can be aimed at practicing prepositions. In this case, it is better to carry out it with some object, for example, a chair. The teacher names the command and preposition, and the children perform: on the chair, under the chair, etc.
Reading the map
Children are given empty columns - tables in advance. The whole class is divided into two teams. One by one, one of the participants runs up to the map, finds the desired name there and writes it down on a piece of paper. The team that completes the task faster wins.
Be careful.
Each participant is given a card with a certain word. Children sit in a circle. The teacher names one child. As soon as the student hears his word, he must stand up, run a circle and return to his seat. Those who miss their turn are eliminated.
7. Games to develop speaking skills
Chain
The teacher begins the story, says the first sentence. The children continue along the chain. (For example: I get up at 7 o’clock. I take a shower. I have breakfast....) You can complicate the game like this: each subsequent student repeats all previous sentences, and in the end, the last one must tell the whole story. Another variant of the chain: start each subsequent sentence with the last word of the previous one.
We are writing a story.
Participants receive sentences written on cards, they read it independently, comprehend it, and do not show it to anyone. The teacher says the first thing, and the rest, according to the logical sequence, must insert their own. At the end the whole story reads correctly.
For children of preschool and primary school age, you can often use games in English lessons. For middle and senior management, it is better to include some elements. After all, remember - children, of course, like to play, but gradually they must move on to independent activity, the ability to read a textbook and find information there, and use all available resources. Therefore, it is better to find a middle ground between game lessons and educational activities. Then the children will not be bored, and they will master the relevant skills.
This is my nose
Children enjoy correcting the mistakes of others.
Showing his hand, the teacher says: “Oh, something is wrong with my foot!”
Pupilscorrects “with your hand!”
The teacher continues: “ I don’t hear, something is wrong with my nose!”
(pointing to the ear, for example).
Children laugh and correct.
Next, the role of the presenter is played by the student, who addresses his classmates in turn. If the called student corrects correctly, he becomes the leader.
How many pages?
The teacher brings several interesting books. And asks:
- How many pages are there in the book?
(Pupil 1): There are three hundred and fifty pages.
- No, less.
(Pupil 2): Three hundred.
- Less.
(Pupil 3): Two hundred and fifty.
- More.
(Pupil 4): Two hundred and eighty.
- That's right.
The one who guesses correctly gets the right to be the first to look at the book.
Pantomime
Game for consolidating vocabulary “Morning of a schoolchild”.
A group of children comes to the board and each of them imitates some action with gestures and facial expressions.
Teacher: Guess what each pupil is doing.
Pupil 1: This boy is doing his morning exercises.
Pupil 2: That girl is washing her face.
Pupil 3: This boy is putting on his red scarf.
it. d.
Family
We select a leader and a group of 5-6 students.
The student leader leaves the class, and the teacher tells each person in the group who will play what role (mother, father, son, etc.).
Children start doing something.
The leader returns and, looking at the group of students, answers the teacher’s questions: Who are they? What are they doing?
Clothes
The teacher gives the student 5-7 drawings depicting items of clothing. He shows them to the class, naming them in English.
Then the presenter guesses one of the objects, and the children, taking turns asking questions, try to guess this object.
Who is the first?
We give each of the playing students a piece of paper with a drawn chain of squares and a set of cardboard squares with letters of the alphabet.
The teacher (leader) names a word in Russian or shows a drawing depicting an object.
Students say the word in English and then spell out the word from the given letters.
The game can be complicated if you give the task to make a sentence with this word.
The winner is the one who completes the task first.
My aunt went to town
The teacher explains that students must complete the phrase My aunt went to town and bought… a word denoting a school item or clothing.
Pupil 1: My aunt went to town and bought a book.
Pupil 2: My aunt went to town and bought a book and a bag.
Pupil 3: My aunt went to town and bought a book, a bag and a ruler.
If a student cannot say his word, he is eliminated from the game.
Time
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 hands, 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 hands to 7:15 and asks everyone to say what they are doing at this time. The 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. Teacher,
moving
arrows,
asks: What did you do yesterday at half past four? What will you do on Tuesday at a quarter to 5?
Crossing the river
On
blackboard
schematically
depicted
Creek.
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 No. 1. Zoo.
Game description:
To play "Zoo" you need to draw animals and cut them out. Make a poster - a zoo, with animal cages. On each cell write the name of the animals in English.
"There was a problem at the zoo! All the cages opened and the animals ran away! Help! Help, please! Help! Help, please! Will we help find the animals and put them in their cages?" Children must find their own cage for all the animals.
Purpose of the game:
Reinforce vocabulary on the topic “animals” and instill interest in the subject being studied.
Game No. 2. What's missing?
Game description:
For the game "What's Missing?" You need to lay out school supplies on the table (or you can make drawings and hang them on the board).
Children stand around the table, memorize objects, then turn away and close their eyes. The presenter removes one of the items and says “What is missing?” (What's missing?). The students turn around to look for the missing item, the first one to see names the item in English. (For example: Pen is missing.). This game can be played on any topic being studied (numerals, animals, colors, etc.)
Purpose of the game:
Consolidate vocabulary on the topics being studied, continue to work on developing attentiveness, and instill an interest in the English language.
Game No. 3. “Don’t yawn, do it without mistakes!”
Game description:
For the game "Don't yawn, do it without mistakes!" children stand near their tables. The presenter names the verbs of movement in English (for example: run - run, jump - jump, swim - swim, etc.). Children perform the appropriate movements, those that were performed incorrectly sit down in their place. The game ends when the most attentive remain. The game can be played with musical accompaniment. This game can replace the physical minute needed in every lesson.
Purpose of the game:
Repetition of words on the topic “verbs-movements”, to continue the development of attentiveness.
Game "What is your name?"
Game description:
Make cards in advance with the children's names in English. During the lesson, hand out cards, ask them to remember your card. Then collect the cards, mix them and place them on the table. Let the children come up and each find their own card. Allow them to take their card and return to their seats.
Purpose of the game:
Teach children to write their name and recognize it among others.
Game "Bony the Cheater".
Game description:
Place paper clown Boney on your hand. Say, turning to the children: “Bony is a deceiver. He likes to tell lies. Now I will name the number of objects on the table, and then ask Bony how many objects he sees on the table. And you decide whether he is telling the truth.”
Point to three flowers and say: I see (three) flowers. Let the children make sure that there are three flowers on the table. Ask by contacting Boni : How many flowers do you see? Boni: "I see two flowers!" Tell the children: “Well, you see, Boney is a liar.”
Continue asking Boni questions, let him lie, and the children correct him by counting the objects on the table.
Purpose of the game:
Consolidating numerals, developing attentiveness in children, instilling a love for the subject being studied.
Game "Draw and guess!" (Draw and guess).
Game description:
The teacher quietly tells each child what he needs to draw (furniture or clothes):
Draw a pillow, please. (Draw a pillow, please).
Draw jeans, please. (Draw jeans, please).
After the drawings are ready, the children take turns showing their work to others and asking: What is it? (What is this?).
Other players try to guess what it is and ask, for example: Is it a dress? (This dress?).
After the drawing is guessed, another child shows his drawing.
Purpose of the game:
Consolidating vocabulary on the topics of clothing or furniture, developing attentiveness in children, instilling a love for the subject being studied.
Game "Do like me!" (Do as I do!).
Game description:
The teacher shows actions and pronounces commands. Children follow the instructions of the teacher.
I wash my face! Do like me! (I wash my face! Do as I do!)
Then the teacher only names the commands without showing them. Children follow commands. After this, a leader is selected from among the children, he stands in front of a group of children and speaks commands. You can show the following actions:
I wash my face, hands, eyes, ears, nose, lips, head.(I wash my face, hands, eyes, ears, nose, lips, head.).
I brush my teeth. (I brush my teeth.)
I comb my hair. I'm combing my hair.)
I have a shower. (I am taking a shower.)
I take a soap. (I take the soap.)
I turn off the tap. (I turn on the tap.)
I wipe my hands. (I dry my hands.)
Purpose of the game:
Will help children consolidate the names of body parts, lesson vocabulary and some commands.
Game "Relay-Race." (Relay race).
