A game for students is a path to knowledge, by being included in the game, the student forgets that the lesson is in progress. Often the game is perceived by students as a kind of competition with each other, requiring ingenuity, quick reaction, good knowledge of English language... The game is a very strong incentive for students to master a foreign language.
Role play, being the most accurate and at the same time accessible model of foreign language communication, is the organizational form of teaching that allows you to optimally combine group, pair and individual forms of work in the classroom. It contributes to the strengthening of the communicative orientation in teaching, the development of interest in a foreign language.
Here are some examples.
Who knows more?
The class is asked to come up with as many questions (or words) as possible on a given topic. The class is divided into three groups. The board is divided into three parts, at the board is a student who marks the correctly asked question (or word) with a stick, if the question (or word) is wrong, the stick is crossed out. The group wins with the largest number sticks (number of questions or words asked).
Purpose of the game: repetition of vocabulary, development of speaking skills, attention, ingenuity.
Who speaks better English?
A picture is hung out. The class describes it. The student at the blackboard marks the correct sentences. The student wins with more points (correct sentences). The game contributes to the development of speaking skills, the development of thinking and attention.
In the shop.
The game brings the lesson closer to the life situation. It can be diversified by buying and selling various items. 2 people play: the Seller and the Buyer.
1: Good morning!
2: I want to buy a toy.
1: We have hens, chicks, rabbits, frogs, monkeys, wolves, foxes ...
2: Show me the fox, please.
1: Take it, please.
2: I like it. How much is the fox?
1: One hundred rubles.
2: I shall take it.
1: Take it, please.
2: Thank you, good-bye!
1: Good- bye!
A Clothes Shop.
Purpose of the game:
Remember colors (with visual supports).
Game progress:
The teacher is a shop assistant. The students come one at a time to his table or speak from their seats.
Teacher: Good morning! Can I help you?
Pupil1: Yes, please. I want a sweater. Have you got sweaters?
Teacher: Yes, we have. What color sweater do you want? The black or the green one?
When children have already mostly memorized colors, the teacher stops at the question: What color sweater do you want? The student is now forced to name the color of the chosen clothing himself.
Pupil 1: The green sweater, please.
Teacher: Here you are.
Pupil 1: Thank you.
Teacher: You are welcome! The sweater is removed from the table. Game continues.
Duration of the game: 5-7 minutes.
Animal word.
Purpose of the game:
Consolidation of vocabulary on the topic, development of the practice of oral speech.
Game progress:
Teacher: Today we play, let’s imagine, you are animals, and I would like you to speak about wild animals.
Presenter: Our pupils tell us about some interesting, wild, strong animals. (Addressing one of the students) - Who are you? What about would you like to tell us?
Pupil 1: I tell you something interesting, and you will guess, OK? It is a wild small animal, black or brown, it lives in Africa, and lives in a family. It talks with its hands and face. Can you tell what animal is it?
Pupil 2: Oh, I know, it's a monkey.
Presenter: Yes, it's right. And who can guess another animal?
Pupil 3: I can. It is a wild animal. It is yellow and brown. It lives in North and South America. It hunts small animals. It jumps and climbs trees very well. Do you know who is it?
Pupil 4: I do. It's puma.
Presenter: You know these animals well. And do you know where do they live?
Pupil 5: I can tell you. They live in Africa, in Australia, in Russia, in the jungle, in water.
Presenter: Thank you. And do you know what wild animals can do?
Pupil 6: They can jump, run, swim, fly, and climb.
Presenter: Do you know many years ago there were dragons. They were very dangerous, strong and ugly. They lived in the forest and had long tails, big wings, sharp teeth, short legs. They could fly fast, hunt well, and hide. And where can we see wild animals now?
Pupil 7: We can see them in the zoo. The children like to go to the zoo and watch animals there. And many children have animals at home I know.
Presenter: You are right. Ira, please, describe your pet.
Irina: OK, I have a cat. Its name is Murka. It is small, two years old, it's black and white. Murka likes to run, to play, to eat fish and to sleep. I like my cat.
Teacher: Thank you, children. I see, you know much about wild animals. Next time we play another game.
Christmas celebrations.
Purpose of the game:
Learn about the traditions of celebrating Christmas in Britain and other countries;
Consolidation of vocabulary on the topic;
Game progress:
Teacher: Soon we have New Year; it's one of the best holidays in our country. And now I would like to speak about great holiday in Britain. Do you know what holiday is it?
Pupil 1: It is Christmas. All British people celebrate it on the 25- th of December.
Teacher: It's right. I think it’ll be interesting to speak about traditions of this holiday. Do you know them?
Pupil 2: The most people in Britain put Christmas tree, they decorate it with lights, tinsel and toys.
Teacher: And what do the children hang near the fireplace?
Pupil 3: They hang stockings for Father Christmas ’presents.
Teacher: And what do you know about another old tradition in Great Britain?
Pupil 4: Groups of children and adults in England, Canada, the USA go from house to house and sing Christmas songs, called carols. Some people give them money, sweets, small presents.
Pupil 5: And I would like to speak about Christmas parties. British families have traditional Christmas food - turkey, pudding, mince pies. British people have fun with crackers at Christmas lunch or dinner, they go bang and people can find a colorful paper party hat or crown, small presents, silly jokes.
