Team games in an English lesson. Grammar games in English lessons for children of primary and secondary school age. Write "my verb" correctly

... in the game a person experiences the same pleasure

from the free discovery of one's abilities,

what an artist experiences during creativity.

F. Schiller.

The use of games in English lessons gives good results, increasing children's interest in learning and allowing them to concentrate their attention on the main thing - mastering speech skills in the process of a natural situation, i.e. communication during the game.

In my opinion, games contribute to the implementation of the following methodological tasks:

In an effort to instill in children a love of a foreign language, the teacher must structure his classes in such a way that the child experiences the same satisfaction from them as from the game. After all, it is in play that a child’s abilities can manifest themselves especially fully, and sometimes unexpectedly.

In the book “Foreign Language Lessons at School” we find the following definition of a game: “A game is:

Activity;

Motivation, lack of coercion;

Individualized activity, deeply personal;

Training and education in the team and through the team;

Development of mental functions and abilities;

- “learning with passion.”

A game is a specially organized activity that requires intense emotional and mental strength. A game always involves making a decision - what to do, what to say, how to win? Children rarely think about this. For them, the game is simply an exciting activity. Everyone is equal in the game. It is feasible even for weak students. Moreover, a student with weak language training can become the first in the game: resourcefulness and intelligence here sometimes turn out to be more important than knowledge of the subject. A sense of equality, an atmosphere of passion and joy, a sense of the feasibility of tasks - all this allows children to overcome shyness, which prevents them from freely using words in a foreign language, and has a beneficial effect on learning outcomes. The language material is imperceptibly absorbed, and at the same time a feeling of satisfaction arises - “it turns out that I can already speak.”

Children's play is a broad concept. It represents a certain situation, and during the course of the game this situation can be played several times and each time in a new version. But at the same time, the game situation is a real life situation. Thus, the game can be considered as an exercise where an opportunity is created for repeated repetition of a speech pattern in conditions as close as possible to real speech communication.

During the game, I usually move from one group to another, noting mistakes so that after the game (or in subsequent lessons) I can begin to eliminate them. At the same time, it is very important to ensure that students themselves give the correct version of the phrase or word in which errors were made. All I have to do is write them on the board and accompany them with corrective exercises that best contribute to the students themselves practicing the correct version.

In his book “Educational Games in English Lessons,” M. F. Stronin divides games into the following categories:

Phonetic;

Lexical;

Grammar;

Spelling;

Creative.

Phonetic:

The goal is to train students in pronouncing English sounds.

Ball game "A funny ball". Progress of the game: students stand in a circle; the teacher is in the center with the ball. The teacher throws the ball and names any English word (either from the vocabulary covered or new words), the child catches the ball and names the letter with which this word begins, returning the ball to the teacher.

Game "Build a tower". Progress of the game: children are given cards with words, the guys build towers. For example: Cinema Circus Concert Cat City Cosmonaut Crocodile Circle

Crocodile Circus

Cosmonaut Cinema

Game "Wide and narrow vowels". Goal: developing phonemic hearing skills.

Progress of the game: the teacher calls the words, the students raise their hands if the sound is pronounced widely. If the vowel is pronounced narrowly, you should not raise your hand. The team that made the fewest mistakes wins.

Game “Who will read it more correctly?” Goal: developing the skill of pronouncing a coherent statement or text.

Progress of the game: a short poem or an excerpt from it (counting book, tongue twister) is written on the board. The teacher reads and explains the meaning of words and sentences, and draws attention to the difficulties of pronunciation of individual sounds. The text is read several times by students. After this, 2–3 minutes are given for memorizing. The text on the board is covered and students must read it by heart. Two or three readers are allocated from each team. Points are awarded for error-free reading; one point is deducted for each error. The team with the most points wins.

Game “Who knows the symbols of the sounds better?” Progress of the game: the teacher pronounces English sounds, and the children show the corresponding transcription signs. You can modify the conditions of the game: the teacher shows transcription signs, and the called students pronounce the corresponding sound or word containing this sound.

Game “Sending a telegram”. Progress of the game: the class chooses a leader. The teacher asks him to imagine himself as a telegraph operator and send a telegram, i.e. spell the words, pausing after each word.

Lexical games:

Train students in the use of vocabulary in situations close to natural settings;

Activate the speech and thinking activity of students;

Develop students' speech reactions.

Task options:

1. Express your opinion.

Use phrases: I like ..., because he is ...

2. Assess your skills

Use phrases: I can ... well / very well

3. Discuss the lunch menu with your partner.

Use phrases: I like …/ I don’t like

4. Discuss with your partner what kind of birthday gift you can give to your mutual friend.

Use phrases: It’s great! I like it. It's awful. I hate it.

The above examples of tasks are aimed at assessing objects and phenomena of the surrounding world. Such tasks are preparatory for role-playing games, the playing of which allows you to consolidate lexical and grammatical skills in speaking and conducting dialogue.

Game "Guess the color." Progress of the game: the teacher takes colored pencils, hides them in a box or bag, selects one pencil and holds it in his hand so that the children cannot see. After this he asks the question:

I've got a pencil. What color is it?

Children try to guess:

The one who guessed correctly becomes the “leader”.

Game "Guess the word." Progress of the game: the teacher appoints a leader who comes up with a word (the name of an object) that is well known to the students.

Students take turns asking questions to the leader:

What is it? Is it a pen?

What is it? Is it Mary's desk?

