The use of gaming technologies in English lessons.

With children to the subject, and not with the subject to the children.

R. Steiner

Socio-political and economic transformations in all spheres of life of our society have led to significant changes in the field of education. In particular, the status of a foreign language as school subject. The expansion of international relations, the entry of our state into the world community has made a foreign language really in demand. A foreign language has become fully understood as a means of communication, a means of understanding and interacting with people, a means of familiarization with a different national culture and as an important means for developing the intellectual abilities of schoolchildren, their general educational potential.

I, as an English teacher, try to explain to children the importance of studying this subject. But in order to instill interest in children, it is necessary to use modern methods and technologies in teaching. Moreover, at each lesson you need to introduce something new, make the lessons varied and different from each other.

In my lessons I use gaming, health-saving, information and communication technologies. All of them are interconnected. So, for example, holding a physical minute in a playful way combines gaming and health-saving technologies. And reading a fairy tale about a magical island and completing tasks on it using a PowerPoint presentation is gaming and information and communication technologies. In my article, I would like to describe the use of gaming technologies in English lessons in different age groups.

Game activity is applicable mainly in lower grades. At primary school age, there is a gradual change in the leading activity, the transition from playing activity to learning. At the same time, the game still retains its leading role. Based on this feature, the game should become the basis for the development of students' learning skills.

The game forms a steady interest in the further study of the English language, as well as confidence in the successful mastery of it. But I want to note that the game has not only motivational functions.

The use of gaming moments in the classroom and in extracurricular activities contributes to the activation of cognitive and creative activity students, develops their thinking, memory, brings up initiative, allows you to overcome boredom in teaching a foreign language. Games develop intelligence and attention, enrich the language and consolidate students' vocabulary, focus on the shades of their meaning. The game can make the student remember the past, replenish their knowledge.

Using game methods:

1. Justifies the unreasonable requirement to communicate in English with the teacher and classmates.

2. Allows you to find ways to make phrases communicatively meaningful for students, which are based on the simplest grammatical models.

3. Psychologically justifies and makes emotionally attractive repetition of the same speech patterns and standard dialogues.

4. Develops the ability to analyze, compare and generalize.

5. Allows you to activate the reserve capabilities of trainees.

6. Knowledge is applied practically.

7. Brings variety to the educational process.

8. Develops the creativity of schoolchildren.

9. Teaches you how to organize your activities.

In the form of a game, as I said, you can spend a physical minute. So when studying the topic "Verbs of motion" we play the game "Repeat after me". The essence of the game is simple: you need to show and name the verb of movement. However, as students learn new vocabulary, the game becomes more complicated and modified. At the first stage, I myself called and showed the movement, the students repeated both the movements and the words. When the vocabulary was more or less mastered, I, and later the leading student only showed actions, while the students had to repeat it and name it themselves. And, finally, in the general lesson, I include a competitive moment in the game: I divide the group into teams, from each of the teams, together with the guys, we choose the leader. I give each of them a “list” of 5-10 verbs of motion. Without naming them, the leader must show the movement, the teams must guess faster than the rivals, repeat and name the desired verb. A point is awarded for each correct answer. Whose team gets more points is the winner. Thus, during the game, vocabulary is updated or consolidated and a physical minute is held.

Another such "multifunctional game" is "The Chain of Letters". It can replace a physical minute or use it at the end of the lesson as an element of reflection. Basically, I use it in the second grade, the second grade - when studying the alphabet, but can be used in the third and fourth grades to update knowledge.

All participants in the game stand in a circle. Students take turns saying one letter of the alphabet. The one who makes mistakes or remembers too long desired letter, leaves the game, that is, takes its place. The one who doesn't make any mistakes wins. In the first, 2-3 students remain standing. By the end of the quarter, only 1-2 students drop out of the game. In this game, letters can be replaced by numbers and numbers, the names of the seasons, months, days of the week, etc.

In the middle of each lesson, the guys and I do exercises. one student comes to the board and commands: stand up,

Hands up, hands down, Hands on hips, sit down.

Stand up, hands to the sides, bend left, bend write.

One, two, three - hop! One, two, three - stop!

In the lessons, I often use various variations of the True / False game. I name, for example, sounds, showing the corresponding transcription icons, and sometimes I make mistakes. Students must find the error. With the help of this game we memorize letters, numbers and other vocabulary.

To improve my listening skills, I use the game Catch the Sound. The students clap their hands when they hear the given sound in the teacher's words. If the student makes a mistake, he sits down. The most attentive remain standing. A variant of this game is used when studying the topic " Plural nouns": students should hear and clap their hands on the plural word.

For better memorization of new words, I often use "contracts":

The color of the Christmas tree is always the same, Why are there no sausages?

In winter and summer it is green. The red cat dragged them away.

Grammar is also taught through play, as children do not yet know the names of parts of speech and sentence members in Russian. Therefore, I replace the word “verb” with the word “action”, “noun” - “name” and practice them using pictures.

To explain the conjugation of the verb to be, I tell students a fairy tale: “Once upon a time there was a king to be and he had three faithful servants: am, is and are. The most privileged was the servant am, he served only one master I. Is served the three game “Is there an action?” I say a number of sentences in Russian and ask you to clap when there is no action. I also read to children who are starting to learn English a fairy tale about sounds (We have a tongue in our mouth, and our mouth is its apartment: there is a ceiling, walls, and even doors. There is a slide (alveoli) on the ceiling near the tongue), you found a slide on the ceiling? I'll tell you a secret: the tongue loves to sit on this hill very much. sits on a hill and knocks out a rug, like this: He ventilates his house, opens the door and the door slams from the wind. Etc.) and letters (a fairy tale about a kitten - Abisenka (ABCenka). This kitten has a mistress - a girl Alice (Alice) She really wants her kitten to learn the alphabet Let's see what ABC is doing now He climbed a tree and wants to pick an apple, in English apple APPLE But why does he need APPLE Cause APPLE kittens don't eat! He wants to give APPLE to Alice and show that he knows the letter "A", which begins with this word. the first letter of the English alphabet. Now our Ebisenok decided to go to the river bank and go boating. The river bank in English is called BANK, and the boat is BOAT. On the way, he took a ball with him - BALL. All these words begin with the letter "B").

All lessons should be emotionally saturated, then the kids will have a constant motivation to learn English, and they will look forward to the next lesson. Therefore, it is so important to play with younger students at every lesson. Play is the main activity of the child.

Younger students really like outdoor games and ball games. Mobile games include:

1. "The best / The best". Condition: divide the group into 2 - 3 teams, build them in a column and, at the command “To start”, begin dictating letters. Each student runs up to the blackboard and writes the named letter, passes the chalk to the next player of the team, and he himself stands behind. The teacher dictates the letters at a fast enough pace so that the students do not have the opportunity to spy on other teams.

2. "Find the letter / Find the letter." Condition: put on the table English letters, as well as some letters from the Russian alphabet. One of the students goes to the table, the teacher calls the letter that he must find. The student finds the letter, picks it up, shows it to his classmates and names it, then puts it back.

3. Ball game. A funny ball. Condition: Students stand in a circle. The teacher is in the center with the ball. The teacher throws the ball and calls any English word (it is possible both from the vocabulary learned and new words), the child catches the ball and calls the letter with which this word begins, returning the ball to the teacher.

To memorize the rules of reading, we play "Domino". For this game, I prepared cards in advance, divided in half. On one half I wrote words with a combination of letters that cause difficulties in reading, and on the other - sounds. You need to find the corresponding sound for each sound combination.

And here are the games that we play, dividing the class into two teams:

1. ABC Task There are 2 posters on the board. On each side there is a small house with 26 windows. Each box is a cell for a letter of the alphabet, but not all cells are filled - there are empty cells for missing letters.

Pupils come one at a time to the blackboard and build the alphabet. Evaluated the speed and correctness of the task.

2. Funny bag. For each team prepared "funny bag" (Magic Bag) with letters. Pupils are invited to identify the soft letters in the “funny bag” by touch. The child gropes for the letter without taking it out of the bag, calls it, after that they show the letter to their team, which determines the correctness of the answer.

3. Funny Tree Drawn on the board are the trees (one for each team) that grow in the magical forest. Its fruits (drawings) are an apple, a cat, an octopus, the sun, an apricot, a lion, etc. according to the vocabulary studied by the students. And under the tree, the letters crumbled from the trees. Participants need to attach letters to the corresponding word with which it begins.

5. Who is the most attentive? I have a few toys on, under, next to the chair and a few in the box. Pupils give prepositions of place. The contestants close their eyes, I change the toys in places. The task of the students is to remember and name the former location of the toys.

To study the account, we solve examples in English, learn counting rhymes, sing songs.

One of best games, which simultaneously develops the student's dialogical and monologue speech and helps to learn the vocabulary and letters of the English alphabet, is the "Field of Miracles". This game can later be used to learn English in the middle level.

The following game is very interesting for children of any age: all students are divided into two teams. Leaves with the names of heroes or objects on a certain topic are placed in the bag. From each team, a participant comes out in turn. He takes out a piece of paper with a word, reads and depicts what he read. The rest of the students guess the word. This game helps students to remember the spelling of words, and also develops memory.

Many game tasks can be carried out with the help of presentation (ICT). For example, a lesson-travel to the country of the English language. One of the tasks is "Go through the swamp": a slide appears with the image of a swamp and a water lily with a letter written on it. It is mono to step on it, but only after naming 5 words for this letter, a new water lily with a new letter will appear. Now you can step on it, etc. The older guys prepare similar presentations themselves, we use them in the classroom. Also in the lessons we watch cartoons and perform game tasks for them, sing songs in English, in grades 3-4 we read fairy tales in English and put on skits based on them.

The goal of teaching a foreign language in primary school is to enable students to communicate directly with native speakers of the target language in the most common situations of everyday communication. And, as you know, communication is not only speaking in a foreign language, but also listening to the speech of the interlocutor. That is, speaking and listening are the main types of speech activity in communication with native speakers of a foreign language. For the formation of communicative UUD for middle and senior students in the classroom, I use the following game techniques:

1. Interview. The purpose of this work is to survey all students present at the lesson in order to find out their opinions, judgments, answers to the questions posed. To do this, students, working at the same time, freely move around the class, choose the student to whom they address their questions, record answers in a notebook, choose another student, etc. For example, each student receives a card with questions on a specific topic (topics in the cards are not are repeated). Topics can be: Hobbies, sports, music, books, travel, etc. Then the student asks this question to all the students in the class in turn, receives answers and sums up the quantitative results of his survey. At the same time, the student answers the questions addressed to him. This process is a means of intensive speech training, since each of the students formulates his question 13-15 times and gives 11-15 answers to the questions addressed to him.

In the next lesson, you can use the data obtained for a new task: folded sheets with the names and surnames of the students are mixed in a box, and the students pull them out, each student pulls out a piece of paper with the surname of a classmate. Next, students walk around the class and collect information (obtained in the previous lesson) about their classmate, using the question What can you tell me about…? At home, the children make up stories about each other, and read them out in class.