Teacher: Do you know that in Australia and New Zealand December comes during the summer? Many people celebrate Christmas by going on a picnic or to the beach. Schoolchildren have a six-week holiday at that time. And what do you know about Christmas in Russia?
Pupil 6: Russian people celebrate Christmas on January, 7.We have Christmas tree and get presents too. Very many people go to the church and then have Christmas parties.
Pupil 7: And I want to tell that most Scottish families have a Christmas tree and sing carols, but they have their most important celebrations on New Year's Eve, it is called Hogmanay.
Teacher: Thank you very much. It was interesting to know about all these facts. I think, next time we’ll speak about another holiday in Great Britain.
Grammar games in English.
These games are aimed at:
Teach students the use of speech patterns that contain certain grammatical difficulties;
Create a natural situation for the use of this speech pattern;
To develop speech activity and independence of students.
What is this?
The class learned the first English sentence, the first speech pattern This is a pen and the first question What is this ?, the teacher sat on a chair and said, “Oh, I'm so tied. Who can help me? Who wants to be a teacher? "
Katya: May I?
Teacher: Yes, you may.
Andrei: May I?
Lena: May I?
There were many who wanted to. Then we decided to play by teams: a team of "teachers" against a team of "students". Each team had a set of items, the English names of which were familiar to the children. The "teachers" settled down opposite the "students" and the game began.
After all the “teachers” had asked questions, the teams switched roles. For every correct question and the answer was given one point.
The game can also use speech pattern variants - What are these? What are those?
What? Why? When?
Pupils already make fewer mistakes in temporary forms, but they do not use them consciously, but rather mechanically. It is especially difficult for them to distinguish between two real tenses: Continuous and Indefinite. "How to create an" environment "for them, where this difference would be clearly felt?"
Teacher: Katya, what am I doing?
Katya: Ah, again you are picking flowers.
Teacher: Yes, again, and why?
Katya: Because you like them.
Teacher: Yes, very. And what season is it?
Lena: It is summer.
Teacher: Why do you think it is summer?
Andrei: Because flowers grow in summer.
This game is built on theatricality. The following sketches are offered further. The picture is posted.
Ann is eating.
Teacher: What is Ann doing?
Jane: She is eating.
Teacher: What time of the day is it?
Lena: It is afternoon. She is eating soup and people eat soup in the afternoon.
For consolidation, you can suggest the following situations: The pupil is watering flowers, drinking hot tea, dressing, skiing, playing snowballs, digging a flowerbed, catching fish, feeding birds, etc.
What have I done?
There was a glass of water on the teacher's desk. The teacher "accidentally" shook the table, and ... water spilled out. "What have I done?" exclaimed the teacher.
Katya: You have spilt the water.
The teacher was upset, took a rag, and again asked: "What have I done?"
Mash: You have wiped up the water.
It was an object lesson in the use of Present Perfect, the beginning of the game. The students were waiting for what else the teacher would do. At this time, he opened the window and asked: "What have I done?"
Misha: You have opened the window.
At the Zoo.
Purpose of the game: to practice the use of the modal verb can.
Companion grammar: animal names and all kinds of verbs.
There are toy animals on the desks in the classroom.
The course of the game: one of the children is a guide, the rest are visitors to the zoo. Children are like, for example, a bear.
Pupil 1: This is a bear. It can run and jump. It can swim and climb but it can’t fly.
Pupil 2: Can it hop?
Pupil 1: No, it can't.
Duration of the game: 7-10 minutes.
The Know-Nothing Guy
(Dunno).
Purpose of the game: To work out the question and denial of Does, Doesn’t.
Props: toy animals or prop pictures.
Game progress:
Students ask notoriously funny questions.
Pupil 1: Does the tiger live in the desert?
Pupil 2: No, it doesn't. The tiger doesn’t live in the desert. It lives in the jungle. Does the crocodile live in the sea?
Possible questions: the frog - in the house, the horse - in the forest, the bear - on the farm, the dolphin - in the pond, the camel - in the river.
Duration of the game: 5 min.
Future Simple Tense.
Funny Questions.
Purpose of the game:
Introduce and work out the question, denial, and affirmation in the future tense.
Game progress:
The teacher asks the children to ask questions in a chain that cannot be answered in the affirmative, and begins by himself: Will you skate in summer?
Pupil 1: No, I won’t skate in winter. I will ride a bike in summer. Will you swim in winter?
Pupil 2: No, I won’t. I won’t swim in winter. I will ski in winter! etc.
Thus, in addition to working out the future tense, this game aims to repeat the seasons and the actions characteristic of each of them.
Teacher: Will you go to bed in the morning?
Pupil 1: No, I won’t. I won’t go to bed in the morning. I will get up in the morning. Will you have breakfast at night?
Pupil 2: No, I won’t. I won’t have breakfast at night. I will sleep at night!
Duration of the game: 3-5 minutes.
What am I going to do?
The teacher entered the classroom, stopped and asked: "Children, what am I going to do now?" The students looked inquiringly at the teacher, and then one student replied:
Kolya: You are going to the classroom.
Teacher: Oh, I am not going to the classroom, I am already in the classroom. But what am I going to do now? Am I going to sleep? Am I going to eat? What am I going to do?