What is it? Is it Pete's bag?

What is it? Is it a flower?

The one who guessed the intended word takes the place of the leader.

Game "Who ran away?" Progress of the game: students are offered a picture depicting animals. They examine it for 1-1.5 minutes. Then I show another picture, which contains some of the animals from the first picture. Students must say who ran away.

Game "Who is bigger?" Progress of the game: within a certain time (2-3 minutes) you need to write as many words as possible on pieces of paper, using only the letters of a complex word written on the board. For example: examination, constitution.

Riddles on the theme “Colors”.

Fields with ripe wheat

They make us happy with the color yellow.

Curly very black Jack

The sun turned it completely black.

I love the blue of the sky

I wear blue jeans.

Here is a portrait of Santa Claus,

He's there in a red outfit.

The Christmas tree always has the same color

In winter and summer it is green.

Riddle games. The teacher reads riddles to the students, the students must guess them. For example:

1. It is a domestic animal. It likes fish. (a cat)

2. It is a wild animal. It likes bananas. (a monkey)

3. It is very big and grey. (an elephant)

4. This animal likes grass. It is a domestic animal. It gives us milk. (a cow)

Game "Teacher and student". During the oral introductory course, students are introduced to a large number of lexical units. The game “Teacher and Students” provides great assistance in mastering words. Progress of the game: a student in the role of a teacher asks questions to another student, showing a picture of a certain object, to which he answers. Then the players change places. It is advisable for a weakly prepared student to work in pairs with a strong one.

Target shooting game. Progress of the game: the student writes or names a word that begins with the last letter of the word spoken by the previous student, etc.

Game "Collect a briefcase". The whole class participates in the game. They come to the board at will.

Teacher: Let's help Pinocchio get ready for school.

The student takes the objects on the table, puts them in a briefcase, naming each object in English:

This is a book. This is a pen (pencil, pencil-box).

In the following, the student briefly describes the subject he is taking:

This is a book. This is an English book. This is a very nice book.

Game "Flower of Seven Flowers". Equipment - daisies with removable multi-colored petals.

Game progress: the group is divided into two teams. Schoolchildren, one after another in a chain, name the color of the petal. If the student makes a mistake, all the petals return to their place and the game starts over:

P1: This is a blue leaf.

P2: This is a red leaf., etc.

Game "Collect the picture." How to play: Each team is given an envelope containing 12 pieces of the picture. You need to quickly collect a picture and describe it using structures: I see...; This is...; He has got…;

She has got...; It is blue (grey, etc.).

Grammar games:

Teach students to use speech patterns that contain certain grammatical difficulties;

Create a natural situation for using this speech pattern.

Game "What's in my briefcase?" To conduct the game, the teacher, together with the students, prepares a set of objects (or pictures with images of objects) that can be in someone’s briefcase. The selection of subjects must correspond to the actual vocabulary of students in a particular class. The driver, who is familiar with the contents of the briefcase in advance, addresses the class with the question: “What’s there in my bag today?” (What have I got in my bag today?) Students take turns answering:

For each correct answer, students receive a point. The presenter performs his duties until all the items in the briefcase are named.

Game with a picture.

P1: Is the girl sitting at the table?

T: No, she is not.

P2: Is the girl standing?

The student who guesses the action shown in the picture wins. He becomes the leader and takes another picture.

Game "Commentator".

Progress of the game: students take turns performing actions and commenting on them, for example: I am sitting. I am standing up. I am going to the window.

The teacher gives the student a card for each correctly named action. The winner is the one who collects the most cards.

Game “What do you like to do?” The goal is to activate general issues in speech.

Progress of the game: one of the students makes a guess about what he likes to do, the rest ask him questions, for example: Do you like to swim?; Do you like to play football? The one who guesses becomes the leader.

Game "Gifts". The goal is to consolidate vocabulary on the topic, automate the use of learned verbs in the future tense in oral speech.

Game progress: the group is divided into two teams. On the board, the teacher writes two rows of words: the name of the gifts, a list of verbs. The players must say, using verbs from the list, what they will do with the gifts they received on their birthday. Each participant in the game comes up with one proposal. The team that completes the task faster and composes sentences without errors wins.

Game "Numbers". Goal: repetition of cardinal numbers.

Game progress: the group is divided into two teams. On the right and left of the board, the teacher writes down the same number of numbers randomly, and then calls them one after another. Team representatives must quickly find and cross out the named number on their half of the board. The team that completes the task faster wins.

Game "Travel around the world".

You can also do physical exercises in a playful way. When studying the topics “Verbs of motion” and “Verbs can, must”, you can play the game “Repeat after me”. The essence of the game is simple: you need to show and name the verb of motion. However, as students learn new vocabulary, the game becomes more complex and modified. At the first stage, the teacher himself names and shows the movements, the students repeat both the movements and the words. When the vocabulary is more or less mastered, the teacher, and later the leader of the students, only shows the actions, and the students need to repeat it and name it themselves. During the general lesson, a competitive aspect is included in the game: the group is divided into teams, and a leader is selected from each team. Each of them is given a “list” of 5-10 verbs of motion. Without naming them, the presenter must show the movement, and the team must guess, repeat and name the given verb faster than their opponents. A point is awarded for each correct answer. The team with the most points becomes the winner. Thus, during the game, vocabulary is consolidated and physical training is carried out.

Spelling:

The goal is to develop skills in combining letters in a word.