Game description:
Children are divided into two teams and stand in two chains behind each other. Team captains (first in the chain) hold “magic” pointer wands. At the teacher’s command “Show me a...” (for example: Show me a clock!), the first players of each team run up to the picture, find the object named on it and point with a pointer, pronounce its name in English, run back to their team and pass the “magic wand” to the next player, and they themselves become the last in the chain. The next players find and name the same item. The team that wins is the one whose players were the first to find the clock in the picture and return back. The game can be complicated by offering each player their own word.
Purpose of the game:
It will help children consolidate lesson vocabulary and some commands, and develop attentiveness in children.
Game "Magic Sack"
Game description:
Objects related to the theme (for example, fruit models) are placed in a beautifully decorated bag. The child puts his hand into the bag, determines by touch what he took, and names the object in English. after that he pulls it out and shows it to everyone else. Children determine whether the player guessed right or not by saying “Yes” or “No.”
then the item is put back and the bag is offered to the next player.
Purpose of the game:
Help you remember the vocabulary of a given topic, develop attentiveness and instill interest in the subject being studied.
Game "Broken telephone"
Game description:
The children sit in a line. If the group is more than 8 children, then they are divided into 2 teams, and each team gets one word. The teacher speaks the word or phrase being studied into the ear of one child, and the children pass it in a chain into the ear of the player sitting next to him. The last one in the chain must say loudly and correctly the word or phrase that the teacher said. If a word is said incorrectly, it is checked who in the chain made the mistake. The teacher asks you to repeat this word correctly. The game continues with another word.
Purpose of the game:
Help children remember words, phrases and pronounce them correctly, develop attentiveness and understanding of English speech.
Game "Ball"
Game description:
The teacher quietly but clearly pronounces the word for the illustration (for example, Egg-egg) and throws the ball to the child, who catches it and loudly pronounces the word he hears. If the word is named correctly, the teacher asks: “Show it to me.”
The child approaches the picture, looks for and shows the egg depicted there. The teacher calls the next word and the game continues.
Purpose of the game:
Remember the vocabulary of the lesson, develop attentiveness in students.
Phonetics games:
Target : establishing the correct articulation of students’ speech organs when pronouncing individual English sounds.
1) Playing Airplane . [ v ]
Have you ever played airplane? You probably spread your arms like wings, slightly leaned forward - and now you are flying. Little Englishmen also love to play this game. But instead of the sound [zh], they say the sound . let's play "English" airplane:
The plane is traveling up in the sky
vvv – vvv – vvv.
Moving so fast and ever so high
vvv – vvv – vvv.
Over the land and over the sea
vvv – vvv – vvv.
But we always come back in time for tea
vvv – vvv – vvv .
This game can be played with movements, using it as a physical education lesson. Only the teacher can speak the verse and the students can pronounce the sound, but in more prepared groups all students can learn the verse.
2) Go, my little pony, go! [ ou ]
Have you ever seen a pony? Of course. In England they love ponies. That's why when little English children play, they often imagine that they are playing with ponies. They even came up with a special rhyme to make the horse run faster:
Go , my little pony , go !
Go! Go! Go!
Go, my little pony, go!
Go ! Go ! Go !
Gallop , pony , gallop , go !
This game can be played with movements, using it as a physical education lesson.
3) Monkey Talk . [ð]
It seems to me that you can all portray little monkeys very well - the way they make faces, the way 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. An angry monkey shouts at everyone: “They, they, they,” and a learned monkey talks like a poet: “Thee, Thee, Thee”:
Little monkey in the tree
This is what he says to me,
“They, they, they
Thee, thee, thee.”
Monkey jumps from limb to limb
While I chatter back to him:
“Thee , thee , thee
They , they , they ”.
Only the teacher can speak the verse, and the students can say the words “Thee, thee, thee, They, they, they,” but in more prepared groups, all students can learn the verse.
Lexical games :
1) How many pages? Target:training numerals over 20. (III )
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...
2) Champion Game . Target:consolidation of vocabulary on the topic of the lesson, memory training.
Starting the game, the teacher calls the first word. Each subsequent student must name all the previous words in the order in which they were included in the game and say a new word. If someone forgets a word or mixes up the order, he is eliminated from the game.
Vereshchagina I.N., Pritykina T.A. English languageII :
· Family (lessons 10 - 18) – I have got a mother, a father, an uncle, an aunt ...
· Who do you want to be (lessons 19 - 25) – I want to be a driver, a doctor, a pilot…
· Games and sports (lessons 55 - 62) – I like to play leap – frog, hide – and – seek, volleyball…
Vereshchagina I.N., Pritykina T.A. English languageIII :
· Food (lessons 28 - 38) – I’d like to eat an apple, sweets, bananas, a cup of tea…
· Clothing (lessons 64 - 74) – Yesterday I bought a pair of shoes, a pair of boots, a hat, a cap, a sweater…
3) Let's ’ s draw a picture . Target:consolidation of vocabulary on covered topics.
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 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.
Vereshchagina AND. N, Pritikina T. A. English languageIII (People in the family, Daily life, Food, Holidays):
My mother's daughter, go to school, sports ground, five o'clock, play chess, birthday, a box of sweets, eggs, take a shower, read books, ice – cream, husband, parents, get up, teeth, breakfast, a cup of coffee, have a party, a present, celebrate.
Grammar games :
1) Hide – and – Seek in the Picture. Target:training in the use of prepositions of place.
A large picture of the room is needed. The driver (one of the students) “hides” somewhere in the picture, writes on paper where he hid and gives it to the teacher. Children, asking the driver general questions, “look” for him in the picture. To make it more like real hide and seek, you can read the saying in chorus:
Bushel of wheat, bushel of clover;
All not hidden, can’t hide over.
All eyes open! Here I come.
Vereshchagina I.N., Pritykina T.A. English languageII (Where are your toys?( lessons 44 - 54)):
- Are you under the bed?
- Are you behind the door?
- Are you on the chair?
- Are you in the box?
2) Act as you say. Target: training usePresent Continuous.
The task is to execute commands with comments. 3 students play: 1 – gives the command, 2 – carries out and says what he is doing, 3 – describes the actions of the second.
Vereshchagina I.N., Pritykina T.A. English languageIII (Daily life (lessons 14 - 23)):
1 – Play volleyball. 2 – I am playing volleyball. 3 – He/ She is playing volleyball.
1 – Wash your face. 2 – I am washing my face. 3 – He/ She is washing his/ her face.
1 – Do exercises. 2 – I am doing exercises. 3 – He/ She is doing exercises.
3) Magic Box . Target:consolidation of the use of the studied tense forms.
The teacher has cards in a bright box. Children draw one card at a time. Assignment: you need to compose a story (can be humorous) using the verb written on the card in all known tense forms. The teacher draws the card first and performs the task as an example. If possible, all actions can be illustrated with facial expressions and gestures.
Vereshchagina I.N., Pritykina T.A. English languageIII :
- Take a shower!
I take a shower every day. I am taking a shower now. But I didn’t take a shower yesterday because I went for a walk with my dog and came home late. Tomorrow I will take a shower because I will do exercises.
Strong students answer first. After completing their assignment, they can help weaker students or take another card and complete the assignment in writing.
4) Theater . Target:training in the formation of affirmative, interrogative, negative forms of the studied tenses.
The class is divided into two teams. Each team member is given cards - roles with the components of the proposal. Using these “roles,” participants ask questions to their opponents, and the opponents answer them by lining up in a row and forming a sentence.
Vereshchagina I.N., Pritykina T.A. English languageIII :
time
do
At
what
you
go
to
school
?
Spelling games:
1) The Comb . Target:consolidation of learned vocabulary, development of spelling skills.
The class is divided into 2 – 3 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.
m a r a t h o n
o n a u u o r o
t i b g e l a v
h m b u s i n e
e a i s d d g m
r l t t a a e b
y y e
2) Invisible Words. Target:development of spelling skills.
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.
3) Remember the Words . Target:formation of spelling memory skills.
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.
4) Let's ’ s Count Alphabet . Target:control of alphabet acquisition.
The teacher suggests doing math. But numbers here are replaced by letters. Each letter has its own serial number (according to alphabetical order). To solve the examples correctly, you need to count the serial numbers of the letters. The answers must also be in the form of letters.