2. Bank of information. General feature this group of methods is That each student first owns a small piece of information, then, as a result of verbal interaction with other students, receives information from the collective bank and acquires the entire amount of knowledge. We often use this technique at home reading.

For example, one large text is divided into several fragments. Each student receives one fragment (on a card), studies it and begins to ask his classmates about the content of other fragments of the text, while giving them his information. After students complete the exchange of information, they are invited to answer questions throughout the text. Naturally, only the student who has questioned each member of the group, understood the content of all the fragments, memorized or recorded the information received can answer the questions posed. Questions on the text aimed at both general content and individual details.

Also in the classroom, the guys and I play "Detective": you need to find a hidden thing. Each student receives a card indicating the place where this thing is not. Having collected all the information, the students make a conclusion about where the thing is hidden.

3. Group decisions. This work we hold in the form of "Brain Ring". The class is divided into several groups that together prepare answers to the questions posed, make decisions and report on them. Questions are used to test erudition, ingenuity, and a sense of humor.

Another type of group work is preparing presentations. The class is divided into 4 groups of 4 people, each of which must find information on a specific topic at home, prepare a PowerPoint presentation, a short story in the form of comments on the presentation and questions to the audience on their topic. For example, in one of these classes, the theme of which was "Music", one group argued that the best music is rock, giving their arguments, the second argued that it is better to listen to dance music, the third - R&B, the fourth - hip hop rap.

4. Coordination of actions: consists in organizing an "exchange of objects" between the participants in the communication. Each student receives a card, which indicates the item "available to him", as well as what he wants to receive as a result of the exchange. The cards are designed in such a way that direct exchange is impossible. You need to try several options and get the desired item through a series of exchanges. For example, the following card content:

1.You have got a book. You want to have a player.

2. You have got a player. You want to have a magazine.

3. You have got a magazine. You want to have a toy.

4. You have got a toy. You want to have a book. Etc.

The students are unaware of the contents of the other cards and use the questions to "swap items". All students participate in this work. As a result of verbal interaction, several groups are formed among the participants, within which an exchange is possible. At the end of the conversation, the students talk about how they managed to get the right thing.

5. To form students' sociocultural communicative competence, the children and I celebrate the holidays of English-speaking countries, observing all the traditions. The guys, while preparing for the holiday, are looking for additional information about the holiday, learn new facts, prepare newspaper walls using this information, prepare thematic presentations, games related to this holiday. Also, the guys and I study British poets and their work, such as Oscar Wilde (and his poem "Symphony in yellow"), Andrew ("The naming of cats"). Edward Lear (and his limericks). The children learn poems, and also try to translate some of these works.

Dialogues: For each topic covered, the children, divided into pairs, make up the appropriate dialogue. Then they play them. Sometimes we have a competition for the best dialogue.

Regulatory UUD we use when we train the letter. This may be a small test or vocabulary dictation. After carrying out such control, we play the game "Student-teacher" (after writing the work, all students become Teachers. I call them colleagues, they check each other's work). Exist the following types self checks:

1 self-test (the teacher dictates the correct options, the child checks himself)

2 Exchange work with a neighbor (the guys exchange work and check each other)

3 Exchange of work with classmates (the teacher collects the work, shuffles it and distributes it to the students)

Highly great attention I give reflection. I work with kids like this: I put a doll on my hand - Doggy's dog. on her behalf, I ask what I liked and what didn’t, what worked and what didn’t, what I learned new. In the middle and high school, the guys get special notebooks, the so-called Learning Journal. This is a feedback from students to the teacher. At the end of the lesson, the teacher distributes these notebooks and in them the children write answers to the following questions:

1. - What goal did you set (s) at the beginning of the lesson? Fulfilled the goal?

2. - What was new for me?

3. What did I do well and why?

4. What was interesting about the lesson?

5. What was difficult for me to cope with and why?

6. - What did I understand and what did I learn?

7. - What have I achieved?

After the lesson, the students hand over their notebooks to the teacher. These notebooks are "anonymous". Each child glues some stickers into it and draws some drawings. Only he knows where his notebook is. This allows you to get honest, truthful information. Thus, the teacher can track the progress of each class individually, adjust his work, focus on the most important and really difficult moments.

This, of course, is not a complete list of games used in English lessons: it can be replenished indefinitely. The main thing to remember is that the game is only an element of the lesson, and it should serve to achieve the didactic goals of the lesson. Therefore, it is necessary to know exactly what kind of skill, skills are trained in this game, what the child did not know how to do before the game, and what he learned during the game.

The main thing for a foreign language teacher is to take into account not only the age, but also the psychological characteristics of children. Every child should be given the opportunity to realize himself without fear of being misunderstood. We need to look for new ways, improve the methodology and system of our work for a high level of English proficiency: it opens up access for students to world information in various fields of knowledge, to different languages ​​and cultures.

Game technologies in English lessons

The game, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence. By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.

In human practice, gaming activity performs the following functions:

I offer several games that I use in the classroom and at extracurricular activities. These games will be useful for both teachers and parents.

One of the ways to intensify the educational process, increase the level of language proficiency is the use of educational gaming technologies.

Relying on play is the most important way to include children in academic work without psychological shifts and overloads.

The main obstacle in teaching English is language and speech difficulties.

During the game, the student naturally overcomes language and speech difficulties without noticing it, easily and naturally.

The game arouses children's interest, and then the study of the language, since without the possession of which it is impossible to participate in the game.

2. Application of the LearningApps server on the lessons. MaThe material is posted in my group "Learn by playing"

3. Active game teaching methods.

4. Leski games on the theme "Alphabet".

5. Dramatization in English lessons.

Dramatization in teaching a foreign language means "the creative use of written and oral speech based on a literary work" A foreign language teacher actively intervenes in the emotional atmosphere of the lesson and ensures, if possible, the emergence of emotional states favorable for their learning activities.

6. Game "One hundred to one" on the topic "Verbs"

7. Game "What? Where? When?" on the topic "Pets"

8. Lexical games.

9. Open lesson "Plural of nouns" using ICT and the server LEARNING.Apps. (Scenario of the lesson, presentation, didacic game "Lotto" topic "Numerals from 1 to 9".

10. Scenario of extracurricular activities "Hello, Easter Bunny!" (ICT, LearningApps.org server) Grade 2. (Scenery of an extracurricular event, presentation)

11. Lesson-game "Journey to the country" Funny games "using the server LearningApps.org" Grade 2. (Scenario of the lesson, presentation with interactive games, physical education minute, didactic handout, photographs of the lesson).

12. Folklore English games.

13. Didactic material for primary school students and grades 5-6 "Help the kitten" topic "Numerals", created by meas a means of encouraging, stimulating students to learning activities.

14. Medianar "Game technologies as an effective means of enhancing cognitive activity and implementing an activity approach in education" (2 parts)

A set of didactic material "Game "Lotto" "(English) grades 2-5.

Didactic material "Help the kitten" Grade 2-3 (English).

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Dramatization in English lessons Nehorosheva Natalya Vladimirovna English teacher, Secondary School No. 901, Moscow

R. V. Fastovets considers dramatization as one of the types of modern social technologies, a kind of role-playing game, implemented in two versions: the transformation of a monologue text into a dialogue or the staging of a one-act play based on a work of art

Mandatory components - a communicative situation, including the subject content of communication (subject, product, result) and the conditions for the flow of communication, including para- and extralinguistic means of communication, temporal and spatial characteristics of the social roles of communicants and the system of their personal relationships, possession of social communication techniques - implementation of the situation social contact, specific speech functions, as well as the actual communication technique (entering into communication and ending a conversation, distribution and change of communicative roles, maintaining a conversation, checking the reliability of information transfer, clarification, correction and self-correction) are essential components of dramatization

IMPROVISATION OF PANTOMIMES FORMAL INFORMAL TYPES OF DRAMATIZATION

Pantomime Pantomime relies entirely on non-verbal behavior to convey meaning. The spoken word is only part of the communication. Non-verbal communication plays a huge role in communication in general, and this fact can be used when teaching a foreign language. With the help of gestures and movements, students act out a scene that symbolizes not only actions, but also moods.

Pantomime By changing facial expressions, you can convey various feelings: happiness, sadness, fear, confusion, confusion, surprise, apathy and indifference. Movement can be added to facial expressions: a shrug of the shoulders expresses uncertainty, arms outstretched forward can mean a call for help. Students are very inventive in facial expressions and gestures. With the help of pantomime, they can depict events or their favorite characters from the read works.

The purpose of improvisation The purpose of improvisation is complete spontaneity. Students do not have time to prepare, their roles and situations are presented to them immediately before the performance. It is also quite easy to prepare for the teacher: all that is needed for the lesson is a list of situations.

Principles of improvisation 1) lack of preparatory work (writing a script, memorizing roles). for improvisation. 2) improvisation is carried out directly at the lesson, usually at its final stage; 3) the material for improvisation is only works known to all students, as well as works or chapters of a work that have just been read by students; 4) students are given complete freedom of choice language tools to implement the chosen role, only the plot of the work is preserved; 5) when distributing roles, it is necessary to ensure that each student receives a new role every time.

Improvisation Improvisation allows students to combine dialogue with mime. They are happy to improvise excerpts from literary works. Literary heroes are an excellent source for improvisation.

Improvisation Before the students begin to improvise, they are given the opportunity to think about the descriptions of the characters, which can be done by discussing a series of questions such as: "What does the character look like? How does he move? How old is he? How is he dressed? How does he talk? What is the character does in the improv sequence? What kind of person is he? What kind of personality does he have? Does he have any unique characteristics?"

Improvisation Improvisation is effective both for work in pairs and in groups, depending on the communicative situation. Props and sound effects can be used to encourage students to be creative.

Formal Students either read written dialogue or act out dialogue learned for dramatization.

Informal Informal dramatization is characterized by a high degree of spontaneity. And because the verbal and non-verbal behavior of students is difficult and sometimes impossible to predict, many teachers avoid this type of dramatization. Informal dramatization allows strategies to develop problem learning and therefore can be used for unfinished stories and episodes. Informal dramatization does not involve reading and memorizing dialogues.

Elements of dramatization in a foreign language lesson can be used in teaching both reading and listening

Source of information 1. A. V. Konysheva “The game method in teaching a foreign language”, KARO, St. Petersburg, “Four Quarters”, Minsk, 2008 2. Photos from the personal photo album of Nekhorosheva N.V.