Game “The Best”/“The best”. Progress of the game: divide the group into 2 teams, line them up in a column and, at the command “To start”, begin dictating words on the topic covered. Each student runs up to the board and writes the named word, passes the chalk to the next player on the team, and stands behind him. The teacher dictates the words at a fast enough pace so that students do not have the opportunity to spy on other teams.

Game "Letters Scattered". Goal: developing the skills of combining letters in a word.

Progress of the game: the teacher writes a word in large letters on a piece of paper and, without showing it, cuts it into letters. Then he says: “I had a word, but it fell apart into letters.” The teacher shows the letters and scatters them on the table: “Who can put the word together faster?” The first person to write the word correctly on the board wins. The winner comes up with his own word, and the action is repeated.

Game "Telegrams". Goal: development of spelling and lexical skills.

Progress of the game: the teacher writes a word on the board. Each player must come up with a telegram in which the first word begins with the first letter of the word written on the board, the second - with the second letter, etc.

Game "Words starting with a certain letter." Goal: developing the skill of orthographic memory.

How to play: Students are asked to quickly look through a list of words and then name words that contain a given letter. The one who can name the most words wins.

Game "Where is the letter?" Goal: developing the skill of differentiating sound-letter correspondences.

Progress of the game: the teacher writes several words on the board and invites students to find three among them in which the letter ... is read as .... The one who does it faster wins.

Word-building game.

Progress of the game: the teacher writes a long word on the board. Students (within a certain period of time) must make words from its letters. The student who produces the most words wins.

Creative:

Goal: consolidation of vocabulary on the topic, automation of the use of studied structures in oral speech.

Game "Tourist Agency" on the theme "New York". Progress of the game: students are divided into two teams - tour agency operators and tourists. Then one team asks questions and the other answers. The teacher records the number of questions, their logic, and literacy. Then the teams change places, and the tourists now act as travel agency operators. The team that asked the most correct and logically constructed questions wins.

A communicative game promotes intensive language practice, creates contact on the basis of which language is acquired more meaningfully, and, in addition, provides ample opportunities to intensify the learning process, since its participants are involved in real communication conditions.

The game activates the children’s desire for contact with each other and the teacher, creates conditions for equality in speech partnership, and destroys the traditional barrier between teacher and student. The game should take into account the age characteristics of students, as well as their interests. The game gives timid, insecure students the opportunity to speak up and thereby overcome the barrier of self-doubt. In games, schoolchildren master such elements of communication as the ability to start a conversation, maintain it, politely interrupt the interlocutor, and at the right time agree with his opinion or refute it. Everything is aimed at speech practice, while not only the speaker, but also the listener is as active as possible, because he must understand and remember the partner’s remark, relate it to the situation, and respond to it correctly.

I believe that games have a positive effect on the formation of the cognitive interests of schoolchildren and contribute to the conscious acquisition of a foreign language. They promote the development of such qualities as independence, initiative, and fostering a sense of collectivism. Students work actively, enthusiastically, help each other, listen carefully to their comrades; The teacher only manages the learning activities.

The use of gaming methods allows you to:

Communicate in English with the teacher and classmates;

Students will remember communicatively significant phrases based on the simplest grammatical models;

Make it emotionally attractive to repeat the same speech patterns and standard dialogues;

Develop the ability to analyze, compare and generalize;

Activate students' reserve capabilities;

Practical application of knowledge;

Introduce variety into the educational process;

Develop creativity of schoolchildren;

Learn to organize your activities.

The use of games in English lessons gives, in my opinion, good results, increasing children’s interest in learning and allowing them to concentrate their attention on the main thing - mastering speech skills in the process of a natural situation, i.e. communication during the game.

Games contribute to the implementation of the following methodological tasks:

Creating children’s psychological readiness for verbal communication;

Ensuring the natural need for them to repeat language material multiple times;

Training students in choosing the right speech option.

The place of games in the lesson and the time allocated to them depend on a number of factors: the preparation of students, the material being studied, the goals and conditions of the lesson, etc. Games are best used in the middle or at the end of the lesson to relieve tension. It is important that working with games brings positive emotions and serves as an effective incentive in a situation where children’s interest or motivation to learn a foreign language begins to wane. During the game, students should not be interrupted so as not to disrupt the atmosphere of communication. Corrections should be done quietly or at the end of the lesson.

In conclusion, I would like to note that the use of various games in a foreign language lesson promotes language acquisition in an entertaining way, develops memory, attention, intelligence, and also maintains interest in a foreign language. Naturally, this article does not list a complete list of games used in English lessons; it can be expanded endlessly. The main thing to remember is that the game is only an element of the lesson, so you always need to know exactly what skill or abilities are being practiced in the game.

The reasonable use of games in the classroom and their combination with other methodological techniques contribute to high-quality learning of the material and make the learning process a necessity for students.

Literature:

1. Artamonova L.N. Games in English lessons and extracurricular activities / L.N. Artamonova // English. - 2008. - No. 4.

2. Barashkova E.A. English grammar. Games in the lesson: grades 2-3. M.: “Exam”, 2008.

3. Grigorieva M.B. Using game techniques in foreign language lessons // Foreign languages at school. – 2011. – No. 10.

4. Danilova G.V. English language grades 5-9. Educational games / author-comp. G.V. Danilova - Volgograd: Teacher, 2008.

5. Zharkova L.A. Playful physical education lessons in a foreign language lesson // Foreign languages at school. – 2010. – No. 1.