C + R =? 3+18=21 C + R = U
Auditory games:
1) Clap – Clap . Target:development of skills of semantization of vocabulary by ear, memory development.
The teacher names words on the topic studied. Students should clap after each word. If a word from another topic is called, there is no clap.
Vereshchagina I.N., Pritykina T.A. English languageII :
· Games And sport ( lessons 55 - 62):
Volleyball, basketball, hockey, tennis, leap – frog, gray bird , hide – and – seek…
· Family ( lessons 10 - 18):
Grandmother, grandfather, uncle, teacher , sister, brother...
2) Which is the picture is? Target:development of listening skills.
In advance, the teacher gives the children the task of drawing for the next lesson the toys they have at home and where they are. In the next lesson, 3–4 drawings are attached to the board. The teacher describes one of the drawings. The guys listen and must determine which drawing we are talking about.
Vereshchagina I.N., Pritykina T.A. English languageII (Where are your toys?( lessons 44 - 54)):
I have got many toys. I have got a big gray elephant. My elephant is on the chair. I have got a small blue – and – white parrot. It is in the box. My sister has got two dolls. They are under the table.
3) Good morning . Target:development of listening skills.
1 student comes to the board and turns his back to the class. The teacher gestures to one of the students and he says to the driver: “Good morning, Kolya.” The driver, recognizing his classmate’s voice, replies: “Good morning, Masha.” Now Masha becomes the driver and the game continues. To make it harder to guess, students can change their voices. In the very first lessons, greeting and farewell phrases are used. At an advanced level, these could be microdialogues:
- Hello, Masha! How are you?
- Hello, Kolya! I'm fine. Thank you.
Speaking:
1) Last Word Chain . Target:development of monologue speech skills, skills of constructing a logically coherent statement.
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:
Vereshchagina I.N., Pritykina T.A. English languageII (Where are your toys?( lessons 44 - 54)):
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.
Vereshchagina I.N., Pritykina T.A. English languageIII (Holidays (lessons 42 - 45)):
I like Christmas.
December is in winter.
Winter is my favorite season.
The season I don’t like is autumn.
2) Make a story . Target:the formation of a coherent monologue or dialogic statement and the activation of relevant skills and abilities.
Each participant receives a card with one sentence from a specific story. He is not allowed to show it 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, and the weak ones are simpler.
Vereshchagina I.N., Pritykina T.A. English languageIII (Nature (lessons 91 - 93)):
AT MY GRANDFATHER'S
My sister and I enjoy living in the country. We usually spend our summer holidays at our grandfather’s. He lives and works in the forest - he is a forester. He lives in a small house. He has a garden.
Different plants grow in his garden. It's very beautiful there. There is a lake near the house. The lake is full of fish. Near the lake there are high green hills and large fields. A lot of different flowers grow in the fields. The forest is full of mushrooms and berries. Different birds and animals live on the hills and in the forest. Grandfather knows and loves them all. He knows a lot of things about animals: where they live in winter and in summer, what they eat, what they like to do, how they teach their children and play with them.
He knows all about birds, too. When a bird is singing he can say what bird it is. In winter, when there is not much food in the forest, he gives the birds something to eat.
Grandfather likes .the forest. He always says that the forest is full of wonders.
We like to listen to grandfather’s stories about the forest’s won ders
Unlike adults, children have no conscious motivation to learn English. In order for the learning process to arouse real interest in the child, it is very important that it takes place in a fun, exciting manner. The relaxed, playful environment of educational games on the Quicksave portal is the first step to attracting your child's attention.
Learning foreign languages - fun and effective
A set of bright pictures combined with an incomparable soundtrack allows young inquisitive minds to quickly grasp the material and make lasting associations. Completing game tasks and language situations in the format computer games– this is a justified decision that really produces results. The main goal is to try to completely immerse yourself in the conversational environment.
A high-quality selection of educational online fun for beginning polyglots from Quicksave allows you to:
- Determine the level of preparation and individual inclination of children to learn and focus on strong areas, paying attention to Special attention lagging skills: reading words, writing letters, listening to phrases, etc.;
- Make a generous intellectual contribution to the promising future of the younger generation. For those who want to become linguists or graduate from university in England, speaking English can be a huge advantage;
- Develop motor and speech skills, improve auditory perception. Training linguistic abilities from early childhood is an effective exercise for strengthening motor skills and hearing.
Colorful, extremely simple interface - ideal for children's perception
Children adapt more quickly to a foreign language, feeling brain load less critically than their parents. Therefore, adults are obliged to encourage the children's audience in every possible way, attracting them to the language virtual environment as early as possible.
Don't miss the opportunity to play interesting flash games for free from the categories: , . Participating in text twists, guessing words and phrases, solving crossword puzzles - such fresh and educational entertainment will help to significantly replenish lexicon. Linguistic games without registration from Quicksave will help you learn the alphabet, consolidate the meaning of memorized words, and take initial steps in learning the grammar of the generally accepted popular language that Shakespeare spoke.
Games for reading rules:
1. Game “Captain Flint”:
Children read a string of words On the desk. Every word is a reef that can be bypassed if you read the word correctly. The captain leads the crew through the reefs, i.e. reads the words, and the guys repeat them in chorus. If the captain makes a mistake, the ship is holed. A lifebuoy is thrown to the captain (the words are read correctly in chorus), but after that another student becomes the captain. And so on until a captain is found who can go around all the reefs.
2. A game “ Making a snow woman ” :
The teacher “throws” the first “snowball” (names a word, for examplebag). Children “roll a snowball”, naming words in a chain that are read according to this rule:map, lamp, black, catetc. We roll 3 snowballs (each one different rule reading), and “The Snow Woman” is ready.
Listening games.
Objectives: - to teach students to understand the meaning of a single statement;
Teach students to highlight the main thing in the flow of information;
Develop students' auditory memory.
You can play text listening games without having any pictures, drawings, pre-prepared questions, text points, etc., these are games for the development of auditory memory. The teacher reads the text at a normal pace, the players listen. After listening to the text, the teacher offers to write down the words that each participant in the game remembers. Then the teacher reads the text again and gives the task - to write down groups of words and remembered phrases. After this, the participants in the game reconstruct the text from memory, using their notes. The winner is the one who most accurately conveys the content of the text.
Have a great effect in teaching listeningteam games , in which, after listening to the text, team members compose and then ask their opponents questions about the content of the text. The team that answers the questions more accurately wins.
Of particular interest are games in which, after listening to the text (preferably with a large number of characters), you need to act out a scene based on the content of the text. In these games, children demonstrate not only their listening skills, but also their artistic abilities.
It is advisable to conduct listening training in a variety of interesting games. In them, the child can express himself as an individual, as well as a member of a team. There are no universal games for teaching listening, but you can turn any exercise, any text into a game. To do this, it is necessary to prepare the necessary accessories, create an atmosphere of competition, and make the tasks for the texts varied, but at the same time accessible and interesting.
Texts can be used from textbooks, additional books on the English language, invented by the teacher himself or by students. The main thing, in our opinion, is to turn elementary text into an interesting game that attracts the child.
1. WHOSE SUN IS BRIGHTER?
The team captains go to the board on which two circles are drawn and describe the animal from the picture. Each correctly said sentence is one ray to the circle and one point. The captain whose sun has more rays wins, i.e. more points.
2. WHO KNOWS THE NUMBERS BETTER.
Representatives FROM EACH TEAM GO TO THE BOARD on which numbers are written (not in order). The presenter calls the number, the student looks for it on the board and circles it with colored chalk. The one who circles the most numbers wins.
3. RIDDLES ABOUT ANIMALS.
The teacher reads riddles to the students, the students must guess them. For example:
1. It is a domestic animal. It likes fish. (a cat)
2. It is a wild animal. It likes bananas. (a monkey)
3. It is very big and grey. (an elephant)
4. This animal likes grass. It is a domestic animal. It gives us milk. (a cow)
For each correct answer the team receives 1 point.
4. FUNNY ARTISTS.
UThe student, closing his eyes, draws an animal. The presenter names the main parts of the body:
Draw a head, please.
Draw a body, please.
Drawatail, please.
If the drawing is successful, the team receives five points.