Kolya: You are going to give us a lesson.
Teacher: Yes, Kolya, you are right, I am going to teach you, now I take a piece of chalk. What am I going to do now?
Andrei: You are going to write.
Teacher: That's right. Now I am near the window. What am I going to do?
Sveta: You are going to open the window.
Teacher: Right, Sveta. Now I’ve taken a pen and opened the register.
Jane: You are going to mark the absenters.
Teacher: Now could you show some actions and I'll try to guess what you are going to do.
The action depicted suggests a person's possible intention. One point is awarded to each team, respectively, for the action depicted and for the correct answer.
So we see using different situations in the classroom, the teacher makes it more interesting, increases the interest of students in learning a foreign language.
Sections: Foreign languages
Purpose of the games: to develop the ability to use temporal forms correctly English verb both in oral and written speech, the organization of training students in the operation of grammatical material at the level of sentences on grammatical topics "Temporal forms of the English verb."
Grammar topic “Present Simple.
Equipment - 13 training cards A4 size. Seven flashcards with pronouns I, YOU, HE, SHE, IT, WE, THEY (for example, red pronouns singular and brown pronouns plural) and six flashcards with the verbs DO, DOES, don "t, doesn" t, V, Vs (for example of blue color).
Grammatical topic "Present Continuous".
Equipment - 12 training cards. Seven teaching cards with pronouns and five cards AM, IS, ARE. not.
If students are trained on the grammatical topic "Past Simple", then the cards with verbs change accordingly. (Ved, V, V2, DID, didn "t) etc.
Organization of games based on learning cards greatly facilitates the assimilation of grammatical material.
Such training games can be carried out on all grammatical topics related to the tenses of the English verb. For example: grammar games on the topic "Present Simple".
The teacher begins the lesson with the rhyme "I, you, we, they have a full house with guests!" Further, the teacher names names, words in the singular and plural, inviting students to change these words to pronouns. He also proposes to conduct a frontal check on recognition of training cards with symbols. In the lesson, a repetition of English time is also carried out according to the plan:
- Name.
- Action.
- Companion words.
- Grammatical signs.
- Correspondence of Russian and English times. Teaching students the ability to distinguish between the types of the English verb in speech situations in their native (Russian) language
GAME 1. This is my pronoun
A student comes out to the blackboard with an educational card "I". Students with educational cards "DO", "DON" T "," V "stand up to him. So, one by one all students with educational cards - pronouns and, accordingly, all students with educational cards - verbs come out to the blackboard. with verbs, don't miss your way out and stand up with just your pronoun.
GAME 2. Make a proposal outline.
To structure a simple sentence using visual aids, the teacher writes a simple sentence on the board, such as "He drinks". Two students come out to the board with educational cards "HE", "Vs". To complicate the game, the teacher suggests making diagrams not only affirmative sentences but also negative and interrogative ones. To compose interrogative sentences, training cards with question words (What, Where, When) are introduced into the game.
GAME 3. Write my verb correctly.
The teacher writes sentences with gaps on the board. For example:
He ................. eat.
We ……… ..dance.
............ she run?
............ they skip?
What ............. he like?
Students complete the assignment in writing. The task of the students (4 people with learning cards with verbs (DO, DOES, don "t doesn" t) check the correctness of the assignment for the rest of the students, having previously received the teacher's advice.
GAME 5. Choose an offer.
The teacher offers to select and name sentences from the text according to a given model. For example:
Does he V? (offer model)
Does he drink milk? (offer)
Students come to the blackboard with the necessary learning cards to draw up a proposal outline. The sentence is voiced by the teacher and students.
GAME 6. Make five sentences!
The teacher gives out printed verb cards to all students. A student comes to the blackboard with the pronoun "He". This pronoun will be subject to student-made sentences. Each student makes 5 sentences (affirmative, negative, general question, 2 special questions), but only with his own verb. For example:
(+) He drinks.
(-) He doesn "t drink.
(?) Does he drink?
(Wh-q) What does he drink?
Who drinks?
This exercise can be done orally and in writing. The task of the student who has a pronoun is to assist the teacher in checking the correctness of the assignment.
GAME 7. Make up the questions.
The teacher reads out the sentence. Shows question words. Pupils ask questions about the sentence beginning with these question words. This game can be conducted orally and in writing. For example:
He drinks milk every day.
Question words (Who, What When)
Such games allow the teacher to correct the mistakes of students quickly, along the way, make the learning process easier and less tiring, and this increases the motivation for learning and contributes to the solid assimilation of knowledge about the English verb.
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 in play that children learn social functions, norms of behavior; develop comprehensively. The developmental significance of play is inherent in its very nature, for play is always emotions. Where there is emotion, there is activity, there is attention and imagination, there is thinking.
For the purpose of using the games can be entertaining, which are held to relieve fatigue; educational, conducted with the aim of forming, deepening and improving practical skills in the language, their verification.
You can use various visualizations, for example: diagrams, pictures, tables, slides, lotto. Games can be organized individually, in pairs, in groups. The strength of the game is in its universality, universality, in the ability to easily and fruitfully, freely achieve significant results in the formation of the child's personal qualities.