6. Ivantsova T.Yu. Games in English // Foreign languages at school. – 2008. – No. 4.

7. Konysheva A.V. Game method in teaching a foreign language. – St. Petersburg: KARO, Mn.: Publishing House “Four Quarters”, 2006.

8. Petrinchuk I.I. Once again about the game // Foreign languages at school. – 2008 – No. 2.

9. Stronin M.F. Educational games for English lessons. M.: “Enlightenment”, 1981.

10. Sharafutdinova T.M. Educational games in English lessons // Foreign languages at school. – 2005. – No. 8.

A game for students is a path to knowledge; when a student gets involved in a game, he forgets that there is a lesson in progress. Often the game is perceived by students as a kind of competition with each other, requiring ingenuity, quick reaction, and good knowledge of the English language. The game is a very strong incentive for students to master a foreign language.

Role-playing, being the most accurate and at the same time accessible model of foreign language communication, is the organizational form of teaching that allows you to optimally combine group, paired and individual forms of work in the lesson. It helps to strengthen the communicative focus in learning and develop interest in a foreign language.

Let's give a few examples.

Who knows more?

The class is given the task of coming up with as many questions (or words) as possible on a given topic. The class is divided into three groups. The board is divided into three parts, at the board the student uses a stick to mark a correctly asked question (or word); if an incorrect question (or word) is crossed out, the stick is crossed out. The group with the most sticks (the number of questions or words asked) wins.

Purpose of the game: repetition of vocabulary, development of oral speech skills, attention, ingenuity.

Who speaks English better?

The picture is hanging. The class describes it. A student at the board marks the correct sentences. The student with the most points (correct sentences) wins. The game promotes the development of oral speech skills, the development of thinking and attention.

In the shop.

The game brings the lesson closer to a real-life situation. It can be diversified by buying and selling various items. Played by 2 people: Seller and Buyer.

1: Good morning!

2: I want to buy a toy.

1: We have hens, chicks, rabbits, frogs, monkeys, wolves, foxes…

2: Show me the fox, please.

1: Take it, please.

2: I like it. How much is the fox?

1: One hundred rubles.

2: I shall take it.

1: Take it, please.

2: Thank you, good-bye!

1: Good-bye!

And Clothes Shop.

Purpose of the game:

Remember colors (with visual aids).

Progress of the game:

The teacher is a salesman in a store. Students approach his table one by one or speak from their seats.

Teacher: Good morning! Can I help you?

Pupil1: Yes, please. I want a sweater. Have you got sweaters?

Teacher: Yes, we have. What color sweater do you want? The black or the green one?

When the children have mostly memorized the colors, the teacher stops with the question: What color sweater do you want? The student is now forced to name the color of the chosen clothing.

Pupil 1: The green sweater, please.

Teacher: Here you are.

Pupil 1: Thank you.

Teacher: You are welcome! The sweater is removed from the table. Game continues.

Game duration: 5 -7 min.

Animal word.

Purpose of the game:

Consolidation of vocabulary on the topic, development of oral speech practice.

Progress of the game:

Teacher: Today we play, let’s imagine, you are animals, and I would like you to speak about wild animals.

Presenter: Our pupils tell us about some interesting, wild, strong animals. (Addressing one of the students) - Who are you? What about would you like to tell us?

Pupil 1: I tell you something interesting, and you will guess, OK? It is a wild small animal, black or brown, it lives in Africa, and lives in a family. It talks with his hands and face. Can you tell what animal is it?

Pupil 2: Oh, I know, it’s a monkey.

Presenter: Yes, it’s right. And who can guess another animal?

Pupil 3: I can. It is a wild animal. It is yellow and brown. It lives in North and South America. It hunts small animals. It jumps and climbs trees very well. Do you know who is it?

Pupil 4: I do. It's puma.

Presenter: You know these animals well. And do you know where do they live?

Pupil 5: I can tell you. They live in Africa, in Australia, in Russia, in the jungle, in water.

Presenter: Thank you. And do you know what wild animals can do?

Pupil 6: They can jump, run, swim, fly, and climb.

Presenter: Do you know many years ago there were dragons. They were very dangerous, strong and ugly. They lived in the forest and had long tails, big wings, sharp teeth, short legs. They could fly fast, hunt well, and hide. And where can we see wild animals now?

Pupil 7: We can see them in the zoo. The children like to go to the zoo and watch animals there. And many children have animals at home I know.

Presenter: You are right. Ira, please, describe your pet.

Irina: OK, I have a cat. Its name is Murka. It is small, two years old, it’s black and white. Murka likes to run, to play, to eat fish and to sleep. I like my cat.

Teacher: Thank you, children. I see, you know much about wild animals. Next time we play another game.

Christmas celebrations.

Purpose of the game:

Learn about the traditions of celebrating Christmas in Britain and other countries;

Consolidation of vocabulary on the topic;

Progress of the game:

Teacher: Soon we have New Year; it’s one of the best holidays in our country. And now I would like to speak about great holiday in Britain. Do you know what holiday is it?

Pupil 1: It is Christmas. All British people celebrate it on the 25th of December.

Teacher: It's right. I think it’ll be interesting to speak about traditions of this holiday. Do you know them?

Pupil 2: The most people in Britain put a Christmas tree, they decorate it with lights, tinsel and toys.

Teacher: And what do the children hang near the fireplace?