5. CLAPPING YOUR HANDS.
Members of both teams stand in a circle. The leader is in the center of the circle. He names domestic and wild animals alternately. When children hear the name of a wild animal, they clap once; when they hear the name of a domestic animal, they clap twice. The one who makes a mistake is eliminated from the game. The winner is the team with the most players remaining.
6. MAKE A PHOTO OBOT.
The class is divided into three teams, each representing a police department. 3 presenters are selected. They contact the police department with a request to find a missing friend or relative. The presenter describes their appearance, and the children make corresponding drawings. If the drawing matches the description, the missing person is considered found.
Leading: I can't find my sister. She is ten. She is a schoolgirl. She is not tall/ Her hair is dark. Not r eyes are blue. She has A red coat and a white hat on.
7. SEASONS .
The teacher invites one of the students to think of a season and describe it without naming it. For example :
It is cold. It is white. I ski. I skate. I throw snowballs.
Students try to guess: Is it spring ? Is it winter ?
The one who correctly named the time of year wins.
8. RIDDLE GAMES.
Teacher: I have good friends. These are special friends. They came to us from fairy tales. You know them too, but can you guess who I’m talking about?
- I have a friend. Not is a small boy. Not can read, write and count, but not well. He can run and jump and play. He cannot draw and he cannot swim. / Dunno /.
- I have a friend. Not is a big fat boy. He cannot read and write, but he can run, sing, dance and play. He can fly! / Carlson /
- I have a friend. He is not a boy. He is not a girl. He is green. He can swim. He cannot jump and he cannot fly. / Crocodile Gena /.
VOCABULARY GAMES.
Goals:
Train students in the use of vocabulary in situations close to natural settings;
Activate the speech and thinking activity of students;
Develop students' speech reactions.
1. TEACHER AND STUDENTS
During the oral introductory course, students are introduced to a large number of lexical units. And the game “Teacher and Students” provides great assistance in mastering these words. The student in the role of the teacher asks questions to the student, showing a picture of a certain object, to which he answers. Then the players change places. I try to pair someone who is poorly prepared with someone who is well prepared.
2. SHOOTING AT TARGETS
The first one writes or names a word starting with the last letter of the previous one, etc.
3. IN THE SHOP
On the counter of the store are various items of clothing or food that can be purchased. Students go to the store and buy what they need.
P 1 : Good morning !
P 2 : Good morning ing!
P 1 : Have you a red blouse?
P 2 : Yes, I have. Here it is.
P 1 : Thank you very much.
P 2 : Not at all.
P 1 : On ve you a warm scarf?
P 2 : Sorry, but I haven`t.
P 1 : Good bye.
P 2 : Good bye.
4. ASSEMBLE YOUR PORTFOLIO
The whole class participates in the game. They come to the board at will. Teacher: Let's help Pinocchio get ready for school. The student takes the objects on the table, puts them in a briefcase, naming each object in English:
This is a book. This is a pen (pencil, pencil-box)
In the following, the student briefly describes the subject he is taking:
This is a book. This is an English book. This is a very nice book
5. MAKE A WORD.
Students are given a list of nouns. You need to choose a word for them (common to all) to make a complex noun.
For example: Snow Foot BALL Basket
6. WHAT IS THIS?
In the hands of the presenter is a black box (or box) containing an unfamiliar object. Team members must ask the facilitator one guiding question each. After that, they must answer what is in the box.
7.DO YOU KNOW ANIMALS?
Representatives FROM EACH TEAM TAKE A TURN TO SPEAK THE NAMES OF THE ANIMALS:
a fox, a dog, a monkey And T . d . The last one to name the animal wins.
8. COLLECT A BOUQUET.
Equipment: real or artificial flowers or autumn leaves.
Teacher: Each of you has a favorite teacher. Let's collect a bouquet for him. Only we must comply with one condition: name the color of each flower or leaf correctly, otherwise the bouquet will quickly wither.
Student : This is a red flower. This is a yellow flower .
9. PANTOMIME.
To reinforce the vocabulary on the topic “Morning of a Schoolchild” in your speech, you can play the game “Pantomime”. The presenter leaves the class, and a group of children sits at the blackboard. Each person uses gestures and facial expressions to depict one of the actions on a given topic. Then the teacher says to the presenter: Guess what every pupil is doing . Sample answers from the presenter: This boy is doing morning exercises . That girl is washing her face . That boy is sleeping . etc .
LANGUAGE GAMES.
Language games are intended for the formation of pronunciation, lexical, and grammatical skills and training in the use of linguistic phenomena at the preparatory, pre-communicative stage of mastering a foreign language.
1.P Revise the word.
Each participant in the game is given an English word to translate into Russian. The answer should be immediate.
2. Collect a proverb
The presenter reads the beginning of the proverb, the teams must complete it. If the answer is correct, the team receives a point.
For example:
A FRIEND IN NEED ……
IS A FRIEND INDEED.
PHONETICS GAMES
The goal is to train students in pronouncing English sounds.
1. WHO WILL READ CORRECTLY?
Goal: developing the skill of pronouncing a coherent statement or text.
Progress of the game: a short poem or an excerpt from it (counting book, tongue twister) is written on the board. The teacher reads and explains the meaning of words and sentences, and draws attention to the difficulties of pronouncing individual sounds. The text is read several times by the students. After this, two to three minutes are given for memorization. The text on the board is covered and students must read it by heart. Two or three readers are allocated from each team. Points are awarded for error-free reading; For each mistake, one point is deducted. The team with the most points wins.
2. WHOSE TEAM SINGS THE SONG BETTER : “ WHAT IS YOUR NAME ?”
The winning team receives five points.
Singing in foreign language lessons allows each child to be included in active cognitive activity and creates the prerequisites for collective work in an atmosphere of positive emotions.
3. Dunno and WE.
Dunno came to the class. He will study English. Now the guys don’t just repeat the sounds, they try to teach Dunno the correct pronunciation. Dunno shows the children transcription signs, and the children call them in unison. And in order to check how the guys remembered these sounds, Dunno begins to make mistakes. If the sound is pronounced correctly, the children are silent, and if incorrectly, they clap their hands together.
SPELLING GAMES
1.THE LETTERS SCRAPPED
Goal: developing the skills of combining letters in a word.
Progress of the game: the teacher writes a word in large letters on a piece of paper and, without showing it, cuts it into letters, saying: “I had a word. It crumbled into letters." Then he shows the letters and scatters them on the table: “Who can guess what word it was faster?” The first one to write the word correctly wins. The winner comes up with his own word, tells the teacher or writes and cuts it himself and shows everyone the scattered letters. The action is repeated.
2. DUTY LETTER
Goal: developing the skill of recognizing the place of a letter in a word.
Progress of the game: Students are given cards and asked to write as many words as possible in which the specified letter is in a certain place.
For example, the teacher says: “Today we have a duty letter “O”, it comes first. Who can write the most words in which the letter “O” comes first?”
3. TELEGRAMS
Goal: development of spelling and lexical skills.
Progress of the game: the teacher writes a word on the board. Each player must come up with a telegram in which the first word begins with the first letter of the word written on the board, the second with the second letter, etc.
ALPHABET GAMES
1. 5 CARDS
Goal: control of alphabet mastery.
Progress of the game: the teacher shows each of the participants in the game 5 cards with letters of the English alphabet. The winner is the one who names all 5 letters correctly and without pauses.
2.WORDS WITH A CERTAIN LETTER
Goal: developing spelling memory skills.
Progress of the game: students are asked to quickly look through a list of words, and then name words that contain a given letter. The one who can name the most words wins.
3.WHERE IS THE LETTER?
Purpose of the game: to develop the skill of differentiating sound-letter correspondences.
Progress of the game: the teacher writes several words on the board and invites students to find three among them in which the letter ... is read as .... The one who does it faster wins.
4. TAKING STEPS
Students stand at the far wall of the classroom. The teacher shows the words written on the board, the students take turns spelling the words. If the student spells the word correctly, he takes a step forward. The student who reaches the opposite wall of the classroom first is considered the winner.
5.WORD - BUILDING
The teacher writes a long word on the board. Students must form (within a certain period of time) words from the letters of this word. The student who produces the most words wins. For example, from the word personal Students can form words: son
are
so
rose, etc.
GRAMMAR GAMES.
Objectives: - to teach students the use of speech patterns containing certain grammatical difficulties;
- create a natural situation for using this speech pattern.