Younger schoolchildren are happy to learn tongue twisters, come up with various situations using dialogical and monologue speech, play games such as: "Are you attentive?", "Ball game", "Find the object", "Guess the name", ”,“ Who is Bigger? ”,“ Cubes ”,“ Picture ”, etc.
Pupils of the fifth - sixth grades prefer games - competitions. In the classroom, interest in new material increases, there is an incentive to do homework, because only deep knowledge gives students the opportunity to prove themselves, to defeat an opponent. The spirit of competition, the desire to assert itself - great motives for learning languages. Quizzes, contests, travel - these are game forms that can be used for this.
High school students are happy to participate in discussions on the proposed topics, express their opinions on the films and performances they have watched, compose and solve crosswords.
At this age, students have a need for communication, for close contact with each other, and play moments destroy barriers between them, create conditions for equality in speech partnership.
It is also important that the teacher knows how to captivate and infect students with the game. The teacher's speech should be emotional, expressive.
As for mistakes during the game, it is advisable not to distract students, to analyze them after the game. Encouraging students, encouraging their activities are necessary to create the right interpersonal relationships in the team.
The role of play in English lessons is enormous. It is a good tool for enhancing vocabulary, grammar, pronunciation practice, development of oral speech skills. You can play not only in the classroom, but also during breaks, evenings, matinees, and English language circles.
Thus, an educational game is a type of student activity in the classroom, 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 an exciting activity for them, contributes to faster and stronger memorization foreign words and suggestions.
Play is the way for children to learn about the world in which they live and which they are called to change.
I will describe the educational language games that I use in working 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: Machine.
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 will approach the table at the same time. The teacher says the number in English. The task of the players is to quickly take the desired card.
The team with the most cards wins.
Game 3.
Equipment: clock. (This could be a toy watch made of cardboard with arrows.)
The game involves two teams. The teacher, translating the hands on the clock, each time turns to the students with the question: “What time is it?”. The winner is the team that answers the most questions correctly.
Game 4.
Equipment: a toy clock on the table for each student.
The teacher says, for example: “It’s one o’clock”. Students put arrows at the indicated time and show the teacher. The one who has completed the task correctly receives a token. The winner is the one with the most tokens at the end of the game.
Game 5.
Equipment: pictures showing various objects, flowers, animals, etc.
The teacher, addressing the students one by one, shows this or that picture. The student calls in English what is depicted on it, and selects for this word a word that rhymes with it, for example: knife - life, cat - hat, ball - wall, lamp - camp, rose - nose, etc. The winner is the one who named the most words.
Game 6.
Equipment: two dolls and two sets of clothes for them (paper can be used).
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 winner is the team with the correct number of proposals.
Game 7.
The game involves two teams. The teacher calls one player from each team in turn.
Pupils give different 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 did not cope with the task, that is, did not follow the opponent's order or could not give his order, is eliminated from the game. The team with the largest number of students left by the end of the game wins.
Game 8.
The teacher (or one of the children) says: “Let’s fly, fly, fly. Nose ”. The guys represent flying birds. Hearing the word "nose", they touch the nose. Anyone 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. Etc.
Game 9.
The first version of the game.
The group is divided into two teams. Team representatives take turns taking an action. Opponents call this action, comment on what the participant of the game is doing in Present Continuous Tense. For example, a student of one of the teams goes to the board. The opponent comments on what the player is doing: “He is going to the board”. If he did not manage to correctly draw up a sentence, then he is out of the game. The team with the largest number of participants left by 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.
Р1 .: I'm coming.
T .: Look at your friend.
P2 .: I'm looking at my friend.
Players who did not follow the teacher's order or made a mistake in the sentence are eliminated from the game. The winner is the one who remains in the game until the end.
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 order 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 winner is the one who remains in the game until the end.
Game 11.
Equipment: on a substitute 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 formulated question and answer, teams receive one point (or a token). The winning team is determined by the number of points.
Game 12.
Collect the fruit basket. The teacher whispers to each student in the 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 out to their "gardener". The “gardener” with the most fruits wins.
Duty letter. Students are given cards and asked to write as many words as possible in which the indicated letter stands in a certain place.
For example, the teacher says: “Today we have the letter“ O ”on duty, it comes first. Who will write more words in which the letter “O” is in the first place? "
October, office, orange, oral, etc
A couple of words. Players are told that the game was invented by Lewis Carroll, author of 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 should gradually turn the upper word into the lower one. To do this, you first need to come up with another word, which is spelled in 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. Only one or two letters can be changed at a time. You need to continue until you get a word that can be changed by changing one letter into the lower word.
For example:
Game 15.
Insert the letter. Two teams are formed. The board is divided into two parts. For each command, words are written, in each of which a letter is missing. The team representatives come to the board one by one, insert the missing letter and read 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 should write down as many words as possible on the topics: a) the names of the sports games; b) animals; c) colors, etc.
Game 17.
Who quickly? Students are given 3-5 cards with letters and are invited to carefully consider them. Then the teacher calls the letter, and those who have a card with the named letter quickly pick it up and show it to the others. The late participant of the game has no right to raise the card.
The teacher walks between the rows and collects the cards. The winner is the one who is faster than others without cards.
Game 18.
One letter. The teacher offers to find and memorize all the objects in the room whose names begin with a letter ... until he counts to 30. The winner is the one who names more words starting with this letter, or the one who names the last word with this letter.