Pupil 3: They hang stockings for Father Christmas’ presents.

Teacher: And what do you know about another old tradition in Great Britain?

Pupil 4: Groups of children and adults in England, Canada, the USA go from house to house and sing Christmas songs, called carols. Some people give them money, sweets, small presents.

Pupil 5: And I would like to speak about Christmas parties. British families have traditional Christmas food – turkey, pudding, mince pies. British people have fun with crackers at Christmas lunch or dinner, they go bang and people can find a colouful paper party hat or crown, small presents, silly jokes.

Teacher: Do you know that in Australia and New Zealand December comes during the summer? Many people celebrate Christmas by going on a picnic or to the beach. Schoolchildren have a six-week holiday at that time. And what do you know about Christmas in Russia?

Pupil 6: Russian people celebrate Christmas on January, 7.We have Christmas tree and get presents too. Very many people go to the church and then have Christmas parties.

Pupil 7: And I want to tell that most Scottish families have a Christmas tree and sing carols, but they have their most important celebrations on New Year’s Eve, it is called Hogmanay.

Teacher: Thank you very much. It was interesting to know about all these facts. I think, next time we’ll speak about another holiday in Great Britain.

Grammar games for English.

These games have the following goals:

Teach students to use speech patterns that contain certain grammatical difficulties;

Create a natural situation for using this speech pattern;

To develop speech activity and independence of students.

What is this?

The class learned the first English sentence, the first speech pattern This is a pen and the first question What is this?, the teacher sat on a chair and said: “Oh, I’m so tied. Who can help me? Who wants to be a teacher?

Katya: May I?

Teacher: Yes, you may.

Andrei: May I?

Lena: May I?

There were a lot of people willing. Then they decided to play in teams: a team of “teachers” against a team of “students”. Each team had a set of objects whose English names were familiar to the children. The “teachers” positioned themselves opposite the “students” and the game began.

After all the “teachers” asked questions, the teams swapped roles. For every correct question and answer, one point was given.

You can also use speech sample options in the game – What are these? What are those?

What? Why? When?

Students already make fewer mistakes in tense forms, but they do not use them consciously, but rather mechanically. It is especially difficult for them to distinguish between two present tenses: Continuous and Indefinite. “How can we create an “environment” for them where this difference can be clearly felt?”

Teacher: Katya, what am I doing?

Katya: Ah, again you are picking flowers.

Teacher: Yes, again, and why?

Katya: Because you like them.

Teacher: Yes, very. And what season is it?

Lena: It is summer.

Teacher: Why do you think it is summer?

Andrei: Because flowers grow in summer.

This game is based on theatricality. The following sketches are offered below. A picture is posted.

Ann is eating.

Teacher: What is Ann doing?

Jane: She is eating.

Teacher: What time of the day is it?

Lena: It is afternoon. She is eating soup and people eat soup in the afternoon.

For reinforcement, we 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. “What have I done?” exclaimed the teacher.

Katya: You have spilled the water.

The teacher was upset, took a rag, and asked again: “What have I done?”

Mash: You have wiped up the water.

This was an object lesson in the use of the Present Perfect, the beginning of the game. The students waited to see what else the teacher would do. At this time he opened the window and asked: “What have I done?”

Misha: You have opened the window.

At the Zoo.

Purpose of the game: to practice the use of the modal verb can.

Related grammar: names of animals and all kinds of verbs.

Toy animals are placed on desks in the classroom.

Progress of the game: one of the children is a guide, the rest are visitors to the zoo. Children go, for example, to a bear.

Pupil 1: This is a bear. It can run and jump. It can swim and climb but it can’t fly.

Pupil 2: Can it hop?

Pupil 1: No, it can’t.

Game duration: 7-10 min.

The Know-Nothing Guy

(Dunno).

Purpose of the game: Practice the question and negation of Does, Doesn’t.

Props: toy animals or prop pictures.

Progress of the game:

Students ask obviously funny questions.

Pupil 1: Does the tiger live in the desert?

Pupil 2: No, it doesn’t. The tiger doesn't live in the desert. It lives in the jungle. Does the crocodile live in the sea?

Question options: the frog - in the house, the horse - in the forest, the bear - on the farm, the dolphin - in the pond, the camel - in the river.

Game duration: 5 min.

Future Simple Tense.

Funny Questions.

Purpose of the game:

Introduce and practice questions, negations, and statements in the future tense.

Progress of the game:

The teacher asks the children to ask questions in a chain that cannot be answered in the affirmative, and begins himself: Will you skate in summer?

Pupil 1: No, I won’t skate in winter. I will ride a bike in summer. Will you swim in winter?

Pupil 2: No, I won’t. I won't swim in winter. I will ski in winter! etc.

Thus, in addition to practicing the future tense, this game aims to repeat the seasons and the actions characteristic of each of them.

Teacher: Will you go to bed in the morning?

Pupil 1: No, I won’t. I won’t go to bed in the morning. I will get up in the morning. Will you have breakfast at night?

Pupil 2: No, I won’t. I won't have breakfast at night. I will sleep at night!

Game duration: 3-5 minutes.

What am I going to do?

The teacher entered the class, stopped and asked: “Children, what am I going to do now?” The students looked at the teacher questioningly, and then one student replied:

Kolya: You are going to the classroom.

Teacher: Oh, I am not going to the classroom, I am already in the classroom. But what am I going to do now? Am I going to sleep? Am I going to eat? What am I going to do?