1. PLAYING WITH A PICTURE
For better assimilation by students of structures inPresent ContinuousYou can use the game with the picture. Schoolchildren are asked to guess what a particular character depicted in a picture that they have not yet seen is doing.The guys ask questions, for example:P 1 : Is the girl sitting at the table?
T: No, she is not.
P 2 : Is the girl standing?
The student who guesses the action shown in the picture wins. He becomes the leader and takes another picture.
2.BE CAREFUL
The goal is to automate skills in using general questions.
A. Can a boy swim? Q. Do fishes live in the sea?
Can a cat fly? Do books sing?
Can a fish run? Do you live in a tree?
Can a bird fly? Does Pete go in for sports?
Can you swim ?
3. COMMENTATOR
Students take turns performing actions and commenting on them, for example: I am sitting . I am standing up. I am going to the window . The teacher gives the student a card for each correctly named action. The winner is the one who collects the most cards.
4.WHAT DO YOU LIKE TO DO?
The goal is to activate general issues in speech.
One of the students makes a guess about what he likes to do, the rest ask him questions: Do you like to swim ? Do you like to play football ? Until they guess. The one who guesses becomes the driver.
5. Carlson's favorite activity
Guys, you know Carlson, who lives on the roof. In front of me is a picture that shows Carlson doing his favorite pastime. Guess what he does. Students ask questions: Is he playing ball ? Is he reading a book ? e tc .
6. PRESENT
Goal: consolidation of vocabulary on the topic, automation of the use of learned verbs in the future tense in oral speech.
Progress of the game: two teams are formed. Two rows of words are written on the board:
1) name of the gift, 2) list of verbs. The players must say, using verbs from the list, what they will do with the gifts received on their birthday. Each participant in the game comes up with one proposal. The team that completes the task faster and composes sentences without errors wins.
7.NUMBERS
Goal: repetition of cardinal numbers.
Progress of the game: 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 quickly find and cross out the named number on their half of the board. The team that completes the task faster wins.
In grade 4, the structure “There isAbook on the desk”, which will appear quite often in the future. To secure it firmly, you can use the game “Travel Around the World”. For example, I start the game like this:
There is a blackboard on the wall. etc.
Game exercises for working with lexical and grammatical material
The main task of this group of exercises is to manage the educational and cognitive activity of students and develop their lexical skills, as well as to organize intensive independent work during training sessions in order to master the rules of using specific language units.
1.MEMORIZE OBJECTS
The teacher lays out certain objects on the table, lets the children look at them for one to two minutes, then covers them with paper and asks one student to name all the objects that he remembers. Then all students write down their names in English.
2. Ladder
The first player says:“ Today I had for dinner some …” and names something edible that starts with the letter“ A ”- apples . The second student says:“ Today I had for dinner some apples and bananas ”, repeating what his comrade said and saying the “B” word. And so on until all the guys fulfill the conditions of the game. The one who could not repeat all the words spoken before him by other students and name his word is eliminated from the game.
Games on specific topics:
1. Children stand in a circle. The teacher throws the ball to one of the participants and names a word on this topic in Russian (English). The player, having caught the ball, says the word and returns the ball to the teacher, etc. round. The one who made a mistake is eliminated from the game. The one who remains in the game until the end wins.
2. Game “Clock”:
The game involves two teams. The teacher, moving the hands on a toy clock, each time turns to the students with the question:“ What time is it ?”. The team that answers the most questions correctly wins.
3. Game “Who is the most attentive?” (on the topic “Colors”):
The teacher distributes colored pencils to the children. Each has its own color. The teacher names colors in English in a disorderly manner and at a fast pace. The student who has this color picks up the pencil. The one who makes a mistake is out of the game. The last one left with a pencil wins.
4.Which day of the week (month) comes before/after:
Purpose of the game: Remember the days of the week randomly, enter prepositions of timebefore , after .
The game goes along the chain. The teacher begins:
-Which day is before Sunday?
-Saturday. Which day is after Tuesday?
-Wednesday etc.
Or:
- Which month is before July?
-June. Which month is after September?
- October .
5.Touch faster!
Purpose of the game: learn parts of the face and body.
The teacher asks the children to stand up, then quickly commands:
- Touch your eyes! Touch your nose! Touch your ears! Touch your feet! And T. d.
The student who fails to complete the command, or who completes it incorrectly or last, is eliminated. The game ends when all but one student is eliminated. He becomes the winner.
Outdoor game creates favorable conditions for children to develop their physical activity, improve their health, and contribute to the solution of certain educational tasks, including teaching a foreign language. Outdoor games are organized according to certain rules, according to which children actut, communicate. And this communication can be realizedbe written in a foreign language. And the combination of movements, listening, and speaking allows you to bring the speech material used in the game to automatism. Using the example of the games “Rain”, “Owl”, “Cat and Mouse”, we will consider practicing individual sounds and speech skills.
"Rain"
Purpose of the game: to practice the pronunciation of the sounds |g|, [w], [z:], the ability to give various commands in English.
Several children (4-5) put cardboard headbands on their heads, which depict raindrops or rain clouds. Rest children start progo nope « rain».
Rain, rain go away!
Boys and girls want to play!
Children with headbands run away and hide in a secluded place. The rest sing some English song, performing dance movements, or read a poem, rhyme, accompanying the words with actions, movements, or play. At any moment the driver can shout "Rain". At this signal, kids with headbands run out
from cover and trying to catch someone. The one who has been “wet by the rain” squats down and waits for what command the child with the headband will give him. Having completed the task, the baby returns to his place.
"Owl"
Purpose of the game: develop children's speech skills, activate vocabulary( day , night , go away . Wolves run ! Birds fly ! Fish , swim ! etc.), strengthen the ability to use words in the plural.
The driver and the owl are selected.
The driver announces to the children:" Day ! Birds fly !" Children “fly” imitating birds.
Driver:" Night !". The children freeze in place, as if they had fallen asleep.
The owl flies out of its hiding place and takes away the one who moved.
Driver:" Day ! Dogs jump !" Children imitate dogs.
Driver:" Night !”. The children “fall asleep”, and the owl again looks for a victim.
"Cat and Mouse"
Purpose of the game: to practice speech structures:Where are you ? I am here .
Children holding hands stand in a circle. A cat and a mouse are chosen. The cat is blindfolded. She tries to catch the mouse by touch, asking from time to time" Where are you ?" The mouse answers every question" I am here ".
If a cat encounters one of the children, they warn "Fire"After the cat has caught the mouse, other guys are chosen for these roles and the game continues.
Games for summer language camp:
"Painting". Topic: Vocabulary + Listening. This fun exercise will help you determine the English vocabulary of your new charges when they first meet the group. So, draw a “picture frame” on the asphalt with height = 2m and width = 0.5m x number of people in the group. Divide the “picture” in height into three approximately equal parts: label the top one “sky”, the middle one “sea” and the bottom one “land”. Invite the children to “color the picture” with birds, waves, flowers, etc. When the “picture is completed,” line up your students outside its perimeter. First, ask, for example: “Where"s fish?". Children should jump together into the "sea" sector. Then say, for example: "Where"s the sun?" and the competitors jump to the "sky" sector. After you ask, suppose: "Where are trees?" , children need to deftly jump into the “land” sector without stepping outside the boundaries. Once you are sure that the participants are familiar with the rules, begin the elimination competition. In this case, after each of your questions, the child who jumped into the desired sector last or stepped beyond its boundaries leaves the playground. If you see that the participants cope with the task easily, begin to complicate the lexical material, using words such as “clouds”, “boats”, “grass”, etc. The competition continues until there is only one winner left.
"Rainbow". Topic: Vocabulary + Listening. This entertaining competition will help you determine the English vocabulary of your new charges when meeting the group for the first time. So, ask the children to draw a rainbow, each stripe is about 0.5 meters wide. When everything is ready, you announce, for example: "River!" and all the children run into the blue sector. Then you say, let's say: "Apple!" and the children jump into the red, yellow or green sector. Once you are sure that the children understand the rules, begin the elimination competition, while simultaneously increasing the complexity of the vocabulary. In this case, the child who was the last to jump into the desired sector or step beyond its boundaries is eliminated from the competition, which continues until there is only one winner left.