For example: the letters “b”
Book, blackboard, bin, bookcase, bag, ball, etc.
Game 19.
Words with a specific letter. Students are encouraged to quickly scroll through the list of words and then name the words that contain the specified letter. The one who can name more words wins.
Game 20.
Alphabet dictionary. For the game, you should prepare about 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 each student. The student who has a capital A on the card starts the game. He goes out to the board, and, holding the card so that everyone can see, calls the letter. Behind him comes his neighbor on the desk with a letter, which can be a continuation of a word. If he does not have a suitable letter, then the word must be continued by the student sitting at the next desk, etc.
Whoever finishes a word reads it and gets the right to start another word. The used cards are returned to the teacher. The winner is the one who participated in the compilation of the most words.
Game 21.
The last letter. Two teams are formed. The representative of the first team calls a word, students from the second team must come up with a word with a letter that ends the word named by the first team, etc. The team that calls the word last wins.
For example: arm, map, pen, nose, eye, ear, etc.
Game 22.
Drawing story. The players form pairs. Each couple receives a drawing depicting a room in which there are different things and objects that characterize its owner. You need to make a story about what the owner of the room is doing. The couple 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 the sentence. For this purpose, questions are asked such as: Can you ...? Should you ...? Then the second team performs 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 learned verb. He tosses the ball to a partner from the second team and calls the sentence, skipping the verb. The person who catches the ball repeats the sentence, inserting the correct form of the verb, throws the ball to the first team partner and calls his sentence, omitting the verb, etc.
When teaching children, we always remember about the peculiarities of their memory - they memorize words easily, absorb everything new, like sponges. And to make it interesting, we do it while playing!
To begin with, I would like to say right away that everything is suitable for children. That is, you should also pay attention to the child's perception channels. Read more in the above article.
Games for memorizing english words
Lexical Chair game
We put chairs in a circle, there are 1 fewer chairs than the participants. A topic is announced, for example, "Vegetables", the teacher names various words on the topic, the children walk around the chairs in a circle, as soon as they name a word from another topic (of course, a familiar word from the one learned earlier), the children quickly take the chairs. Whoever did not have time, he, along with one chair, leaves the circle, etc.
Hangman game
Everyone knows the gallows. The facilitator thinks of a word and draws dashes on the board, the number of which corresponds to the number of letters. Children in a circle guess the letters, if there is one, they enter it in the corresponding dash, if not, they begin to draw a little man on the gallows. I changed this rule, because one girl was oh-oh-very upset because she did not guess the letter and could not "save the little man" 🙂 So now we are not playing the "gallows", but "elephants" "Spiders", "turtles" and so on. Nobody bears any responsibility for the life of the creature, we just draw and for each unsolved letter we paint over a part of the body.
Game "Same or Different"
Practicing word recognition. We play with cards, in each group of words I throw a “wrong” word from a different category.
Crosses and Naughts game
Tic-tac-toe, everyone loves. We are divided into two teams, "noughts" and "crosses". I have prepared in advance questions that I give these teams, they ask each other, the teams confer and answer. On the board I draw a standard grid for tic-tac-toe. If the answer is correct, then the command says where to put their cross or zero. If not, they miss a turn. I love this game, as usually students remember well what we are working on for a long time.
Snowball game
Everyone knows the snowball, we repeat the words in a chain and add our own, etc. I sometimes make the game a little different. We compose a very long sentence, starting with one word, and you can add anything in any part of the sentence. For example, apples - green apples - Nick likes green apples - Nick likes green apples very much - Nick and his sister like green apples very much ... and so on.
The game "Simon Says"
If we say a phrase starting with Simon says, then the command must be executed, if not, then it is not necessary to execute. For example, Simon says “touch your elbow”, which means you need to do it, if you just “touch your elbow”, then you don't need to. The game seems simple, but when you start talking quickly, a lot of people get confused. Children have fun, plus the extra opportunity to get up from their seats, warm up) Especially, if you talk often, Simon says “touch your toes”.
Game "Telephone"
A deaf phone, we speak a word in the ear to the first, children transmit what they heard in a whisper along a chain, the latter speaks. Such miracles happen, sometimes some hippo easily turns into cat)
Treasure Hunt game
I really love this game! I hide in the classroom (or school) various notes with assignments and instructions on where to look for the next. Or the children have a map in advance, along which they move, dividing into two or more teams. Only here will assistants be needed. At the end they are waiting for a "chest" with treasures. You can throw sweets there. "Treasure" at your discretion. If I make maps, I process the edges a little with fire, so that they look like old ones.
Game "In The Bag"
We put various objects in an opaque bag, the children come up in turn, close their eyes, take out one object and identify it by touch, they call it in English.
Hot Potato game
The ball is a hot potato! hold in your hands for a long time, you will burn yourself! We throw a ball in a circle, calling words from a specific topic or on some letter.
Puzzles game
We write words or phrases on sheets of paper, cut them into pieces of different shapes. We divide into 2 teams and put together a puzzle for speed.
Game "Card hopping"
Children love very much when they can move well in class. We make islands with pictures on A4 sheets, divide into 2 teams, mix the cards and give the same amount to each team, in turn, each of the players must move to the other bank (to the opposite wall), pulling out one card, naming the subject in English, throwing it to the floor and stepping on the “island”.