Kolya: You are going to give us a lesson.

Teacher: Yes, Kolya, you are right, I am going to teach you, now I take a piece of chalk. What am I going to do now?

Andrei: You are going to write.

Teacher: That's right. Now I am near the window. What am I going to do?

Sveta: You are going to open the window.

Teacher: Right, Sveta. Now I’ve taken a pen and opened the register.

Jane: You are going to mark the absenters.

Teacher: Now could you show some actions and I’ll try to guess what you are going to do.

The depicted action suggests the person's possible intention. One point is awarded to each team respectively for the action depicted and for the correct answer.

Thus, we see that by using various situations in the lesson, the teacher makes it more interesting and increases the students’ interest in learning a foreign language.

These games can help you add variety to your lessons. Study them - and you won’t have to waste time on preparation, you will always have an interesting game in reserve.

Don't laugh, don't smile

Make a wish for any object. The trainer asks questions like:

What do (did, will, does) you (your friend) eat (for dinner)?
Where do you usually sleep?
Who is your best friend?
Who has helped you?

The student answers, without smiling, with this word: “I ate (eat) a dog,” “A ball is my best friend.”

The trainer gives his funny comments to the answer (possibly in Russian): “Now it’s clear why all the dogs ran away from our city.”, or something similar. Only the one who answers should not laugh, and the more others laugh, the merrier. Do not slow down the pace of questions, maximum questions. Achieve quick answers by reducing communication lag (the time between asking a question and beginning to answer).

Recommendations: You can play this game indefinitely, practicing almost all lexical and especially grammatical topics, but taking breaks so that the student does not get used to one game. You can also change: the student asks questions, the teacher answers with the group. You can also ask questions in mixed tenses, but you must first explain that the answer must be in the same tense as the question.

Crosses and spots

For this game you can use a card, or simply lay out the words on cards or pictures 3*3. When playing, observe the principle of gradualness. The player covers the space with a chip if:

Named the word in English;
Translated it into Russian;
Gave 3 forms of the verb (if the topic is Past Ind.);
Made up a simple sentence, for example “I like horses.”;
He gave a sentence with an extension: “I like to eat ... for dinner.”, “There is a TVset in the corner of the room.”;
Made a sentence in the 3rd person singular, or Present Cont.;
Created a question (general, special);
Made up a negative;
Made a complex sentence with if, when, because, for example “He is strong, because he does morning exercises every day.”

Recommendations: “Crosses and spots” are applicable only for students who can confidently play this game in Russian and who are painless about their own loss. The game can be used at any stage to raise the student’s emotional tone.

Guess a word (an action) with pantomime

You can work with any lexical topic - even with adjectives.

Puppet-show

Practicing conversational phrases: introduction, greeting, telling about yourself, any questions.

Recommendations: This is a game for kids and primary schoolchildren with soft toys, voice changing, dressing up. The game can become more difficult at different stages. For middle school students, give the instruction: “You are actors in a puppet theater and are showing a play to children in kindergarten.”

Chain

The game consists of putting pictures with actions (nouns, adjectives, prepositions) into a chain. Walking along this chain, the student says simple sentences (at speed):

I like apples. I like plums. I like...
He is strong. He is fat. He is...
He was in the park yesterday. He was in...
We slept in the refrigerator yesterday. We ate soup yesterday...
We wear trousers in autumn. We wear sandals in summer...
He can jump in the kitchen...

Recommendations: This game is applicable to any grammatical topic (He is going to..., We’ll...) If you put an X or? - Negative or interrogative sentences are compiled accordingly. If you put time markers on the picture, you can practice a mixture of tenses and different types of sentences. You can give markers or pronouns as the child moves along the chain, practicing the element of surprise and reducing communication lag. This increases the effectiveness of the training. To increase the child’s interest in the game, make up very funny sentences (for example, you can “confuse” the seasons, location, never, sometimes ...).

Transformation

The purpose of this game is to practice the speed of modification of various grammatical structures. The essence of this game is best explained by the following example:

Level I: “I clean my teeth.” -> She -> “She cleans her teeth.” -> They -> “They clean their teeth.” -> Not -> “They don’t clean teeth.” -> He -> “He doesn’t clean teeth.” -> Why -> “Why does he clean teeth?” -> Where -> “Where does he clean teeth?” -> We -> “Where do we clean teeth?” ->

Level II: Now -> “Where is he cleaning teeth?” -> Yesterday -> “Where did he clean teeth ...

For each correct answer, the student receives a chip; whoever gets the most chips wins. If it becomes difficult to continue, you can take a new model and work with it.

Puzzle

This game usually ends with a lexical or grammatical topic. The student is asked to create a “Puzzle” type mini-story. After the student's story, consisting of individual sentences on a given topic, his partner must guess what or who was encrypted. In the topic “Appearance” this is a person - the hero of a fairy tale, film or cartoon, actor, singer, classmate; in the topic “Animals” this is some kind of animal; in the topic “Food” - any product or dish; in the topic “City” - any famous city, etc.

Recommendations: Repeat the entire cycle many times to achieve fluency in the use of vocabulary, give bonus points for the most complete story at a good pace. Use repetition of covered topics to increase students' tone and excitement in the game.