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100/1 Nehorosheva N.V. GBOU secondary school "School of Health" No. 901

TOUR #1 "Simple Singles"

Where do people meet? 1. in guest 27 2. in the street 21 3. in transport 14 4. at work 13 5. at the disco 8 6. at school 6

TOUR #2 "Double Game"

« What can not you do at the lesson that you want to do very much?” 1. Talk 41 2. Play 11 3. Sleep 10 4. Laugh 9 5. Copy 5 6. Eat 5

TOUR #3 "Triple Play"

"What can't you do in the canteen that you want to do very much?" 1. Fight 40 2. Run 35 3. Chatter 30 4. Bark 25 5. Dance 20 6. Sing 10

TOUR #4 "Reverse Play"

"What must you do at the lesson?" 1. Learn 10 2. Write 20 3. Read 30 4. Count 40 5. Think 60 6. Listen 100

TOUR #5 "Big Game"

"What do the pupils do at the lessons that they can't?" Send SMS 50 Draw on the desk 45 Talk 40 Prompt 30 Do other lessons 20 Write the timetable 10

"What do the pupils do at the interval?" Run 50 Play telephone games 45 Fight 40 Eat 30 Smoke 20 Copy homework 10

"What do the pupils do after lessons at school?" Run 50 Eat 45 Play sport games 40 Talk 30 Rehearse 20 Help the girls 10

« What do the pupils do after lessons at home? » Play computer games 50 Watch TV 45 Sleep 40 Go for walk 30 Read books 20 Do homework 10

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What? Where? When? M y pet! Nehorosheva N.V. English teacher GOU secondary school "School of Health" No. 901, Moscow

What is it? 1) a kitten; 2) a lizard; 3) a puppy 4) a tortoise; 5) a hamster; 6) a guinea pig

What is it? 1) a kitten; 2) a lizard; 3) a puppy 4) a tortoise; 5) a hamster; 6) a guinea pig

What is it? 1) a kitten; 2) a lizard; 3) a puppy 4) a tortoise; 5) a hamster; 6) a guinea pig.

How many kittens...? 1) four kittens; 2) one kittens; 3) six kittens; 4) two kittens; 5) five kittens; 6) three kittens.

What can the frog do? 1) run; 2) skip; 3) swim; 4) dance; 5) play football; 6) jump.

What does the mouse like to eat? 1) a pizza 2) a cake; 3) cheese; 4) a sandwich; 5) ice cream; 6) jam.

Where do fish live? 1) a cage; 2) a house; 3) a glass; 4) a lunch box 5) a bottle; 6) an aquarium.

What color is the parrot? 1) white; 2) blue; 3) green; 4) grey; 5) black; 6) brown.

Who can fly? 1) aparrot; 2) a lizard; 3) a frog 4) a tortoise; 5) a kitten; 6) fish. .

Who can swim very well? 1) a puppy 2) a lizard; 3) a frog 4) a kitten; 5) rats; 6) fish

How many dogs...? 1) seven dogs; 2) ten dogs; 3) six dogs; 4) eleven dogs; 5) eight dogs; 6) nine dogs.

What color is the lizard? 1) white; 2) blue; 3) green; 4) grey; 5) black; 6) brown.

Insert: 1)am ; 2) is; 3) are; 4) has; 5) have. 1) I ___ got a pet. 2) It__ a nice dog. 3) His name__Rex. 4) My dog ​​__ four. 5) He__ big. 6) Rex___ brown. 7) He__ got ears. 8) Its____ long and big.

Make a word from letters: 1. n, t, t, i, e, k. 2.t,t,i,s, o, e, r. 3. t, c, a. 4. p, y, p, u, p. 5.r, t, e, m, h, s, a. 6.g, o, r, f. 7.d, a, z, i, r, l. 8.t, o, r, p, a, r. 9. s, u, m, o, e.

Information source http://images.yandex.ru/yandsearch?source=wiz&text=animals%20photo& noreask=1&pos=6&rpt=simage&lr=213&uinfo=sw-1349-sh-667-fw-1124-fh-461-pd1&img_url=http ://kotomatrix.

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Lexical games N ekhorosheva Natalya Vladimirovna teacher of English, GBOU secondary school No. 901, Moscow

Auction, or Duel (game-competition) Students sit on the principle of a round table, in the center of the table there are cards with the studied words and expressions on various topics. One student takes a card, shows it, as if defining a topic. Other players must name words or expressions on a given topic or use any of the already named words in a sentence. The task of this game is to be the last to name a word, or a phrase, or a sentence with them related to a specific topic or situation. So that the game does not seem monotonous to students, the cards can be laid out in the form of a flower, dove, etc.

Numbers, Line Up! There are two teams of 10 people each. Each player is given large colored cards with numbers from 0 to 9 written on them. Each team has its own color. Each player receives their own card. Teams line up opposite each other. You can designate a dividing strip between them. The host calls out the numbers. He may call out: "Four hundred and thirty-two." The players of each team with cards 4, 3, 2 run to the dividing line, holding cards with numbers in front of them, and line up in the correct order. The team that completes the tasks first and gets maximum amount points. You can complicate the tasks by asking students to read the constructed numbers themselves. You can complicate the numbers themselves, for example 8, 935; 51, 678... But the leader should not name numbers in which numbers are repeated, since each team has one number. The same game can be organized with any other words and at the same time train spelling vigilance and the rules for reading English letters.

Numbers on the board, fe * The players are divided into 2-3 teams. The teacher writes the numbers on the board. A representative of each team stands at the blackboard with colored chalk in hand. Chalks for teams different color. The teacher says the numbers in English. The student who first circles the named number gets a point. Each player circles 3-4 numbers and gives way to a teammate. If the student makes a mistake, he is out of the game. The team with the most points wins. In addition to numbers, dates, measures of weight, amounts of money, times, days of the week, etc. can be written on the board.

Lottery Representatives of the two teams take turns taking out cards with the names of objects from the box and placing them under the headings “Clothes” and “Shoes” or “Healthy and Unhealthy food”.

Alphabetical Order (A word puzzle) If you put the letters of any word in alphabetical order, it will seem rather strange to you, even if this word is very familiar to you. You can organize the game in this way, for example: 1. ABELT (You eat at it) 2. ACHIR (You sit on it.) 3. EFIR (You make it when you in camp and you cold.) 4. ALMP (You switch it on when it is dark.) 5. CEHLOST (You put it on when you go to the street.) 6. ABHT (Do you like it hot or cold?) 7. CEHIKNT (A room where you cook dinner.) 8. ADEGNR (A place where flowers and vegetables grow.) ANSWERS: 1. table; 2. chair; 3. fire; 4.lamp; 5 clothes; 6 bath; 7. kitchen; 8. garden.

Don "t say "four" (do not say the number 4 in the number) The guys start counting. However, when they reach the number with the number 4, they should say the word "stop" instead. For example: one, two, three, stop, ... twelve, thirteen, stop, fifteen, ... twenty-two, twenty-three, stop, etc.

How many pages? teacher shows new book and asks the children to guess the number of pages in it, turning this lesson into an exciting game. T: How many pages are there in the book? AT: There are three hundred and fifty. T: No, less. M: Three hundred. T: No, less. V: Two hundred and fifty. T: No, more. S: Two hundred and eighty. T: That's right.

Lottery (repetition of learned vocabulary) The teacher distributes to the students cards with words (and phrases) on a topic and pictures depicting corresponding objects or actions. Or another card on the topic “What we wean> (grade 6). The teacher quickly names the words on the topic, and the students close the named word with a picture. The teacher walks through the rows and determines which of the children completed the task correctly and faster than the others. This student reads the words of his card, showing the corresponding pictures. Then the rest of the students take turns doing the same. The game can be repeated several times.

Source of information English language grades 5-9. Educational games in the classroom. G.V. Danilova, publishing house "Uchitel", Volgograd, 2008

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TEACHER: NEHOROSHEVA N.V. LESSON TOPIC: "JOURNEY TO THE COUNTRY" FUNNY GAMES "2 "A" CLASS DECEMBER 20, 2016 Motivation Primary reinforcement with pronunciation during external speech Group work Reflection

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FOLKLORE English games Nehorosheva Natalya Vladimirovna English teacher, secondary school № 901, Moscow

Folklore Folklore is oral folk art. Folklore is an English word and in translation means "folk wisdom". Folklore works were created orally and passed from one person to another from generation to generation. These works reflected the life and customs of the people, their views on the world and man, ideas about good and evil.

Tit Tat Toe Draw a large circle on a sheet of paper, draw a small circle inside, from which different sides draw lines to make sectors. Assign a number to each sector. Write 100 in the center of the small circle. The first player picks up a pointer and, with his eyes closed, moves it in a circle, starting from sector 1 and saying: "Tit, tat, toe, my first go, Three jolly butcher boys all in a row. Stick one up, stick one down, Stick one in the old man "s crown." At the last words, the player stops the pointer and opens his eyes. The result is recorded (the number of the sector to which the pointer is directed). The next player takes the pointer and continues the game. If the pointer hit the line - the result is 0, if the player hit the pointer in sector 100 - he is the winner! You can play by teams, summing up the results of its members. (Instead of numbers, you can place cards with words. If the player calls the word - a point to his team.)

Marco Polo One of the children - the driver turns his back. The rest of the children become a semicircle. The driver says: “Marco!”, And any of the players must answer: “Polo!” (voice can be changed). The driver asks the question: “Is it Sasha / Masha?” and, if he guesses the name of the player who answered him, then this player becomes the new Leader.

Salki The game of tag is as old in England as it is in all other countries. However, it is interesting to note that here, according to tradition, the driver is called the devil. In Lincolnshire they call it horned. And if the horned one touches the player, this is called burning by touch. The oldest version of the English salok. A very wide platform is divided into three lanes, the middle one is hell. In it, holding hands, there are two players, usually a girl and a boy. They are devils. The rest of the players are on the two extreme fields and try to run across hell from one field to another, they also run in pairs. The devils try to grab them, and if they succeed, those who are captured also become devils, that is, leaders. The last couple not to go to hell wins.

Bodyguards It's like the previous game in reverse. One devil is chosen and the rest of the players chase him. If somebody overtakes him and seizes him, then he becomes a devil. However, the devil has three bodyguards, they try to protect the devil and knock down the player who is chasing the devil, and then he must run after the bodyguard.

Who Stole the Cookie from the Cookie Jar? All children sit in a circle. Before the start of the game, each of the children is given a randomly selected number (or any lexical unit on the topic being studied), usually just names are used. The driver or teacher sets the rhythm of the game either with clapping or clapping and stamping. The game starts at a slow pace with gradual acceleration. The driver/teacher starts the game by saying "Who Stole the Cookie from the Cookie Jar?" several times in a row in the same rhythm of clapping. Then the driver says: "Number Two (or_____(Masha) stole the cookie from the cookie jar." This person answers: "Who me?" Everyone confirms: "Yes you!" The player disagrees: "Couldn" t be!" Then everyone asks, "Then who?" The player replies, "Number Five (or_____(Sasha) stole the cookie from the cookie jar." And the game continues on. The goal of the game is to keep up with the rhythm and say lines non-stop.