"Flower Meadow" Topic: Vocabulary. This exciting activity will also help you determine the lexical level of knowledge of the English language of your new students, but only when they are older. So, ask each child: "What"s your favorite subject?". Help those who find it difficult to name their favorite school subject in English. If the answers are the same, ask questions like: “What"s your second choice?", etc. As a result, each participant should receive an individual object as a task. Then the children disperse around the site and each draws a circle that represents the core flower. Next, they write the name of the given object in a circle. Help those who do not know how to spell it. When everyone is ready, give the children the task of adding petals to their “flowers,” each of which contains a word associated with the given object. For example , for "Maths" this associative series might look like this: number, ruler, square, plus, calculator etc. In the final, the “petals” are counted and the winner is determined.
"Hunters". Topic: Animals. Draw both ends of the site with lines: write “village” behind one, “forest” behind the other, and write “field” in the space between them. Line up the children behind the starting line, i.e. "on the edge of the village." The first participant in the lesson takes a step “towards the forest”, for example with the following words: "I'm going to the forest to hunt a bear". The second child walks while saying, say, the following phrase:"I"m going to the forest to hunt afox”, etc. After all the participants in the competition take one step, they also step along the chain a second time, etc. If “the hunter finds it difficult to name the animal he is going to hunt,” then he skips his turn, but does not drop out of the competition. The winner is “the hunter who reaches the forest the fastest.”
"Cat and Sparrows" Topic: Vocabulary. Draw a circle with a diameter of approximately three meters. Select the “cat” that stands in the center of the circle. The rest of the children, in the role of sparrows, line up outside the perimeter of the circle. You set a lexical topic, for example: “Clothes!” One of the “sparrows” located behind the “cat” jumps into the circle with both feet, pronounces a word of a given category (for example: “T-shirt!”) and jumps back. The “cat” must catch the “sparrow” before it enters the territory outside the circle with both feet. At this time, another “sparrow”, who happens to be behind the “cat”, jumps into the circle, saying a word in this topic etc. Each “sparrow” must name three words that have not been spoken before, and then step aside. If the “sparrow” repeats the word already named, then the round ends early. The mistaken "sparrow" becomes a "cat" in the next round, where you assign a new lexical category. If the “sparrows” manage not to repeat themselves, then the caught participant becomes the “cat” in the next round. If the “cat” was unable to catch the “sparrow” during the entire round, then he continues to lead the next one. The fun continues until each participant plays the role of a cat at least once.
"Stitches-tracks". Topic: Vocabulary + Spelling + Alphabet. To conduct this competition, you will need multi-colored crayons according to the number of children in the group, as well as a small box. So, draw two houses measuring approximately 1m x 1m at a distance of approximately ten meters from each other. Give each child a chalk of a certain color and ask them to draw a winding path about ten centimeters wide from one house to another. When everyone is ready, put all the crayons in the box. Then, taking out one crayon at a time, write, for example, “Family” in red crayon, “Jobs” in blue, “Countries” in green, etc. After this, Student A, without looking, takes one crayon out of the box. Let's say he gets a blue crayon. Then he stands in the first house at the beginning of the blue path. At your command "Ready!... Steady!... Go!" , it names the first word of a given category, for example: "Hairdresser!". Next, he steps to the beginning of the path, placing his heel to the border with the house and saying: “H!” . Then he takes a second step, placing the heel of the other foot close to the toe of the previous one and saying: “A!” etc. until he spells the word completely. Then it is Student B’s turn to take the chalk out of the box, stand at the beginning of his path, etc. When all participants in the competition name one word, Student A says the second, etc. The winner of the competition is the participant who reaches the second house first.
"Creek". Topic: Colors + Listening + Alphabet. Here is the original version of the popular "Twister". So, in the middle of the site, draw a stream about three meters wide. Ask each child to draw with colored chalk “a pebble at its bottom” with a diameter of about fifty centimeters. When everything is ready, stand “on one side of the stream.” Invite the children to line up on the other side in that order. in which the first letters of their names appear in the alphabet. After the participants line up, you give Student A, for example, the following commands: “Green!... Red!... White!... Blue!... Yellow!” . He, jumping “from stone to stone” of the flowers you named, “moves to the opposite bank of the stream.” Once next to you, he names five colors for Student B. If he was able to get to the “other side of the stream” without stepping outside the boundaries of the colored circles, then he, in turn, gives commands to Student C, etc. If Student B was unable to cross “to the opposite bank over the stones” of the indicated colors, then he is eliminated, and Student A continues to be the leader, etc. The round continues until there is one participant on the opposite side of you, who begins the second round by giving commands to Student A, etc. To complicate the task, presenters can give commands with their backs turned “to the stream.” The competition continues until there are two winners left.
"Carpets". Topic: Geometric shapes + Listening. At one end of the site, draw two rectangles measuring approximately 2m x 3m. At the other end of the site, mark the starting line and line up the children behind it. For grades 1-2, draw a line in front of the starting line geometric figures and sign their English names; for grades 3-4 - just write the names without making any drawings; for grades 5-6, do not write or draw anything. After introducing new words to the children, divide them into two teams, each of which lines up in a column behind the other. Give a chalk to the team members standing in front. When everything is ready, you announce, for example: "Circle!" . The first players run to their “carpets” and draw a circle on them. Then they return and pass the crayons to their comrades. You give the following command, let's say: "Triangle!" etc. You'll want to stand in the middle of the course to ensure both that competitors stay within the starting line and that they're drawing the correct shapes. If there are few participants in a team, then everyone runs the distance two or three times. The team that finishes the relay first wins, provided that its participants did not make any mistakes in drawing the figures. Otherwise, victory goes to the opponents.
"Compote soup." Topic: Products. Draw two huge pots on the asphalt. Divide the group in half. One team will have to “cook soup in their saucepan,” i.e. Write as many names of vegetables as possible into the form. The other team will “cook compote in their saucepan”, i.e. write down the names of fruits in the template. At the end, the words are counted and the winning team is determined to “put the most ingredients into their pan.” To give the lesson a more active character, you can conduct it in the form of a relay race, i.e. draw pots at one end of the site, and draw a starting line at the other. Team members take turns running up to their “pots” and writing one word into them.
"Architects". Topic: Vocabulary + Listening. Here is the original version of the relay race. So, at both ends of the site, draw one square on the asphalt measuring approximately 1m x 1m. Divide the site with two parallel lines running at a distance of about two meters from each other. Divide the group into two teams, which line up behind the starting lines with their backs to each other, and you between them. Provide each group with a piece of chalk, which will also act as a baton. At your command, for example: “Draw a roof!”, one participant from each group runs towards their “house” and finishes drawing the roof. When they return, you give their comrades something like this command: “Draw a door!” etc. If groups have a lot of participants, you can add nouns like "tree", "road", "bicycle", etc. The team that draws their house faster and better wins.
"Crocodile". Topic: Listening. Here is the favorite pastime of English children. So, draw a river on the asphalt so wide that the children can easily jump over it. Line up your students “on one bank”, and yourself, in the role of a crocodile, stand “on the other”. Children shout to you: "Who can cross the river, Mister Crocodile?" You answer, for example: "Someone whose name begins with the letter V." Participants whose names begin with the announced letter jump “to the opposite bank.” Next, the children again ask you the same question, to which you answer, for example: “Someone who"s wearing something orange" etc. The round continues until one participant remains “on the other side”, who will become the “crocodile” in the next round. The exercise continues until each child plays the role of a crocodile.
Other possible answers for "crocodile":
- Someone who "s 10 years old (11 years old, etc);
Someone who was born in July (in winter, etc);
Someone whose name has got 7 letters (the letter "O", etc);
Someone who's got green eyes (blond hair, etc);
Someone who's wearing a cap (glasses, etc).
"Weather vanes". Topic: Cardinal directions + Listening. Line up the children for exercise. Ask them to draw two intersecting lines on the pavement in front of them. At the ends of these lines, your students draw arrows and sign them as follows: the top one - the letter “N”, the right one - “E”, the bottom one - “S” and the left one - “W”. When everyone is ready, the children stand without crossing the lines. You say a phrase like: "The wind is blowing from the east". Then the “vanes” turn in the direction of the arrow “W”. For middle grades, directions can be set like this: "The wind is blowing from the south-west" etc. When you are sure that the children understand the rules, begin the elimination competition. In this case, after each of your phrases, the “vane” that turned last leaves the competition. The exercise continues until there is only one “weather vane” left on the site.