Cards

This game uses cards with 3 types of words: semantic verbs, adjectives and nouns. Before starting the game, select the cards you need (already known to students) for a separate part of speech or for a mixture. Each player takes 3 or 4 cards. The remaining cards remain in the “bank”. The first participant moves, the second “interrupts the move”, choosing from his cards any card with which he can make a sentence together with the one that the first player used. If the sentence is composed correctly, the student who composed it takes both cards for himself (for his points). If the sentence is made incorrectly, the player who moved loses his turn, and the next player makes a sentence with either three or two cards, and if the answer is correct, he takes them for himself (for his points). If one of the players wants to score a large number of points at once, he must put in his 2 or 3 cards on his turn, which he must combine in one sentence. It is advisable to make funny sentences. After each circle, all participants take 3-4 cards from the bank.

Recommendations: The rules in this game can be modified depending on what goal you are pursuing (what time or mixture of times is practiced, denial, questions, ...) You, too, at the beginning of the game must take part in it, as one of the players, but Slowly give in to the students, get excited.

Teacher

This game can be used multifunctionally. The game begins with you choosing a student to be the teacher, and he will teach part of the lesson for you. First, of course, you must clearly formulate to him what needs to be done:

While throwing the ball, check the words and their translation from Russian into English and vice versa;
Ask questions in English, giving out tokens for the correct answer;

Ten things

This is the conventional name of the game, the essence of which is that all participants draw 3 - 5 - 10 objects, and, having exchanged their drawings, write or say what their partner will do (is doing, has already done, etc.) with these objects. Suggestions can be funny. You can ask questions about these items, you can say or write what they will not do with these items.

You can complicate the conditions of the game: one participant draws 3 - 5 objects, the other writes the same number of actions. Then both drawings are connected together and the resulting sentences are formed. For example, the first was Tvset, and the action was jump. Sentence: I jump over (on) Tvset with my brother/

Another version of this game - everyone writes 5 - 7 names of objects, and the teacher asks: “What will you take for a trip?” And why?” or “What did your mother give you as a birthday present and why?” The questions may be the most unexpected. Participants answer, trying to explain logically, based on the list of items that they have. You can make funny comments along the way.

You can also draw or write 3 - 5 - 10 actions (regular verbs) and exchange sheets of paper, then “predict the fate” of each other “Foretell the future”. We get some very interesting predictions. Moreover, you can change the setting: “What had he done, before the guests came?”, “What did you do on the Moon” (it all depends on the grammatical tense).

Recommendations: This is a very effective game, used both in an oral lesson and in an individual lesson. When using this game in an individual lesson, it is imperative to give all participants the opportunity to read the resulting sentences (to maintain interest).

Dictations

Instead of traditional dictation, you can use a whole chain of spelling games:

Write any combinations of sh, skate, ch, a, wh, th, w, and under them ask the student to write any words with these combinations. You can give 1 - 2 combinations, or 4 - 6, depending on age and level of training. But don’t overdo it: it should be interesting for the student and not too difficult. Combinations can be given immediately after going through the rules in the booklet, but make sure that the student is already good at writing and collecting these words from the split alphabet. For first graders, use this method only in exceptional cases.
Write a few letters on a piece of paper, for example: s, k, t, ... The student’s task is to write words starting with these letters.
After students have read the text or completed the listening task, you can give them the task of competing to see who can write the most words from the text, excluding and, but, I, he, etc.
In the process of studying any lexical topic, you can give the task: Who will buy the most products (Food), who will visit the most places (City).

These activities are very effective for students of all ages. For advanced levels the conditions become more complicated.

Proposals for expansion

They are performed in writing or orally based on a separate sentence or picture. Before starting, show the student how to do this in Russian, demonstrate possible “extensions”:

Adjectives;
of, for, with, direct and indirect additions;
Circumstances of place (where), time (when), course of action (willingly quickly), conditions (if, because).

The element of competition is that you need to create the longest sentence (in terms of number of words). This exercise can be done orally, expanding one by one: I bought flowers. - I bought beautiful flowers. - I bought flowers for my sister. And so on, as long as the opportunity to expand remains.

Change the story

Based on the story, it is necessary to change some words to get a new, slightly modified one: instead of in the morning - in the evening; an old man - a young girl; quickly - slowly; ...

Write a story

Write different words (nouns, adjectives, verbs) and some expressions (in the morning, at last, ...) and give the task to make a story with them. Element of competition: the one who comes up with the most interesting or longest story, etc., wins.

Music Passage

The student or coach brings several cassettes with different musical excerpts. The trainer puts on excerpts with different focus. Listen for 1 minute, then the student tells what images or memories were inspired by this music. All genres of music can be used.

Maze or Empty blocks

To play you need a dice cube and some chips. One of the variants of the game “Labyrinth” is selected (the cells can be prepositions, adjectives, verbs, or empty). Students in pairs take turns throwing the dice, moving along the field according to the points they roll, and making sentences with words in the cell, according to the grammatical topic being studied. The trainer can give the task to compose questions, denials, or statements with question words, or for a mixture of times (alternating cards with markers that lie nearby). When working with empty cells (Empty blocks), you can use any color pictures on any lexical topic, which are drawn from a stack of cards lying nearby. If the student does not make a mistake, he moves forward. If he makes a mistake, he goes back a step. The game conditions can be changed.

Bingo

A field with many pictures is placed in front of the student. When making a sentence with the pictured word, the student covers the given picture with a chip. The goal is to fill a horizontal or vertical row of pictures. Assignments can be on any lexical or grammatical topic. A partner controls the game, and if he notices a mistake in a sentence, he does not allow him to place a chip.