Who Started the Motion? All children sit in a circle. One of the children walks out the door - he is "Guesser" (the one who will guess). Another child - "Guard" (protection) stands at the door - he will have to say "Guesser" when he returns. Among the remaining children, the Leader is chosen in secret. Then the children get up and begin to move in a circle (or just sit in a circle), without looking at each other, so as not to betray the Leader. The Guesser enters. The leader imperceptibly claps his hands, stamps his foot, clicks his tongue or fingers, and the “Guesser”, observing all the children, must determine which of them is the Leader. Three guesses are given. After that, the Leader gives a command to all the children to stop (or stand up).

Red Light, Green Light One of the children is chosen as the Leader. He becomes a traffic light - "stoplight". All other children are cars. "Cars" line up at the starting line at a sufficient distance from the Driver. The driver shouts: “Green light!” and turns his back to the rest of the children. "Cars" go to the "traffic light". At this time, the Leader shouts: “Red light!” and turns to face the children. "Cars" should immediately stop and freeze, if someone moves, they return to the start. The game continues until one of the children touches the "traffic light". The one who touched the Leader becomes the new “Stoplight”, and the former one joins the rest of the children

Red Rover Children are divided into two teams. Holding hands, they form two chains that are opposite each other. One of the teams starts the game - the children shout in unison: "Red Rover, Red Rover send ___ (the person" s name) right over, "the child whose name was called tries to break through the chain of opponents with a run. If he succeeds, his the team has a chance to try again, if not, the other team starts the game, the team in which the opponent's chain is broken by the most players wins.

Duck, duck, goose Children sit in a circle. The driver walks in a circle (outside the circle), touching the head of each of the players, and says: “Duck, duck, duck ...” Then, touching the head of one of the players, the driver says: “Goose!” and runs around the circle. The child who was chosen tries to catch up and overpower the Driver before the Driver sits in the vacant seat. If “Goose” does not have time to do this, he becomes the new Leader. If he succeeds, the former Driver continues the game and chooses a new “Goose”. The words “Duck, duck, goose” can be replaced by any other words (for example, lexical units on the topic under study, which are the most difficult to remember).

Hunt the slipper Children sit on the floor in a circle. All but one - customer (customer), become cobblers (shoemakers). The customer, standing in a circle, hands over one of his shoes and says: "Cobbler, cobbler; mend my shoe. Get it done by half-past two." Then he turns away / or goes into a corner and counts loudly to ten: one, two, three, etc. after that the customer comes back and asks: "" Cobbler, cobbler, where is my shoe? " Shoemakers answer: "It's not ready!" The customer says: “I must have it!” The shoemakers answer: “Then you must find it!” The customer must find his shoe. where his shoe is currently located.If a customer sees a shoe and calls the name of the player who has it, that becomes a new customer.During the game, the shoe should not stay with any one player, it should be constantly passed around.

Information source http://www.turchild.ru/phpBB2/viewtopic.php?t=2421&sid=http://www.schoolforbaby.ru/index.php?option=com_content&view=article&id=284&Itemid=42

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LLC Training Center

"PROFESSIONAL"

On this topic:

Games in the classroom in a foreign language.

Executor:

Nehorosheva Natalya Vladimirovna

Full name

Moscow 2016

Page

Introduction ………………………………………………………………………….. 3

1. Pedagogical game……………………………………………… 4
2. Types of games…………………………………………………………… 7

a) Role-playing game. …………………………………………7

b) Outdoor game………………………………………………… 10

c) Didactic games…………………………………………… 11

e) Computer games…………………………………………… 12

1. Categories of games……………………………………………………… 14

Conclusion………………………………………………………………………15

References………………………………………………………… 16

Introduction

The game is of great importance in the upbringing, education and development of children as a means of psychological preparation for future life situations. The game is a specially organized activity that requires tension of emotional and mental strength. The game always involves deciding what to do, what to say, how to win? The desire to resolve these issues exacerbates mental activity playing and turns an abstract and therefore uninteresting activity in the lesson into a concrete and interesting one.

While playing, children learn to apply their knowledge and skills in practice, to use them in different conditions. The game is an independent activity in which children enter into communication with their peers. They are united common goal, joint efforts to achieve it, common experiences. Game experiences leave a deep imprint in the mind of the child and contribute to the formation of good feelings, noble aspirations, skills of collective life. It is a kind of common language for all children.

The game has an educational value, it is closely connected with learning in the classroom, with observations of everyday life. The game is important element English lesson. During the game, linguistic and grammatical material is fixed in a form that is more exciting for children. With the help of the game, pronunciation is well practiced, listening and speaking skills are developed. The game develops the creative and mental abilities of the child. Games develop observation in children, enliven the lesson, increase interest in learning English.

The purpose of this work is to highlight the issue of learning games used in English lessons.

1. Pedagogical game.

Unlike games in general, pedagogical games haveessential feature- a clearly defined goal of learning and the pedagogical result corresponding to it, which can be substantiated, clearly identified and characterized by an educational and cognitive orientation.

The game is the most powerful sphere of the "self" of a person:

1.self-expression;

2.self-determination;

3.Self test;

4.self-rehabilitation;

5.self-fulfillment.

Through games, the child learns:

1. trust yourself and all people;

2. to recognize what should be accepted and what should be rejected in the world around.

In human practice, gaming activity performs such features :

Entertaining (this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);

Communicative: mastering the dialectics of communication;

Self-realization in the game as a testing ground for human practice;

Game therapy: overcoming various difficulties that arise in other types of life;

Diagnostic: identification of deviations from normative behavior, self-knowledge during the game;

Correction function: making positive changes in the structure of personal indicators;

Interethnic communication: the assimilation of social and cultural values ​​that are common to all people;

Socialization: inclusion in the system of social relations, the assimilation of the norms of human society.

Conceptual foundations of gaming technologies

The psychological mechanisms of play activity are based on the fundamental needs of the individual in self-expression, self-affirmation, self-determination, self-regulation, self-realization.

Game is a form of psychogenic behavior, i.e. inherent, immanent personality (D.N. Uznadze).

The game is the space of the "internal socialization" of the child, a means of assimilating social attitudes (L.S. Vygotsky).

The game is the freedom of the individual in the imagination, "an illusory realization of unrealizable interests" (A.N. Leontiev).

The ability to get involved in the game is not related to the age of the person, but at each age the game has its own characteristics.

• The content of children's games develops from games in which the main

Four main features of gaming activity (according to S.A. Shmakov):

free developing activity; creative, largely improvisational; emotional uplift of activity; the presence of direct or indirect rules that reflect the content of the game.

Classification parameters of gaming technologies:

By application level: all levels.

On a philosophical basis:adaptable.

According to the main factor of development: psychogenic.

According to the concept of learning experience:associative-reflex + gestalt + suggestion.

By orientation to personal structures:ZUN + COURT + SUM + SEN + SDP.

By the nature of the content: all types + penetrating.

By type of management:all types - from the system of consultations to the program.

By organizational form: all forms.

Approach to the child:free education.

According to the prevailing method:developing, searching, creative.

In the direction of modernization: activation.

1. Game types.

1. Role-playing game.

As you know, the motivation of learning plays a great role in the organization of the educational process. It contributes to the activation of thinking, arouses interest in a particular type of activity, in the performance of a particular exercise.

The most powerful motivating factor is teaching methods that satisfy the need of schoolchildren for the novelty of the material being studied and the variety of exercises performed. The use of a variety of teaching methods helps to consolidate linguistic phenomena in memory, create more stable visual and auditory images, and maintain students' interest and activity.

A foreign language lesson is seen as social phenomenon where the classroom is a certain social environment in which the teacher and students enter into certain social relations with each other, where the learning process is the interaction of all those present. At the same time, success in learning is the result of the collective use of all opportunities for learning. And trainees should make a significant contribution to this process. The use of role-playing games provides ample opportunities for enhancing the educational process.

The game activates the desire of the children to contact each other and the teacher, creates conditions for equality in speech partnership, destroys the traditional barrier between the teacher and the student.

The game provides an opportunity for timid, insecure students to speak and thereby overcome the barrier of uncertainty. In a typical discussion, student leaders tend to take the lead, while timid ones tend to remain silent. In a role-playing game, everyone gets a role and must be an active partner in verbal communication. In games, schoolchildren master such elements of communication as the ability to start a conversation, support it, interrupt the interlocutor, right moment agree with his opinion or refute it, the ability to purposefully listen to the interlocutor, ask clarifying questions, etc. The role-playing game teaches to be sensitive to the social use of a foreign language.

Almost all study time in the role-playing game is devoted to speech practice, while not only the speaker, but also the listener is as active as possible, since he must understand and remember the partner’s remark, correlate it with the situation, determine how relevant it is to the situation and the task of communication , and correctly respond to the cue.

Basic requirements for role-playing games:

1. The game should stimulate the motivation of learning, cause

the student's interest and desire to do the job well.

2. A role-playing game must be well prepared in terms of both content and form, clearly organized.

3. The role-playing game must be accepted by the whole group.

4. It is certainly held in a friendly, creative

atmosphere, evokes a sense of satisfaction and joy in schoolchildren.

5. The game is organized in such a way that students can

active speech communication with maximum efficiency to use the language material being worked out.

6. The teacher himself certainly believes in the role-playing game, in its effectiveness. Only under this condition will he be able to achieve good results.

7. The ability of the teacher to establish

contact with the guys.

In addition to the forms of gaming communication that correspond to certain age characteristics of students and their leading activities at a particular age stage, at foreign language lessons with schoolchildren of younger, middle and older age, role-playing games everyday content, intended for the formation of norms of speech etiquette, the education of a culture of behavior. Schoolchildren learn to greet each other and adults correctly, address the interlocutor, express gratitude, apologize, etc.

The effectiveness of a role-playing game as a methodical method of teaching increases if the teacher correctly determines the duration of the verbal communication of the participants. The duration of optimal performance of students lower grades in communication reaches five minutes. For them Team work and communication acquire personal significance, they strive to master new forms and methods of communication, to know other people in communication, to organize relationships with peers and adults.

b) Mobile game.

Movable games are not just entertainment, but also good methodological material, as students memorize faster new information while in the playing field. Outdoor games always require from the players active motor actions aimed at achieving a conditional goal specified in the rules. Games will help turn an English lesson into a fun holiday, with their help, children will better remember and consolidate the studied material.

Outdoor games it is difficult to subdivide into types, because they are many and varied. Children enjoy playing both passive games (they are carefully designed) and active, moving ones. They can be held in the classroom, in the school hall and on the street, in teams of several players and together. Some games are formalized - the game is played according to clear rules and usually they require equipment. Others allow deviations from the rules, designed for improvisation. Games are designed to entertain the child and educate, introducing him to situations. adult life, to instill communication skills, adaptation to rapidly changing conditions.

Games help to fulfill important methodological tasks:

• creating a positive psychological atmosphere, which is very important for easy communication;
• creating situations in which repeated repetition of the same speech patterns becomes a necessity;
• teaching students to choose among a variety of speech options those that will help them with spontaneous communication.

c) Didactic game.