"Paint Shop" Topic: Colors + Verb have got + Listening. Here is an adapted version of an ancient Tatar game. So, draw a square approximately 10m x 10m on the site. Label one side of the square “showcase”, the opposite side - “stockroom”, the other two - “counter” and “shelf”. Next, choose a “painter” who steps aside for a while so as not to hear other children agreeing on who will present what paint. Having decided, they tell you the names of the colors and line up “in the window”. You, in the role of a seller, stand “behind the counter”, and the “painter” stands opposite you, “at his shelf”. Your further dialogue with him might look like this:
"Painter": Have you got red paint?
You: No, I haven't.
"Painter": Have you got green paint?
You: Yes, I have.
Your positive answer serves as a command for the “green paint” to break out of the window and run to the warehouse. Having caught it, “the painter puts it on his shelf.” If the “paint” managed to reach the “warehouse”, then it is already safe there. The round continues until all the “paints on display” have moved either “to the warehouse” or “to the painter’s shelf.” As a result, the “painter” receives as many points as “paints” he managed to collect “on his shelf”. In the next round, he becomes the “seller”, and the role of the painter is played by the “paint”, the last one to reach the warehouse. The competition continues until each participant has played the role of a painter at least once. The “painter” who has collected the most “paints” wins.
"Cosmonauts". Topic: Planets + Spelling + Construction to be going to. Draw a circle of such a diameter that you and your children can freely stand in it. Write "Earth" inside the circle. Draw nine more circles around with a diameter of approximately 1 m and label them: Jupiter, Moon, Mercury, Neptune, Pluto, Saturn, Uranus, Venus. Introduce the names of the planets to the children. Next, you stand in the center of the "Earth" circle, and the children are around you. For example, you say: "Who is going to fly to the planet with the third letter "a"?". The first participant to shout “I am!” , jumps into the "Uranus" circle. Then you ask, let's say: "Who is going to fly to the planet with the fifth letter "n"?". etc. If there are more than nine children, then you repeat the planets using different descriptions. The last one remaining becomes the host of the next round. The task continues until each participant has played the role of leader at least once.
"Ostrich Dance" Topic: Reading. It is advisable that the children themselves prepare for this competition. To do this, invite everyone to choose any word known to everyone else and print it in font 72 in landscape format on A4 sheet. You should do the same in case there are an odd number of people in the group. You also need to prepare tape or pins to attach the sheets to your clothes. Before the competition begins, divide the group in half. Draw starting lines at both ends of the playground, line up teams behind them, and ask the children to attach pieces of paper to each other's backs. Meanwhile, you draw a circle with a diameter of about two meters in the center of the site. When everyone is ready, at your command "Ready!... Steady!... Go!" , one “ostrich” from each team converges in a circle, with their hands behind their backs. Their task is to read the word on the opponent’s back without touching him with their hands or stepping outside the circle. For tips from fans, using hands and stepping outside the boundary, the team will be disqualified! The “Ostrich” who is the first to correctly shout out the read word earns a point for his team. If one team has one less person than its opponents, then you lend it your spare sheet and one of the “ostriches will dance” twice. The team with the most points wins.
"Wheel". Topic: Grammar. Draw a circle with a diameter of approximately five meters. Divide it into sectors according to the number of children plus one. Write the action verbs you have covered in the sectors. For example, in a group of twelve people, you need to draw “thirteen spokes in a wheel” and write verbs like these between them: buy, do, drink, eat, give, go, make, meet, play, sing, speak, take, wear. Further proposal Allow each participant to occupy one of the sectors. The child who finds himself behind the free sector (let's call him Student A) must make a sentence with the verb indicated there. Suppose the sector contains “eat” and Student A says: “My cat eats ice-cream”. If you approve the resulting proposal, then Student A moves to this sector. Then Student B creates a phrase with a verb in the sector vacated by Student A, etc. All proposals must be diverse, i.e. if someone said, let’s say: “I go to school by bus,” then the other person will not count the following phrase: “I go to school by car.” A participant who, in turn, fails to come up with a suitable sentence is eliminated from the competition, which lasts until there is only one winner left.
"Accountants". Topic: Cardinal numbers. Invite the children to draw one banknote on the asphalt and sign its value with words. If someone puts a number, it should be shaded. When everyone is ready, the competition participants mentally calculate the value of all the drawn banknotes. Only you are allowed to do this on the calculator. In the final, each child voices the amount he received. The winners are those participants whose number matches yours.
"Mushroom rain". Topic: Vocabulary + Listening. Here is the original version of "Edible - Inedible". So, disperse the children around the playground and ask them to draw circles around themselves. Then explain to them that these are mushroom caps that are edible and inedible. Invite class participants to choose which mushroom they have. Those who decide that their mushroom is inedible need to draw spots on their “hat” like those of a fly agaric. When everything is ready, the children begin to “walk through the forest among the mushrooms.” Suddenly you shout, for example: "It"s going to rain with potatoes!". Then the participants of the lesson need to “hide from the rain under the caps of edible mushrooms,” i.e. run into the appropriate circle. If you shout, for example: “It”s going to rain with balls!”, then “mushroom pickers must hide under the speckled mushroom caps,” etc. When you are sure that the children have learned the rules, start the competition. The "correct" circle is the last one and becomes the leader of the next round.The lesson continues until each participant has played the role of leader at least once.
" Stores". Topic: Vocabulary. Draw two huge stores on the asphalt. On the sign of one of them write "Supermarket" and the other - "Department store". Divide the group in half. Team A writes the names of the products in their form, and team B writes the names industrial goods. When the vocabulary of the teams on these topics is exhausted, count the number of words and determine the winner. In the version for middle classes, each participant in the competition receives “his own specialized store,” for example: bookshop, greengrocer's, etc. In this case, the competition is held for individual competition.
Education foreign languages– the occupation is very exciting and very responsible. New times require teachers to take a new approach to this problem. A significant role in teaching foreign languages, in particular English, belongs to the use of educational games or game exercises. The game sharpens the mental activity of students; It is through play that children learn public functions, code of Conduct; develop comprehensively. The developmental significance of play is inherent in its very nature, because play is always about emotions. Where there is emotion, there is activity, there is attention and imagination, there is thinking.
According to the purpose of use, games can be entertaining, which are played to relieve fatigue; training conducted with the aim of forming, deepening and improving practical skills in the language, and testing them.
You can use various visual aids, for example: diagrams, pictures, tables, slides, lotto. Games can be organized individually, in pairs, or in groups. The power of the game is in its universality, versatility, in the ability to easily and fruitfully, freely achieve significant results in the formation of a child’s personal qualities.
Younger schoolchildren enjoy learning tongue twisters, coming up with various situations using dialogic and monologue speech, playing games such as: “Are you paying attention?”, “Ball game”, “Find an object”, “Guess the name”, “Story based on a picture” ”, “Who is bigger?”, “Cubes”, “Picture”, etc.
Students in fifth and sixth grades prefer games and competitions. During the lessons, interest in new material increases, and there is an incentive to do homework, because only deep knowledge gives students the opportunity to prove themselves and defeat their opponents. The spirit of competition and the desire to assert oneself are excellent motives for learning languages. Quizzes, competitions, travel - these are the game forms that can be used for this.
High school students enjoy participating in discussions on proposed topics, expressing their opinions on films and plays they have watched, and composing and solving crossword puzzles.
At this age, students have a need to communicate, to have close contact with each other, and game moments break down barriers between them and create conditions for equality in speech partnerships.
It is also important that the teacher knows how to captivate and infect students with the game. The teacher's speech should be emotional and expressive.
As for mistakes during the game, it is advisable to analyze them after the game so as not to distract students. Encouraging students and encouraging their activities are necessary to create correct interpersonal relationships in the team.
The role of games in English lessons is enormous. It is a good way to activate vocabulary, grammar, practice pronunciation, and develop speaking skills. You can play not only during lessons, but also during breaks, evenings, matinees, and English language clubs.