Unscramble game
We make cards with the learned words, but the letters are mixed up in the words, we need to fix it. We do it for speed. It is also possible to be later compared with a picture, translation, definition, etc.
Miming Games
This game is easy to do with verbs that indicate emotions. The student receives a card with a word and shows with movements, facial expressions, the rest guess.
Game "Stand in a Line"
I give the children large cards with letters, then I call the word, and the children line up in a certain order. Or they make sentences from words, also lining up.
Find Your Match game
We divide into 2 teams, students of one receive cards with words, and the other with pictures, then everyone gets up and looks for their pair. After that, you can do some pair work so that the children do not get used to working with the same partner.
Game "Cakes or Cookies"
Again, we are divided into two teams, on Cakes and on Cookies. Some respond only to questions with a positive answer, others with a negative. Then we change, great for working out simple general questions and answers.
Fishing game
Here we need to prepare, we make fishing rods on which we cling to magnets, and the fishermen need to catch cards with words on which an iron clip is attached.
Game "Touch and Run"
Noisy, fun, well suited for small children, while they still speak little, but already understand quite well. We place cards with pictures throughout the classroom, on command, the children must find the card and show it to the teacher. The one who first took the card and showed it correctly, keeps it. The student with the most cards wins.
Blind Artist game
We blindfold the student and ask him to draw different objects. It turns out very funny.
Opposites game
We stand in a circle, throw the ball, calling the word, the one who caught the ball must name the antonym, then give his word and throw the ball to someone. Good at practicing adjectives. The options can be anything you like - degrees of comparison, synonyms, (name the next), days of the week (also name the next or the previous one), or we call a noun, and the one who catches the ball names the corresponding adjective, or a word starting with the last letter of the previous and etc.!
Game "What's Missing"
We put toys, fruits, cards, whatever on the table. We say everything together, then the children close their eyes, we hide one object, they open their eyes and name which object is missing. You can start with a small number of items, then gradually increase.
Secret Picture game
We show cards with pictures, then we close the picture almost completely, leaving a ma-a-scarlet piece (the tip of the tail of a mouse, for example), the children must guess and name the word.
Game "Stand Up When You Hear"
Give each student a card (or several cards) with the learned words. Then the teacher reads a fairy tale or story, as soon as the student hears his word in it, he immediately gets up, repeats this word, shows the card.
Bingo game
We draw a lattice of 9 (or more) squares, write in any words from a given topic (from the chapter of the textbook so that there are no unexpected words), then the teacher pronounces the words in any order, if the student has such a word, he crosses it out. The first to cross out all the words says Bingo! and he is, accordingly, the winner.
Explain the word game
We divide into two teams, one of the students of each team sits with his back to the board, the teacher writes down a word, team members explain it in English (it is forbidden to name the word and words of the same root), the first one who guessed it brings the team one point, then the players change places, so that everyone is in the place of a guessing one.
Traffic Lights game
In childhood we played this game on native language, the presenter turns away and calls, the one who has such a color in his clothes, who does not, can cross the road, should be able to cross).
In fact, there are a lot of games, we often improvise, we redo something in connection with the level, the number of people, etc., if the children are small, you can come up with all sorts of legends, for example, the teacher was bewitched, and she forgot all the words, or “ Have you noticed how strong the wind is today? He confused us all the letters in the words. ”.
In addition, you will learn a few vocabulary memorization games from the video:
What games for memorizing English words do you know?
If you find an error, please select a piece of text and press Ctrl + Enter.
Summer language camp games:
"Painting". Topic: Vocabulary + Listening. This fun exercise will help you determine your new students' English vocabulary when you first meet the group. So, draw on the asphalt a "picture frame" with a height = 2m and a width = 0.5m x the number of people in the group. Divide the "picture" in height into three roughly equal parts: the upper one with "sky", the middle one with "sea" and the lower one with "land". Invite the children to "paint the picture" with birds, waves, flowers, etc. When the "painting is complete", build your pupils around its perimeter. First, ask, for example: "Where" s fish? " and the contestants jump to the "sky" sector. After you ask, let's say "Where are trees?" , children need to deftly jump into the "land" sector without stepping over the borders. When you are sure that the participants are comfortable with the rules, start competing in the elimination. In this case, after each of your questions, the child who jumped into the desired sector last or stepped beyond its borders leaves the site. If you find that the participants are getting on with the task easily, start to complicate the vocabulary by using words like "clouds", "boats", "grass", etc. The competition continues until there is only one winner left.
"Rainbow". Topic: Vocabulary + Listening. This fun challenge will help you determine your new students' English vocabulary when you first meet the group. So, ask the children to draw a rainbow, each strip of which is about 0.5 meters wide. When everything is ready, you declare, for example: "River!" and all the children run into the blue sector. Then you say, say, "Apple!" and children jump to the red, yellow or green sector. Once you've made sure the kids understand the rules, start competing for elimination while making vocabulary more difficult. In this case, the child who was the last to jump into the required sector or to step outside of its borders is eliminated from the competition, which continues until there is only one winner in it.