The implementation of game techniques and situations in a didactic game with a lesson form of classes occurs according to the following basic rules:

1. the didactic goal is set for students in the form of a game task;

2. educational activity is subject to the rules of the game;

3. educational material is used as its means;

4. an element of competition is introduced into the educational activity, which translates the didactic task into a game;

5. successful completion of the didactic task is associated with the game result.

e) Computer game.

There are many computer programs available to assist the English teacher and students in learning English.

Computer based training programs have many advantages over traditional teaching methods. They allow you to train various types of speech activity and combine them in different combinations, help to understand language phenomena, form linguistic abilities, create communicative situations, automate language and speech actions, and also provide the ability to take into account the leading representative system, the implementation of an individual approach and the intensification of the student's independent work. .

Forms of work with computer training programs in foreign language lessons include: learning vocabulary; practicing pronunciation; teaching dialogic and monologue speech; learning to write; development of grammatical phenomena.

The game aspect in different exercises is expressed differently - from full use game activities of students to purely didactic games.

a) Learning vocabulary.

Lexical games aim at activating and consolidating vocabulary, developing the skills of monologue and dialogic speech, and contextual guessing.

When introducing and practicing thematic vocabulary, such as shopping, food, clothes, etc., you can use the computer programs “Triple play plus in English”, “English on holidays”, “English Gold" and others. Stages of working with computer programs the following: demonstration, fixing, control

b) Practicing pronunciation.

The purpose of the phonetic game is the formation of phonemic hearing. Many tutorials include a microphone mode. After listening to a word or phrase, the student repeats after the speaker and a graphic image of the sound of the speaker and the student appears on the screen, when compared, all inaccuracies are visible. The student strives to graphic image pronounced sound as close as possible to the sample.

c) Teaching dialogic speech.

An example of working with the dialogues of the computer program "Triple play plus in English". Of the proposed 12 dialogues, one is selected, for example, "In a cafe." Several pictures appear on the screen - scenes of this dialogue. The teacher chooses a picture for dialogue with the student. After listening to the dialogue, students reproduce it based on the picture, then independently.

d) Learning to write.

This type of work solves two problems at once: the correct spelling of English words and mastering the keyboard. The computer training program "Bridge to English" helps to solve these problems. Almost every task involves typing English words and sentences on the keyboard.

e) Practicing grammatical phenomena.

All educational computer programs one way or another provide for the development of certain grammatical structures.Grammar games activate and automate the use of certain parts of speech and constructions in a sentence.

Compiling grammar tests using a computer helps students to better master the grammar material. High school students develop their own computer programs to test students' lexical and grammatical knowledge.

1. Categories of games.

M. F. Stronin in his book "Educational Games in English Lessons" divides games into the following categories:

1. vocabulary games;

2. grammar games;

3. phonetic games;

4. spelling games;

5. creative games;

The use of various games in a foreign language lesson contributes to mastering the language in an entertaining way, develops memory, attention, ingenuity, maintains interest in a foreign language.

Games in foreign language lessons can and should also be used to relieve tension, monotony, when working out language material, and when activating speech activity. Of course, it must be taken into account that each age period characterized by its type of leading activity.

Games are best used in the middle or at the end of a lesson to relieve tension. It is important that working with games bring positive emotions and benefits, and in addition, serve as an effective incentive in a situation where the interest or motivation of children in learning a foreign language begins to wane.

When planning lessons and selecting various games for them, it is necessary to take into account not only the age categories of students, but also the level of their development and awareness, in some cases, relying on their native language.

The use of games in foreign language lessons helps the teacher to better reveal the personal potential of each student, his positive personal qualities (hard work, activity, independence, initiative, ability to work in collaboration, etc.), maintain and strengthen learning motivation.

Conclusion

The main obstacle in teaching English is language and speech difficulties. One of the ways to intensify the educational process, increase the level of language proficiency is to usedevelopment of educational gaming technologies. Reliance on the game is the most important way to include children in educational work without psychological shifts and overloads. At the same time, the game is a teaching tool that activates the mental activity of students, makes the learning process attractive and interesting, and has an emotional impact on students. According to the psychologist A. A. Leontiev, the motivation created by the game should be presented along with communicative, cognitive and aesthetic motivation. All of this together constitutes the motivation of the teaching. The game arouses children's interest, and then the study of the language, since without possession, which is impossible to participate in the game. During the game, the student naturally overcomes language and speech difficulties without noticing it, easily and naturally. The game is a powerful incentive to master the language.

Bibliography

1.English language. Grades 5-6: game technologies in the classroom / ed. T.V. Pukin. - Volgograd: Teacher, 2009. - 143 p.

2. Artamonova, L.N. Games in English lessons and extracurricular activities / L.N. Artamonova // English. - 2008. - No. 4. - P.36

3. Belyaeva Ekaterina Borisovna, Journal "Municipal entity: innovation and experiment » № 2 / 2010, Public education. Pedagogy.

4. Bikeeva A.S. Intellectual games for schoolchildren. English language / ed. Phoenix-2014
5. Burmakina L.V. Role-playing games in English lessons / ed. Karo-2014

6. Galskova, N.D., Gez, N.I. Theory of teaching foreign languages. Linguodidactics and methodology / N.D. Galskova, N.I. Gez - M .: Publishing Center "Academy", 2005. - 336 p.

7. Derbaremdiker, A. Five-minute games / A. Derbaremdiker // English - 2005 - No. 6. - P.35

8. Ermakov, V.L. Games in English lessons / V.L. Ermakov // Foreign languages ​​at school. - 1983. - No. 2. - P.54-55

9. Ivantsova T.Yu. Games in English / T.Yu. Ivantsova // Foreign languages ​​at school. - 2008. - No. 4. - S. 52-57

10. Learning English by playing. 5-6 grades / avt. I.V. Golyshkina, Z.A. Efanova. - Volgograd: Teacher, 2007. -S. 93-96

11. Zhuchkova, I.V. Didactic games in English lessons / I.V. Zhuchkova // English. - 2006. - No. 7. - P. 40-43

12. Konysheva A.V. Game method in teaching a foreign language / A.V. Konyshev. - St. Petersburg: KARO, Mn.: "Four quarters", 2006. - 192p.

13. Kuvshinov, V.I. Games in English classes / V.I. Kuvshinov // Foreign languages ​​at school. - 1993. - No. 2. - S. 26-28

14. Leontiev, A.N. Improving the methodology of teaching a foreign language in a secondary school / A.N. Leontiev. M., 1989.–320 p.

15. Desk book foreign language teacher / E.A. Maslyko, P.K. Babinskaya and others - Minsk: Higher School, 1999. - 522 p.;

16. Passov, E.I. Foreign language lesson in secondary school / E.I. Passov. - M., 1991. - 223 p.

Report

on the topic:

"The use of gaming technologies in English lessons"

English teacher

MKOU BSOSH №3

Pimenova R.A.

Bobrov - 2014

Content

The use of games is one of the methods of increasing students' interest in a foreign language lesson………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Types of games.

1) outdoor games…………………………………………………………………...5

2) educational games…………………………………………………………………...5

a) role-playing………………………………………………………………………….......5

b) phonetic……………………………………………………………………….7

c) lexical…………………………………………………………………………7

d) grammatical……………………………………………………………………..8

3) creative games………………………………………………………………………9

4) board games…………………………………………………………………….10

Conclusion……………………………………………………………………………...11

The use of games is one of the ways to increase students' interest in a foreign language lesson.

Socio-political and economic transformations in all spheres of the life of our society have led to significant changes in the field of education. In particular, the status of a foreign language as a school subject has also changed.

The expansion of international relations, the entry of our state into the world community has made a foreign language really in demand. A foreign language has become fully recognized as a means of communication, a means of understanding and a means of interaction between people, a means of familiarization with a different national culture and as an important means for developing the intellectual abilities of schoolchildren, their general educational potential.

Lighting a spark of interest in the eyes of a child, making learning feasible and joyful is not an easy task for every teacher.

I, as an English teacher, try to explain to children the importance of this subject. Success in teaching a foreign language can be ensured by such a methodological system, which is based on the interest of students in the subject. It is necessary to use modern methods and technologies in teaching.

Gaming technologies have, in my opinion, extremely broad educational, developmental and educational opportunities. They are closely interconnected with health-saving and information and communication technologies. So, for example, holding a physical minute in a game form combines gaming and health-saving technologies, and reading a fairy tale about a magical island and completing tasks on it using a presentation combines gaming and information and communication technologies.

I would like to note that the game has not only motivational functions. The use of game moments in the classroom and in extracurricular work contributes to the activation of the cognitive and creative activity of students, develops their thinking, memory, fosters initiative, and allows you to overcome boredom. Games develop intelligence and attention, enrich the language and consolidate the vocabulary, focus on the shades of their meaning. The game can make the student remember the past, replenish their knowledge. The value of the game cannot be exhausted and assessed by entertainment and recreational opportunities. Its phenomenon lies in the fact that, being entertainment, recreation, it is able to develop into learning, into creativity, into a model of the type of human relations and manifestations in work.

A feature of the game method is that everyone is equal in the game. It is feasible for almost every student, even those who do not have a sufficiently strong knowledge of the language. Moreover, a student who is weak in language training can become the first in the game: resourcefulness and ingenuity here are sometimes more important than knowledge in the subject. The language material is imperceptibly assimilated, and along with this, a feeling of satisfaction arises, the student can already speak on an equal footing with everyone.

The use of the game teaching method contributes to the implementation of important methodological tasks, such as:

1) Creation of psychological readiness of students for verbal communication;
2) Ensuring the natural need for repeated repetition of language material by them;
3) Training students in choosing the right speech option, which is a preparation for situational spontaneity of speech in general.

The implementation of game techniques and situations in the lesson form of classes takes place in the main areas:

1) The didactic goal is set for the studentinthe form of the game task;
2) Educational activities are subject to the rules of the game;
3) The educational material is used as its means, an element of competition is introduced into the educational activity, which translates the didactic task into a game one;
4) The successful completion of the didactic task is associated with the game result.

Exist various forms games:

1) positively - emotional richness;

2) realization of the individual in the team;

3) maximum motivation of learning situations;

4) a rational combination of communicative and systemic approaches.

Practice shows a positive impact on the educational process of all types of games: didactic, creative, mobile, etc. The game play is endlessly varied. Some of them should be mentioned.

Types of games.

Outdoor games.

The life of a child is unthinkable without movement. Therefore, an outdoor game creates a fertile ground for the development of motor activity of children, strengthening their health, and contributes to the solution of certain educational tasks.

Among the outdoor games, one can note such games as charging, playing with animals, attention games, poems and songs accompanied by movements, a competition game, ball games (the game “Guess who you are?”, the game “Repeat after me” on verbs of motion, "Chain"). As students learn new vocabulary, games become more complex and modified. First, the teacher can lead, then the student, and finally, group competitions. Thus, in the course of the game, vocabulary is updated or consolidated.