Ball-game

Two students in a practice room throw a ball to each other to eliminate a communication delay. The tasks can be different: a) Translating words from Russian into English and vice versa on any topic, b) Answering questions, c) Composing a simple sentence with a given word on a given grammatical topic, d) Composing a similar statement, etc.

Card game

Two students receive cards on any grammatical or vocabulary topic. The cards are divided in half and distributed to the players. One makes a move, plays a card, and makes a sentence with his card. The other “interrupts” him by putting down his card and making his own proposal. Errors are controlled and not counted. The one who has no cards left wins.

Magic Pouch

It is very convenient for a teacher to have a box with various kinds of objects in his room: a pine cone, an old candlestick, a wallet, an interesting box, a Kinder Surprise toy... and anything unusual and fun. These things should be in a closed box and the student should not see them. Before class, the teacher can put several items from this box in a bag and ask students to guess these items by asking questions about the grammatical topic they are studying, or previously studied grammatical topics. If the teacher wants to consolidate a certain topic in affirmative sentences, he explains to the student the task, what they call it, what he did yesterday, last summer, on vacation, on vacation with this subject “You cut it yesterday|last summer”, he answers “yes” or not". The student guesses the object after a while. You can use this game at any level, even on the first topics of “being” (what the object is - color, size, material, where it is usually located), who has it most often (grandmother, girl, child). You can use this version of the game - one of students, without looking into the bag, describe the object by touch. Other students ask questions or make statements about him, he denies or confirms. The emphasis is on play, interest, communication in English, the use of structures, and not on what we actually do with this subject in life.

Guess who said it?

This game is used while studying the topic “Direct - indirect speech”

One person leaves the room, the others (students and teacher) say one phrase each and choose a leader. The student who left returns and the leader says to him: “Someone said that...” (and substitutes the phrases that the participants uttered, making the changes that are needed when translating from direct to indirect speech).

The student who entered guesses who said what and voices it: “Vasya said that...”

This happens very cheerfully, the students try to confuse the newcomer by coming up with phrases that, logically, should come from another person (it is known that Vasya is fond of singing, and therefore Petya says that he loves to sing. This is how they try to confuse).

At first they work only with affirmative sentences, then the tasks become more complicated: interrogative and negative sentences. The same thing is done with times.

The work presents various grammar games in English lessons for schoolchildren of different years of study
Goals:
- teach students the use of speech patterns containing certain grammatical difficulties;
- create a natural situation for using this speech pattern.

PLAYING WITH A PICTURE

To better assimilate the structures in the Present Continuous by students, you can use a game with a 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:
P1: Is the girl sitting at the table?
T: No, she is not.
P2: Is the girl standing?
The student who guesses the action shown in the picture wins. He becomes the leader and takes another picture.

The work contains 1 file

Municipal educational institution "Vargashinskaya secondary school No. 3"

Teacher

in English

Bakhteeva M.N.

r.p. Vargashi

Goals:

- teach students the use of speech patterns containing certain grammatical difficulties;

- create a natural situation for using this speech pattern.

PLAYING WITH A PICTURE

To better assimilate the structures in the Present Continuous by students, you can use a game with a 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.

LOTTO

Lotto “Verbs in Pictures” is a good visual aid for practicing grammatical forms.

The cards contain several pictures depicting some kind of human action, for example: skating, playing chess, reading a book, etc.

There is one picture on the chip.

The teacher shows a chip with a picture (a boy is skating) and asks: - What is he doing?

Students find the same picture and answer:

- He is not doing.

If the answer is correct, he gets a chip.

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?

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.

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.

HAVE YOU...

Target: train students in the use of general questions with the verb to have.

Toys are laid out on the teacher's desk.

Students are asked to look at them and remember them.

You can first repeat all the names in English with the students.

Then the students turn away, and the leader takes a toy from the table and hides it behind his back. The remaining toys are covered with newspaper. Students ask questions to the presenter: Have you got a cat? Have you got a dog? etc. and so on until one of the students guesses the hidden toy.

He takes the place of the leader.

CHANGES

One student leaves the class.

At this time, some changes occur in the class:

- one or two students change their places at their desks,

- the chair moves,

- a window opens, etc.

When the driver returns, he must answer the question:

- “What has changed?” that is, name everything that has changed in the class.

For example:

The window was shattered, now it is open.
Pete was at the first desk, now he is at the third desk.

The score can be team or individual.

For each correct sentence, the team /or student/ receives one point.

FAVORITE CARLSON'S 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? etc.

ROOM COMBAT

This is a grammar game for practicing structure.

There are two people in the game.

Each participant draws a plan of their room (they should not see each other’s drawings), as well as an empty square representing the plan of their partner’s room, which will be filled with “furniture” during the game.

In this case, the names and number of items in the rooms are agreed upon in advance.

Then they take turns asking each other questions, trying to figure out the location of the furniture in their partner's room. For example:

Is there a table in the middle of the room?
Is there a TV-set in the left corner ?

If the answer is yes, then the questioner makes the corresponding drawings in the empty square and asks the next question.

If the answer is no, he loses the right to ask questions and answers the partner’s questions.

The winner is the one who first guessed the location of the furniture in his partner's room and filled in the empty square.

PRESENT

Target: 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.

NUMBERS

Target: 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.

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 on a given 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, before the starting line, draw geometric shapes 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 approximately 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.