"Flower meadow". Topic: Vocabulary. This exciting lesson will also help you well to determine the lexical level of knowledge of the English language of your new pupils, but only at an older age. So ask each child: "What" s your favorite subject? "... Tell those who find it difficult to name their favorite school subject in English. If the answers coincide, ask questions like: "What is your second choice?" Etc. As a result, each participant should receive an individual object as an assignment. Then they write in the circle the name of the given subject. Help those who do not know how to spell it. When everyone is ready, give the children the task of drawing petals for their "flowers", each of which contains a word associated with the given subject. , for "Maths" this associative row 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. Mark both ends of the site with lines: write "village" behind one, "forest" after the other, and write "field" in the space between them. Build the children behind the starting line, i.e. "at the edge of the village". The first participant of 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 pronouncing, for example, 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 he does not drop out of the competition, and the winner is "the hunter who made it to the forest the fastest."
"The Cat and the Sparrows". Topic: Vocabulary. Draw a circle about three meters in diameter. Select the "cat" that stands in the center of the circle. The rest of the children, in the role of sparrows, line up around the perimeter of the circle. You set the lexical topic, let's say: "Clothes!". One of the "sparrows" behind the "cat" jumps into a circle with both feet, pronounces the word of the given category (for example: "T-shirt!") And jumps back out. The "cat" must catch the "sparrow" until he stands with both feet on the territory outside the circle. At this time, another "sparrow", who happened to be behind the "cat", jumps into a circle, calling a word on this topic, etc. Each "sparrow" must name three words that have not been heard before, and then step aside. If the "sparrow" has repeated the already named word, then the round ends ahead of schedule. The wrong "sparrow" becomes a "cat" in the next round, where you set 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" for the whole round could not catch the "sparrow", then he continues to lead the next. The fun continues until each of its participants, at least once, will not be in the role of a cat.
"Track stitches". Topic: Vocabulary + Spelling + Alphabet. For this competition, you will need colored crayons according to the number of children in the group, as well as a small box. So, draw two houses about 1m x 1m, about ten meters apart. Give each child a crayon 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 chalk at a time, write, say, "Family" in red, "Jobs" in blue, "Countries" in green, and so on. After that, Student A, without looking, takes out one crayon from the box. Suppose he got a blue crayon. Then he gets into the first house at the beginning of the blue path. At your command "Ready! ... Steady! ... Go!" , it names the first word of the given category, for example: "Hairdresser!". Then he steps to the beginning of the path, putting 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 spelled the word completely. Then it is Student B's turn, taking the crayon out of the box, getting up to the beginning of his path, etc. When all competitors have called one word at a time, Student A says the second, and so on. The winner of the competition is the participant who first reaches the second house.
"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” about fifty centimeters in diameter at its bottom. When everything is ready, stand "on one side of the stream." Invite the children to line up on the other side in that sequence. in which the first letters of their names go 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 colors 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 over "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, and so on. If Student B was unable to cross "to the opposite bank along the stones" of the indicated colors, then he is eliminated, and Student A continues to be the leader, and so on. The round continues until there is one participant on the opposite side from you, who begins to lead the second round by giving commands to Student A, etc. To complicate the task, facilitators may issue commands with their backs turned "to the stream". The competition continues until there are two winners left in it.
"Carpets". Topic: Geometric Shapes + Listening. At one end of the pad, draw two rectangles approximately 2m x 3m. At the other end of the playground, draw out the start line and build the children behind it. For grades 1-2, in front of the starting line draw geometric figures and sign their English names; for 3-4 classes - just write the names without making any pictures; for grades 5-6, do not write or draw anything. After introducing the new words to the children, divide them into two teams, each of which line up in a column one after the other. Give a piece of chalk to the team members in front. When everything is ready, you declare, 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. It is better for you to stand in the middle of the distance to make sure that the participants do not step over the starting line, and that they draw the correct figures. If there are few participants in the team, then everyone runs the distance two or three times. The first team to finish the relay wins, provided that its participants did not have any mistakes in the outline of the figures. Otherwise, the victory goes to the rivals.
"Compote soup". Topic: Products. Draw two huge pans on the asphalt. Divide the group in half. One team will have to "cook soup in their saucepan", that is, fill in as many vegetable names as possible. The other team will "cook compote in their saucepan", i.e. write the names of fruits into the template. In the final, the words are counted and the winning team "with the most ingredients in their pot" is determined. To make the lesson more mobile, 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 "saucepans" and write in them one word at a time.
"Architects". Topic: Vocabulary + Listening. Here is the original version of the relay. So, at both ends of the site, draw one square about 1m x 1m on the asphalt. Divide the site with two parallel lines about two meters apart. Divide the group into two teams, which line up behind the start lines with their backs to each other, and you - between them. Provide each group with a crayon that will also act as a baton. At your command, for example: "Draw a roof!", One participant from each group runs towards his "house" and draws the roof. When they return, you give their teammates something like this: "Draw a door!" etc. If there are many members in the groups, 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 fun of English children. So, draw a river on the asphalt so wide that the children can easily jump over it. Build your pupils "on one side", 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 sounded letter, jump "to the opposite bank". Then the children again ask you the same question to which you are answering, 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 options for "crocodile" answers:
- 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).