Educational games.

They help to make the process of learning a foreign language interesting and creative. They provide an opportunity to create an atmosphere of enthusiasm and relieve fatigue in children. The specificity of educational games is that:

Students play their own roles (as opposed to role-playing);

Learning tasks are completed in the classroom, but this is a group activity, i.e. the results of the work of one depend on the result of the work of others.

The game component of the models consists in making decisions about the content and meaning of the text under conditions of uncertainty, since they have incomplete information. The text must be decoded. The game component consists in deciphering the compressed text. Such games are relevant in the study of grammatical phenomena (games "Funny Tree", where you need to collect foliage to restore words, for the middle link - the game "Alibi", where you need to save yourself by putting the correct form of the verb in the protocol of interrogation, etc.) .

Educational games in elementary school allow taking into account the age characteristics of students, their interests, acts as an effective means of creating a motive for foreign language communication, contribute to the implementation of an active approach to teaching a foreign language. The game provides an opportunity not only to improve, but also to acquire new knowledge, as rivalry and the desire to win make you think, remember what has been done and remember everything new. Games help develop memory, attention, logical thinking.

Particularly great interest in game moments in the classroom is caused by younger students. Let us dwell on some games that can be used when working with various learning situations in elementary school.

Educational games include: role-playing, phonetic, lexical and grammatical.

a) Role play.

This type of game is of great importance for the development of communication skills. Role play is the student's spontaneous behavior, his reaction to the behavior of other people involved in the situation.

A role-playing game is usually based on solving a problem and ensures the maximum activation of the student's communicative activity in the classroom. The need to find a solution to the problem posed determines the naturalness of communication. The formulation of the problem and the need to solve it also serve to develop critical thinking in students. And finally, the need to carefully think through the situation, to search for the only correct way out from the point of view of the participant in the game develops logical thinking, the ability to speak with reason. The main rules of the role-playing game are: the student is invited to put himself in a situation that may arise outside the classroom, in real life. It can be anything: from meeting a friend on the street to much more difficult situation(business negotiations, conferences);

the student needs to adapt to a certain role in a similar situation. In some cases he may play himself, in others he will have to take on an imaginary role;

role-playing games are the most attractive for children, as they can fully express their imagination while playing. Taking on various roles, they empathize, begin to navigate the relationship between people, and show the creative possibilities inherent in it.

Almost all study time in the role-playing game is devoted to 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, correlate it with the situation and respond correctly to it.

Basic requirements for a role-playing game

1. The game should arouse students' interest and desire to do the task well, it should be carried out on the basis of an adequate situation. real situation communication
2. The role play should be well prepared in terms of both content and form, clearly organized
3. It must be accepted by the whole group
4. The game is certainly held in a friendly, creative atmosphere. The freer the student feels in the role-playing game, the more initiative he will be in communication. Over time, he will have a sense of self-confidence, that he can use different roles.
5. The role-playing game is organized so that students can make the most of the practiced speech material in active role-playing communication.

The role-playing game is also good because in its process, students not only pronounce the words-roles, but also perform the corresponding action, which, by its naturalness, helps to relieve the tension that usually occurs at the moment of speech. The role-playing game is built on the dialogic speech of students. Mastering dialogic speech is carried out in three stages:

1. Mastery of dialogic units
2. Mastering microdialogues
3. Creation of own dialogs of various functional types. Role play is used in each group.

Among the popular learning role-playing games, one should name such games as: “In the store”, “On the streets of the city”, “Summer is coming”, “At the airport”, “In the cafe”, thematic debates, an environmental conference, etc. Separately, I want to say about the game moment "Interview". The purpose of this work is to survey all students present at the lesson in order to find out their opinions, judgments, answers to the questions posed. To do this, students, working simultaneously, freely move around the class, choose a student to whom they address their questions, record answers in a notebook, choose another student, etc. the student then sums up the quantitative results of his survey. Topics can be very diverse: hobbies, sports, music, books, travel, etc. This process is a means of intensive speech training, because. each student formulates his question 13-15 times and gives the same number of answers.

b) Phonetic games.

The goal is to train students in pronouncing English sounds.

1. “Phonetic practice of sounds [r], [m], [u], [ŋ], [Ι], , [w], [æ], [d], [ ס ]».

teacher: Now let's train our tongues.Mr. toneworked and got tired, rested and rejoiced [m – m – m- mæ n]. Mr. tonedecided to invite guests. Need to clean up the room.Mr. tonedecided to kick the dust out of the sofa [d – d – d - down]. And now the dust from the carpet [t – t – t – sit]. Guests arrived [ס - ס - ס - nס t]. Mr. tonedelighted the guestsr – r – r – red]. When the guests leftMr. toneput out the candle and went to bedw - w – w – swim].

2. "I hear - I do not hear." Purpose: the formation of phonetic hearing skills.

Game progress: students are divided into two teams. The teacher pronounces the words. If he calls a word that has a long vowel … or …, the trainees raise their left hand. If the named word also contains consonants ... or ..., everyone raises both hands. The teacher writes the mistakes of the players on the blackboard. The team that made the fewest mistakes wins.

3. "Right - wrong." Purpose: the formation of correct phonetic hearing, sensitive to distortions.

Game progress: the teacher names individual words or words in sentences, phrases. The trainees raise their hand while reading the selected sound in sound combinations. Then he asks each student in both teams to read certain sound combinations, words, phrases and sentences. If the sound is read correctly, the trainees raise their hand with a green card (flag), if the sound is read incorrectly, they raise their hand with a red card (flag). The team that, after scoring, most correctly assesses the presence or absence of errors wins.

c) Lexical games

Goals:

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

Activate the speech-cogitative activity of students;

Develop students' speech response.

1 . "Who is bigger" . The goal of this game is to name as many words on the topic as possible. Tasks may vary. For example, name words that begin with a certain letter or contain a certain sound.

2 . "You are welcome" . Students show the pictures that the teacher calls them only if they hear the word “Please”. This game can be played as a competition between two teams.

3 . ball game . Students stand in a circle, throw a ball to each other and name words according to the learning situation. A student who does not quickly name a word or repeats what was said earlier is eliminated from the game.

4 . "Remember and name." The teacher shows pictures of animals, then one or more pictures are removed. Students should name the missing animals. This game can be played by teams. Students stand facing each other in order, holding a picture of an animal behind their backs. At the signal of the teacher, they simultaneously show them to the other team. The goal is to name the animals that were shown and in what order.

5. "Think of a rhyme" . The teacher names the words, and the students find words that rhyme, such as log-dog, hear-bear, pen-hen, etc.

6 . "Name a Color" . The teacher names the color, and the students name the animals of that color. Assignments can also vary, for example the teacher says “The frog is red”, students must agree or not. The teacher can ask the question “What is black?” , student responses “The dog is black.”“The cat is black.” it . d .

7 . « Snowy com » . First student “I have got a cat”, next student “I have got a cat and a tiger” and t . d .

8. "Guess" . One student thinks of an animal, others try to guess by asking questions: “Is it big?”, “Is it red?”, “Is it kind?”.

9. "Who ran away?". Students are given a picture of an animal. They examine it for 1-1.5 minutes. Then they are shown another picture that has some of the animals in the first picture. The students must say who ran away.

10. "Many words from one word." The teacher says the word. Students must name animals whose names begin with the letters that are in this word.

11. "Who will quickly name the animals and talk about them?" Students are presented with a series of pictures depicting various animals. They name the animals and talk about them. Whoever names the most animals wins.
Ex. This is a fox. It is not big. It is red. It is smart. It is wild. The fox eats hens and hares.

12. "Crossword" The blackboard is written vertically compound word, each letter of which can be included in one of the words of the crossword puzzle horizontally (words horizontally will refer, for example, to a topic). school room boy sport crossword word floor record friend

13. "Edible - inedible" - activates lexical units in speech, develops the speed of reaction to a sounding word. The driver says a word in English, throws the ball to one of the children. He catches the ball and says "yes" (if the given word means what they eat) or "po".

14. "Favorite heroes of fairy tales." The teacher says that characters from fairy tales came to visit the children. But you can only see them by guessing who they are. Students take turns describing the characters in the story. If the children guessed correctly, they are shown the corresponding pictures.
Ex. Thisisagirl. She is a small girl. She has a nice dress and a red hat on. She has a grandmother. She often goes to see her.

d) Grammar games

Objectives: - to teach students the use of speech samples containing certain grammatical difficulties.

1. "The Gate" - to repeat and reinforce all types of interrogative sentences. Two strong students ("gatekeepers") stand in front of the class, joining their hands and forming a "gate". The rest of the participants in the game take turns approaching the "gatekeepers" and asking them questions about a certain structure. Depending on the correctness of the question, the answer follows: "The door is open (shut)". A student who asks a question incorrectly can make another attempt.Ex. Areyougoingto ...( dosmth)? What are you going to do in (on, at)?

2. Guessit – on theconsolidationgeneralquestions. The facilitator thinks of some object in the class. Trying to guess the subject, students ask only general issues to which the facilitator answers "yes" or "no" (the number of questions is limited). The team that guesses the item by asking the fewest questions wins.
Ex. Is it a thing?Is it on the wall? Can I see it? Can I eat it?Is it white?

3. "20 Questions" - for middle and senior stages of education. As in the previous game, special questions are excluded. Question types are expanded, but in such a way that they can only be answered with "yes" or "no". For the first time starting the game, the teacher explains the purpose, conditions, course of the game. He can give the students sample questions.
Ex. Object number 1 is a human being.Is it a man or a woman? Is he (she) alive or dead? Is he present here? He (she) is a pupil (teacher), isn "t he (she)? Do you know him (her) in person? Is he (she) your relative (friend)?Etc

4. "Travel around the world" - the construction There is / are is fixed and the skill of using articles is being worked out. "Journey" can go through a class or a thematic picture. The teacher starts the game: "There is a blackboard on the wall in front of the pupils". Fartherdescriptioncontinuepupils: "Near the blackboard there is a door..."The one who made a mistake leaves the ship.

5. "Theater of facial expressions and gestures" Two teams line up facing each other. Each team chooses its own actor. Actors alternately perform any actions, and the team comments on his actions. The team that correctly described the actions of their "actor" wins.

6. "What are you drawing?" – presentContinuous. Each student has a piece of paper and a pencil. Heguesses, whatdrawsneighboronschool desk, askingquestions: – Are you drawing a horse? - No, I "m not drawing a horse. - Are you drawing a pig?

7. "Make an offer" - subordinate clauses of time and conditions. The class is divided into two teams. Each team is given a variant of the main sentence, for example: read you a book if... Participants write their own variants of subordinate clauses: you drink milk. you give me sweets. A correctly written proposal brings the team a point.