Thus, an educational game is a type of student activity in a lesson during which educational tasks are solved in a playful way. The game arouses the interest and activity of children and gives them the opportunity to express themselves in activities that are exciting for them, promotes faster and more durable memorization of foreign words and sentences.
Play is the way for children to understand the world in which they live and which they are called upon to change.
I will describe the educational language games that I use in my work with students.
Game 1.
The game is used when working on any topic. Children stand in a circle. The teacher throws the ball to one of the students and says a word on the topic in English or Russian. The player, having caught the ball, pronounces the equivalent of this word accordingly and returns the ball to the teacher. The teacher throws the ball to another student and says a new word.
T.: Car.
P2.: A car. Etc.
Game 2.
Equipment: cards with numbers.
Two teams take part in the game. Cards with numbers are laid out on the table. One representative from each team approaches the table at a time. The teacher calls the number in English. The players' task is to quickly take the right card.
The team with the most cards wins.
Game 3.
Equipment: watch. (This could be a toy clock made from cardboard with arrows.)
The game involves two teams. The teacher, moving the hands on the clock, each time turns to the students with the question: “What time is it?” The team that answers the most questions correctly wins.
Game 4.
Equipment: a toy clock on the table for each student.
The teacher says, for example: “It’s one o’clock.” Students place arrows at the indicated time and show it to the teacher. Anyone who completes the task correctly receives a token. The one with the most tokens at the end of the game wins.
Game 5.
Equipment: pictures showing various objects, flowers, animals, etc.
The teacher, addressing the students one by one, shows one or another picture. The student names in English what is depicted on it and selects a word for this word that rhymes with it, for example: knife - life, cat - hat, ball - wall, lamp - camp, rose - nose, etc. The one who names the most words wins.
Game 6.
Equipment: two dolls and two sets of clothes for them (can be made of paper).
The game involves two teams. They are given the task: to dress their doll, naming the items of clothing in English. For example: She has a blouse on. She has a dress on. She has a skirt on. etc. The team that correctly composed the most sentences wins.
Game 7.
The game involves two teams. The teacher calls one player from each team in turn.
Students give various orders to each other. Each of them carries out the order of his opponent. For example:.
P1 –> P2.: Write the date on the blackboard.
P2 –> P1.: Clean the board.
The one who failed to complete the task, that is, did not follow the opponent’s order or was unable to give his own order, is eliminated from the game. The team with the most students left at the end of the game wins.
Game 8.
The teacher (or one of the children) says: “Let’s fly, fly, fly.” Nose.” The guys pretend to be flying birds. When they hear the word “nose,” they touch their nose. The one who made a mistake, did not understand the word by ear, is eliminated from the game.
T.: Let's fly, fly. Eyes.
Let's fly, fly, fly. Face. And so on.
Game 9.
First version of the game.
The group is divided into two teams. Team representatives take turns performing an action. Opponents call this action, comment on what the participant in the game is doing in Present Continuous Tense. For example, a student from one of the teams goes to the board. The opponent comments on what the participant in the game is doing: “He is going to the board.” If he fails to formulate a sentence correctly, he is eliminated from the game. The team with the most participants left at the end of the game wins.
Second version of the game.
The teacher, throwing the ball to one of the players standing in a semicircle, gives him an order. The student performs it and comments on what he is doing in Present Continuous Tense. Then he returns the ball to the teacher.
R1.: I’m coming.
T.: Look at your friend.
R2.: I’m looking at my friend.
Players who do not follow the teacher’s instructions or make a mistake in a sentence are eliminated from the game. The one who remains in the game until the end wins.
Game 10.
Students form a semicircle. The teacher, throwing the ball to one of the players, gives him an order and asks a question. After following the instructions and answering the question, the student returns the ball to the teacher. The teacher throws the ball to another student.
T.: Turn to the right. Are you turning to the right?
The one who remains in the game until the end wins.
Game 11.
Equipment: on a substitution table or on a magnetic board - pictures and signal cards (see Fig. 1).
P1.: Are they eating?
P2.: Yes, they are.
The teacher shows a card with a minus sign. Representatives of the other team ask a question and answer it.
P5.: Are they eating or playing chess?
P6.: Yes, they are eating.
| Who |
P7.: Who is eating?
P8.: The bears’ family is.
| What |
P9.: What are they doing?
P10.: They are eating.
| Where |
P11.: Where are they sitting?
P12.: They are sitting in the room.
For each correctly composed question and answer, teams receive one point (or a token). The winning team is determined by the number of points.
Game 12.
Collect a fruit basket. The teacher whispers in each student’s ear or writes the name of the fruit on a piece of paper. Two “gardeners” are called. They take turns calling the names of the fruits, the students whose fruit was named go to their “gardener”. The “gardener” who collects the most fruit wins.
Duty letter. Students are given cards and asked to write as many words as possible in which the indicated letter is in a certain place.
For example, the teacher says: “Today we have a duty letter “O”, it comes first. Who will write the most words in which the letter “O” comes first?”
October, office, orange, oral, etc.
A couple of words. Players are informed that this game was invented by Lewis Carroll, author of the book “Alice in Wonderland.” Any word is written on a piece of paper. Below on the same sheet another word is written with exactly the same number of letters. The players must gradually turn the top word into the bottom one. To do this, you first need to come up with another word that is spelled the same way as the first, with the exception of one or two letters, and write it under the first word. Then, in the same way, this word turns into another. You can only change one or two letters each time. You need to continue until you get a word that can be turned into a lower word by changing one letter.
For example:
Game 15.
Insert letter. Two teams are formed. The board is divided into two parts. For each command, words are written, each of which has a missing letter. Team representatives take turns going to the board, inserting the missing letter and reading the word.
For example: c..t, a..d, a..m, p..n, r..d, c..r, s..t, r..n, t..n, o.. d, l..g, t..a, h..n, h..r, h..s, f..x, e..g, e..t, b..d (cat, and , arm, pen, red, car, sit, ran, ten, old, tea, leg, hen, her, his, fox, egg, eat, bed).
Game 16.
Who is bigger? Two teams are formed. Each team must write down as many words as possible on the following topics: a) names of sports games; b) animals; c) colors, etc.
Game 17.
Who is faster? Students are given 3-5 cards with letters and asked to look at them carefully. Then the teacher names the letter, and those who have a card with the named letter quickly pick it up and show it to the others. A late participant in the game does not have the right to pick up a card.
The teacher walks between the rows and collects cards. The winner is the one who remains without cards faster than others.
Game 18.
One letter. The teacher offers to find and remember all the objects in the room whose names begin with the letter ..., while he counts to 30. The one who names the most words starting with this letter wins, or the one who names the last word with this letter.
For example: letters “b”
Book, blackboard, bin, bookcase, bag, ball, etc.
Game 19.
Words with a specific letter. 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.
Game 20.
Alphabet-dictionary. For the game, you should prepare approximately 100 cards with letters (for example, 10 each with the letters a, e, i; 1 each with the letters j, z, q, x; 5 each with the letters n, t and 4 cards each with capital letters A, B , P, K, N, L).
The teacher distributes several cards to the students. The student who has the capital letter A on the card starts the game. He goes to the board and, holding the card so that everyone can see, names the letter. His desk neighbor comes out behind him with a letter, which may be a continuation of the word. If he does not have a suitable letter, then the word must be continued by the student sitting at the next desk, etc.
The one who finishes the word reads it and gets the right to start another word. Used cards are returned to the teacher. The one who took part in composing the largest number of words wins.
Game 21.
The last letter. 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 last team to say the word wins.
For example: arm, map, pen, nose, eye, ear, etc.
Game 22.
A story based on a drawing. The players form pairs. Each couple receives a drawing depicting a room in which there are various things and objects that characterize 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.
Game 23.
Modal verbs. Two teams are formed. One team comes up with a sentence with a given modal verb. The other team must guess this sentence. To this end, questions like: Can you...? Should you...? Then the second team completes the same task, and the game continues.
Game 24.
Ball game. Two teams are formed. The representative of the first team comes up with a sentence with the studied verb. He throws the ball to his partner from the second team and says the sentence, omitting the verb. The person who catches the ball repeats the sentence, inserting the correct form of the verb, throws the ball to a partner from the first team and says his sentence, omitting the verb, etc.