"Weathervane". Topic: Cardinal points + Listening. Build children as a gym. Ask them to draw two intersecting lines in front of them on the asphalt. At the ends of these lines, your wards draw arrows and label them as follows: the upper one - with the letter "N", the right one - "E", the lower one - "S" and the left one - "W". When everyone is ready, the children stand up without crossing the lines. You say a phrase like: "The wind is blowing from the east"... Then the "weather vane" turns in the direction of the arrow "W". For middle classes, directions can be set as follows: "The wind is blowing from the south-west" etc. When you’re sure the children understand the rules, start competing for the elimination. In this case, after each of your phrases, the "weathervane" that turned last leaves the competition. The exercise continues until only one "weather vane" remains on the site.
"Shop of paints". Topic: Colors + Verb have got + Listening. Here is an adapted version of the old Tatar fun. So, draw a square about 10m x 10m on the landing. Label one side of the square with "showcase", the opposite side with "stockroom", the other two with "counter" and "shelf". Next, choose a "painter" who steps aside for a while so as not to hear other children agree on who will represent what paint. Once determined, they tell you the names of the colors and line up "in the window". You, in the role of the seller, stand "behind the counter", and the "painter" is opposite you, "at your shelf". Your further dialogue with him may 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 "from the shop window" and run "to the warehouse". Caught, "the painter puts it on his shelf." If the "paint" managed to reach the "warehouse", then there it is already safe. The round continues until all the "paint from the shop window" has moved either "to the warehouse" or "to the painter's shelf". As a result, the "painter" gets as many points as the "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", which was the last to reach the "warehouse". The competition continues until each of its participants, at least once, has been in the role of a painter. The winner is the "painter" who has collected the most "paints".
"Cosmonauts". Topic: Planets + Spelling + Construction to be going to. Draw a circle of such a diameter that you can freely stand in it with the children. Write "Earth" inside the circle. Draw nine more circles around 1m in diameter 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. You say, for example: "Who is going to fly to the planet with the third letter" a "?". The first participant to shout out "I am!" jumping into the circle "Uranus". 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 remaining one becomes the leader of the next round. The task continues until each participant, at least once, has been in the role of the leader.
"Dance of the ostriches". Topic: Reading. It is desirable 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 is an odd number of people in the group. You will also need to prepare tape or pins for attaching the sheets to your clothes. Divide the group in half before the start of the competition. Draw start lines at both ends of the site, build teams behind them, and have the children attach pieces of paper to each other's backs. Meanwhile, in the center of the site, you draw a circle about two meters in diameter. When everyone is ready, at your command "Ready! ... Steady! ... Go!" , one "ostrich" from each team converge 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 his hands and without stepping outside the circle. The team will be disqualified for prompting the fans, using their hands and stepping outside the border! "Ostrich", the first to correctly shout out the read word, brings a point to his team. If one team has one less person than rivals, then you lend her your spare sheet and one of the "ostriches will dance" twice. The team with the most points wins.
"Wheel". Topic: Grammar. Draw a circle about five meters in diameter. Divide it into sectors by the number of children plus one. In the sectors, write the action verbs you have passed. For example, in a group of twelve people, you need to draw "thirteen spokes in a wheel" and insert similar verbs between them: buy, do, drink, eat, give, go, make, meet, play, sing, speak, take, wear. Further the proposal Live each participant to occupy one of the sectors. A child who finds himself behind a free sector (let's call him Student A) must make a sentence with the verb indicated there. Suppose the sector is "eat" and Student A says: "My cat eats ice-cream". If you approve the resulting proposal, then Student A goes to this sector. Then Student B composes a phrase with a verb in the sector vacated by Student A, etc. All proposals must be diverse, i.e. if someone said, for example: "I go to school by bus", then the following phrase will not be counted to another: "I go to school by car". A participant who, in turn, failed to draw up a suitable proposal, is eliminated from their competition, which lasts until there is only one winner in it.
"Accountants". Topic: Cardinal numbers. Invite the children to draw one bill on the pavement and sign its denomination in words. If someone puts a number, then it should be shaded. When everyone is ready, the participants in the competition mentally calculate the value of all the drawn banknotes. Only you are allowed to do this on a calculator. In the final, each child voices the amount he has received. The winners are those participants who have this figure coinciding with yours.
"Mushroom rain". Topic: Vocabulary + Listening. Here is the original version of Edible - Inedible. So, spread the children around the playground and ask them to outline themselves with circles. Then explain to them that these are mushroom caps, which are edible and inedible. Invite the participants to choose which mushroom they have. Those who decide that their mushroom is inedible, it is necessary to paint on their "cap" specks like a fly agaric. When everything is ready, the children begin to "walk in 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, say: "It" s going to rain with balls! ", Then" mushroom pickers should hide under speckled mushroom caps ", etc. When you make sure that the children have learned the rules, start a competition. The "correct" circle is the last one, becomes the leader of the next round.
" Stores ". Topic: Vocabulary. Draw two huge stores on the asphalt. On the sign of one of them write" Supermarket "and the other -" Department store. " Manufactured goods When the vocabulary of the teams on these topics is exhausted, count the words and determine the winner. In the middle school version, each competitor gets "their specialty store", for example: bookshop, greengrocer "s, and so on. In this case, the competition is held on an individual basis.