So, we can say that learning games (phonetic, lexical, grammatical, role-playing) are a strong motivating factor in the process of learning a foreign language. The game contributes to the consolidation of linguistic phenomena in memory, maintaining the interest and activity of students, the emergence of a desire among students to communicate in a foreign language.

These games can be used in the passage of almost any topic. The choice of game depends on the objectives of a particular lesson, the characteristics of this group, the content of the material being studied, etc.

The success of the game depends on how skillfully, interested and emotionally it is organized by the teacher. The reward for this will be a quick and lasting assimilation of the educational material.

Creative games

Dramatization game.

Such a game allows children to learn the necessary words and expressions, work out intonation, and allows them to develop figurative, expressive speech of the child. Dramatizing with the heroes of the books of English and American authors, students get acquainted with the original language. Winnie the Pooh, Mary Poppins, Snow White and the Seven Dwarfs, Mowgli, Tom Sawyer come to visit them.

4). Board games.

Among board games, such games as loto, dominoes, crossword puzzles are very popular.

Game forms of work multiply the possibilities of schoolchildren, they lead to successful participation in teamwork, to a situation of success and, ultimately, stimulate the development of abilities.

Many game tasks can be carried out using a presentation. For example, a lesson-travel to the country of the English language. One of the tasks “Go across the river” appears a fragment of the crossing with a letter, you can step on it, but only by naming 5 words for this letter will a new fragment appear. The older children themselves prepare presentations and props for games.

This, of course, is not a complete list of games used in English lessons. The main thing to remember is that the game is only an element of the lesson, and it should serve to achieve the didactic goals of the lesson. Therefore, it is necessary to know what kind of skill, skill is trained in this game.

The main thing for a foreign language teacher is to take into account not only the age, but also the psychological characteristics of their students. Every child should be given the opportunity to realize himself without fear of being misunderstood. We need to look for new ways, improve the methodology and system of our work for a high level of language proficiency: it opens up access for students to world information in various fields of knowledge, to different languages ​​and cultures.

Conclusion

So, the game is creativity. Thanks to the game, the need for creative activity in search of possible ways and means of updating the accumulated knowledge, skills and abilities. In addition, games allow you to create a favorable emotional background in the classroom, which leads to the removal of the language barrier, contributes to the development of learning motivation, and increases interest in the subject.

The result of the study on the problem of using the gaming methodology in the system of foreign language classes allows us to formulate important provisions for the implementation of gaming technology:

1) The traditions of the educational process are inextricably linked with the child's play activities. The game takes important place in the life of a junior schoolchild, being for him a means of cognizing reality. The game also helps involuntary memorization, which is predominant in younger students, it contributes to synthetic perception, which is leading in childhood.

2) The main success in achieving the success of teaching a foreign language is the systematic use of educational games, depending on the purpose of the lesson;

3) The development of perception, thinking, creative imagination and memory in younger students will be facilitated by the inclusion of search and game tasks in the traditional methodology, which will create a diverse foreign language activity for schoolchildren in foreign language lessons with elements of problem-based learning.

Committee of Education and Science of the Volgograd Region

State autonomous institution

additional professional education

"Volgograd State Academy of Postgraduate Education"

(GAU DPO "VGAPO")

Department of Foreign Languages ​​and

their teaching methods

Game technologies in English lessons

Project work

Executor:

Course student 61.1

Konokova T.I.

Volgograd

2016

Introduction ……………………………………………………………………………...3

Chapter 1. Games in English lessons

1.1. The urgency of the problem.

Functions of gaming activity………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

1. Games in English lessons. Types of games………………………………...8

1.3.Requirements for games…………………………………………………………………9

Chapter 3 Practical application of the game in English lessons.

Learning joyfully, teaching rejoicing……………………………………………………..10

Conclusion ………………………………………………………………………….21

Bibliography ………...……………………………………………………....22

Appendix 1 …………………………………………………………………….....24

Introduction.

The school reform poses serious tasks for teachers to intensify the educational process and improve teaching methods. The modern school needs such teaching methods that could not only teach qualitatively, but also reveal the personality of a person, his creative potential. Also, modern education should teach a person to adapt to modern life, teach him to make decisions quickly and correctly, and actively master situations of social change.

modern learning includes the constant teaching of a foreign language to schoolchildren, in this regard, teachers and methodologists are constantly looking for reserves to improve the quality and effectiveness of teaching a foreign language. This is precisely what is said in one of the points of the strategy-initiative of the New School project: “In teaching a foreign language, attention should be paid to the development of an active speech communication, using modern technical means learning” and the game method is one of the ways to help develop active speech communication.

Our school uses an internationally recognized "communicative method ", which ranks first among the most actively used methods of learning foreign languages. Communicative method is aimed at the simultaneous development of basic language skills (oral and written speech, grammar, reading and listening) in the process of live, easy communication. Teach a student to communicate in a foreign language - the main task teacher. Vocabulary, grammatical structures, expressions of a foreign language are presented to the student in the context of a real, emotionally colored situation, which contributes to the rapid and lasting memorization of the material being studied.

The communicative method makes it possible to destroy psychological barrier between a teacher and his student. And when students stop feeling "distance" between themselves and the teacher, when it is interesting, fun and pleasant for them to communicate with the teacher, it is easier for them to start talking in a foreign language.

The communicative method involves the numerous use of gaming teaching methods. They bring revival to classes, support a positive emotional mood of students, and increase their motivation.

The use of the game, as one of the methods of teaching a foreign language, greatly facilitates the learning process, makes it closer and more accessible to children. Our task is to make this subject interesting, because children pay attention to what causes their involuntary interest.

This topic is extremely important for its deep study and especially its practical application in schools. Herrelevance at the present stage is obvious, taking into account new trends in the education system, giving teachers room for innovation and implementation of their own heterogeneous ideas and solutions. It is the game that is most suitable for its use in the lower grades, since it is here that there are unlimited opportunities for realizing the creative potential of both the teacher and students.

object research of this work is the educational process in a foreign language in the lower grades, andsubject research - a technique for using the game in foreign language lessons.

Target This work is to highlight the issue of the meaning of games and their use in elementary grades in English lessons.

To achieve this goal, it is necessary to solve the followingtasks :

to know the role of the game in the English lesson in elementary grades;

to identify the features of teaching a foreign language at primary school age;

define the concept of "game" and consider various types of classifications of games;

talk about the practical application of the game method in the classroom.

Chapter 1

1. The concept of a game method in teaching a foreign language.

Game activity functions

"Our whole life is a game". Through the game we learn to perform some

vital important actions, remember the rules of behavior in various everyday situations, mastering the immutable rules of social communication, "trying on" different roles, including professional ones, and most importantly, learning to interact with partners in the game.

So what is a "game"? Different scholars give it a different definition, but it is obvious that any game has a certain purpose, knowledge of the rules, as well as an element of pleasure.

About learning opportunitiesgame method known for a long time. Many scientists, such as Elkonin D.B., Stronin M.F., Makarenko A.S., Sukhomlinsky V.A., D.B. Elkonin, who are involved in the methodology of teaching foreign languages, rightly drew attention to the fact that gaming activity in a foreign language lesson not only organizes the process of communication in this language, but brings it as close as possible to natural communication.A game develops mental and volitional activity. Being a difficult, but at the same time exciting activity, it requires a huge concentration of attention, trains memory, and develops speech. Game exercises captivate even the most passive and poorly trained students, which has a positive effect on their academic performance.

AT modern school, which relies on the activation and intensification of the educational process, gaming activity is used in the following cases:

1. As an independent method for mastering a specific topic;

2. As an element (sometimes quite essential) of some other method;

3. As a whole lesson or part of it (introduction, explanation, consolidation, control or exercise);

4. When organizing extracurricular activities.

When using the game method, the task of the teacher is, first of all, to organize cognitive activity students, in the process of which they would develop theircapabilities especially creative ones.

The use of the game teaching method contributes to the implementation of important methodological tasks, such as:

Creation of psychological readiness of students for verbal communication;

Ensuring the natural need for repeated repetition of language material;

Training students in choosing the right speech option, which is a preparation for situational spontaneity of speech in general.

The game form of the lesson is created in the lesson with the help of game techniques and situations that act as a means of encouraging and stimulating students. The situation may resemble a dramatic work with its own plot, conflict and actors. During the game lesson, the situation can be played several times and each time in a new version. But at the same time, the situation of the game is the situation of real life. Its reality is determined by the main conflict of the game - competition. The desire to take part in such a game mobilizes the thought and energy of the players, creates an atmosphere of emotional tension. Despite the clear conditions of the game situation and the limited use of game material, there is always an element of surprise in it. Therefore, spontaneity of speech is characteristic of playing within certain limits. Speech communication, which includes not only speech itself, but also gestures, facial expressions, etc., has a pronounced purposefulness.

Game activity in the learning process performs the following functions:

Let's take a closer look at the features of all these functions.

1. Teaching function It consists in the development of memory, attention, perception of information, the development of general educational skills and abilities, and it also contributes to the development of foreign language skills.

2. Educational function consists in cultivating such qualities as an attentive, humane attitude towards a partner in the game, and a sense of mutual assistance and mutual support also develops. Students are introduced to the clichés of speech etiquette to improvise a speech appeal to each other in a foreign language, which helps to develop such a quality as politeness.

3. Entertainment function It consists in creating a favorable atmosphere in the lessons, turning the lessons into an interesting and unusual event, an exciting adventure, and sometimes even into a fairy-tale world.

4. Communicative function consists in creating an atmosphere of foreign language communication, uniting a team of students, establishing new emotional and communicative relations based on interaction in a foreign language.

5. Relaxation function - removal of emotional stress caused by stress on the nervous system during intensive learning of a foreign language.

6. Psychological function consists in the formation of skills to prepare one's physiological state for more effective activity, as well as the restructuring of the psyche for the assimilation of large amounts of information.

7. Developmental function is aimed at the harmonious development of personal qualities to activate reserve capabilitiespersonalities .

All of the above functions of the game help not only in teaching a foreign language, but also develop the personal qualities of the student.

1. Games in English lessons.

Types of games

Grammar games

The purpose of this activity is to develop the ability correct use various grammatical forms, to teach students the use of speech patterns containing certain grammatical difficulties, to create a natural situation for the use of this speech pattern, to develop speech creativity and independence of students.

Lexical games

This type of games has the following goals - to train students in the use of vocabulary in situations close to the natural environment, to get acquainted with the compatibility of words, to activate speech-thinking activity, to develop students' speech reaction.

Phonetic games

They practice and develop pronunciation skills: sentence intonation, phonemes, phonemic awareness.

Spelling games.

The purpose of these games is an exercise in writing English words. Some of the games can be designed to train the memory of students, and some - on some regularities in the spelling of English words.

Creative games.

The goals of the games are to teach students to understand the meaning of a single statement, to teach them to highlight the main thing in the flow of information, to develop the auditory memory of students.

Such games develop students' speaking and listening skills. One of the tasks of this kind of games is to teach students a speech reaction in the process of communication.

1.3. Game requirements

There are basic requirements for games: the game should stimulate the motivation of learning, arouse interest and desire in schoolchildren to complete the task well, it should be carried out on the basis of a situation that is adequate to the real situation of communication; the game must be accepted by the whole group; it is certainly held in a benevolent, creative atmosphere; the game is organized in such a way that students can use the language material being worked out with maximum efficiency in active speech communication.

Another important requirement when conducting various kinds of games is the use of all kinds of visualization.

In addition, the teacher should always remember such elementary requirements as the appropriateness of the game for the age of the children and the topic being studied; it is impossible to allow such a moment when not all students are involved in the game. You also need to make sure that the instructions are clear and understood by everyone and that the students are ready for the implementation of the game activity.

Also, do not forget that when discussing the game, evaluating the participation of schoolchildren in it, the teacher should show tact, especially when evaluating the results of the game. A negative assessment of the activities of its participants will inevitably lead to a decrease in activity. It is advisable to start discussing the results of the game with good moments and only then move on to disadvantages.

Chapter 3. Practical application of the game in English lessons. Learn joyfully, teach joyfully.

It's more than a game. It's an institution.

ThomasHughes (1822-1896)

As a subject teacher, I consider the use of gaming technologies in the classroom an integral part of my work. I believe that it is the game elements, competently included in the educational process, that can help in the implementation main goal teaching a foreign language in the aggregate of its components - the formation of the communicative competence of students. At the same time, for the successful implementation of the main goal of training, I focus on the implementation of narrower, but no less important tasks:

1) creating a "success situation" for each participant in the game;

2) increasing the motivation for studying the subject;

3) provision personal growth each participant;

4) improving skills, active and friendly interaction with each other;

5) activation of the mental, cognitive and creative spheres of the individual by means of a foreign language;

6) formation and improvement of the main aspects of foreign language speech activity: listening, reading, writing, speaking.

In the process of including game elements in educational activities, I believe it is advisable to be guided by the following methodological principles:

1) compliance with the objectives of the lesson;

2) training "in the zone of proximal development";

3) compliance with the age characteristics of students;

4) compatibility with other activities in the lesson;

5) expediency of the spent time;

6) variability.

In my work I try to use game techniques in a variety of ways:

For different types of lessons:

formation of lexical and grammatical skills

activation of lexical and grammatical material

listening

home reading

combined

repetitive-generalizing

2. As an independent unit of the educational process, i.e. game lesson.

3. At different stages of the lesson:

introductory motivational

repetition

homework checks

introduction of new material

fastening.

4. During extracurricular activities:

role play - dramatization

The games included in my lesson can be considered from the point of view of different classifications: by the nature of the pedagogical process, and by the type of activity, and by the nature of the game methodology, and by the type of the game environment, and by the component aspect (lexical, grammatical, phonetic, spelling, regional studies). ).

From my practice, I will tell you about those games that arouse interest among schoolchildren, both in the classroom and in circle classes.

At the very beginning of learning English in grade 2, while learning the alphabet, you can play a variety ofspelling games , For example:

The ABC Games

1. The teacher should have two sets of cards with letters of the alphabet.

The class is divided into two teams. Each team receives one set of cards. Students line up as far away from the board as possible. When the teacher says a word, saypencil , students with the corresponding letters run to the board and make up this word. The first team to make up the word gets the number of points according to the number of letters in the word.

Another "multifunctional" game,« The Chain of letters » . It can be replaced with a physical education minute or used at the end of the lesson, as an element of reflection. Its main place - the second grade - in the study of the alphabet, but can be used in the third and fourth grade to update knowledge. All participants in the game stand in a circle. Students take turns saying one letter of the alphabet. Anyone who makes a mistake or remembers the right letter for too long is out of the game. The one who doesn't make any mistakes wins. In this game, letters can be replaced by numbers and numbers, the names of the seasons, months, days of the week, etc.P.

You can also complicate the task by naming the letters of the alphabet fromA beforeZ, adding a phrase with a word on its letter: “A is for Apple”, “B is for Ball”, “C is for Cat”, etc.d.

The student who starts the game calls any letter of the alphabet. The next one to receive the ball calls the next letters to the end of the alphabet. If he coped with the task, he is given the right to continue the game.

The use of spelling games gives good results, allows you to master the alphabet, knowledge of which is necessary for further learning to read.

At the beginning of the lesson, it is advisable tophonetic games , the purpose of which is to establish the correct articulation of the speech organs of students when pronouncing individual English sounds.

For example, a naughty monkey comes to our English lessons, who grimaces and asks the children to repeat after her, which they willingly do.

"... The monkey smiled broadly, and then she pouted her lips again..."

“... The monkey went for a walk in the forest, but it was cold outside, her paws were frozen, she began to breathe on them to warm them (sound training [h]) …”

Everyone in the piggy bank has one, or even more than one. The heroes of such fairy tales are Tongue, Miss Chetter, Monkey, and simply magical animals. in commonof these fairy tales is that they are all excellent helpers for practicing the pronunciation of difficult sounds, and the undeniable advantages are the ability to compose a fairy tale based on the characteristics of the class as a whole and taking into account the individual characteristics of students, as well as the ability to take into account the urgent needs of learning. Gradually, the role of the storyteller can be transferred to those students who make difficult sounds better, to include an element of competition.

In a playful way, you canphysical education minute. So when studying the topic "Verbs of motion" we play the game"Repeat after me" . The essence of the game is simple: first, the teacher shows and calls the verb of movement, later the leader of the students only shows the actions, while the students must repeat it and name it themselves. Thus, during the game, vocabulary is updated or consolidated and a physical education session is held.

Elements of pantomime are also used in the study of other lexicaltopics: Sports, Clothing, Appearance, Body Parts, etc.

Modern teacher constantly uses the information resources of the Internet, allowing to more effectively solve whole line didactic tasks in the classroom. Physical education minutes (and much more) can be carried out with the help of multimedia support. Bear song "I can run". (see Appendix 1, fig. 1)

Lexical games (Word games) pursue the following goals:

Train students in the use of vocabulary in situations close to the natural environment;
- to activate the speech-thinking activity of students;
- to develop students' speech reaction.

A number of games are designed to train students in the use of certain parts of speech, for example, numerals, adjectives. Other games fit certain themes"Purchases », « Appearance », « clothing ».
1. The facilitator draws cells on the board according to the number of letters of the word he has conceived. The participants in the game take turns asking him questions:

Istheretheletter … init?

Does it have a letter?

If the named letter is in the intended word, the facilitator writes it down in the appropriate cell and the student who named it gets the right to the next question. If the named letter is not in the word, the student who asked the question is eliminated from the game. The game is continued by other guys, and the one who calls the conceived word wins.

2. Game “look sharp ” allows you to repeat vocabulary. It is carried out at a fast pace, without pauses. All students take part in the game. The teacher passes a ruler to one of the students and calls any word that represents one or another part of speech (or the same topic), and quickly passes the ruler to one of the neighbors. A student who violates the rules of the game is eliminated from it and pays a fine: he usually recites a poem in English.

Examples:

One – two – three – four – fiveetc. (Part of speech - numeral).

Red – green – blue – brown – whiteetc. (Part of speech adjective).

In another version of the gamelook sharp ” students answering the teacher’s question What can you see in the …? name what they can see in the room (on the street, in the park, in the picture). The last student to name the item wins.

Working offlexical skills occurs through definition (mystery). The children are given the task at the lesson or at home to describe the animal (house, body part, toy, fruit, fairy tale hero) without naming it. Checking homework takes place in the form of a “riddle contest”. The reverse method is also used when children guess a word (an animal, a fairy-tale hero, etc.), and the driver or the rival team guesses it by asking general questions. Such techniques allow not only to consolidate the studied vocabulary on a particular topic, but also to work out the grammatical structures of an affirmative sentence, a general question, a short and complete answer to it.

So when working on vocabulary "Products », « clothing "store" appears in the classroom.

In the shop

On the counter of the store are various items of clothing or food that can be bought. Students go to the store, buy what they need.
P1: Good morning!P1: Good morning!
P2: Good morning! P2: Good morning! What would you like?
P1: Have you a red blouse? P1: I would like some cheese.
P2: Yes, I have. Here it is. P2: Take, please.
P1: Thank you very much. P1: Thank you.
P2: Not at all. P2: You are welcome.
P1: On the ve you a warm scarf?
P2: Sorry, but I haven't.
P1: Good bye.
P2: Good bye.

In Game " Collect a portfolio" the whole class is involved. Come to the board as you wish.
Teacher: Let's help Pinocchio get ready for school.
The student takes the items on the table, puts them in a briefcase, naming each item in English:
This is a book. This is a pen (pencil, pencil-box)
In the following, the student briefly describes the object that he takes:
This is a book.This is an English book. This is a very nice book.

"Do you know animals?"

Representatives from each team take turns pronouncing the names of animals: a fox, a dog, a monkey, etc.
The last person to name the animal wins.

In the lessons, various variations of the game are often used."True False" ( Yes/ no). For example, in the lesson "Acquaintance" - this is the game "Are you ...?". The teacher addresses the student with the question “Are youSasha?”, if he is Sasha, then he answers Yes, if not, then -no. In the same way we remember letters, numbers, sounds. The teacher names, for example, sounds, showing the corresponding transcription icons, and sometimes makes mistakes. Students must find the error. With the help of this game, we also memorize new vocabulary, work out grammatical structures like "Thishouseisold», « Sheisanicegirl».

"Pantomime"

To consolidate the vocabulary on the topic "Morning of the schoolchild" in the speech, you can play the game "Pantomime". The leader leaves the class, and a group of children is located at the blackboard. Each gesture and facial expressiondepicts one of the actions on a given topic. Then the teacher tells the leader : Guess what every pupil is doing.
Exemplary facilitator's responses : This boy is doing morning exercises. That girl is washing her face. That boy is sleeping. etc.

Spelling games

The purpose of these games is an exercise in writing English words. Some of the games are designed to train the memory of students, others are based on certain patterns in the spelling of English words. Most of the games can be used when checking homework.

The comb

The class is divided into two or three teams. Depending on the number of teams on the board, a word is written two or three times.

For example:

EXERCISEEXERCISEEXERCISERepresentatives of the teams take turns running up to the board and writing words that begin with the letters that make up the word exercise, vertically. Each writes one word, and the words should not be repeated. After a while, the board will look something like this:

E X E R C I S E E X E R C I S E E X E R C I S E

A NA H N H G E A C I A E A I

T DT A K I G A K E X S A R T

LRDETD

KTYY

Listening Games

Goals:
- to teach students to understand the meaning single statements;
- to teach students to highlight the main thing in the flow of information;
- to develop the auditory memory of students.
It is possible to conduct games for listening to the text, having no pictures, no drawings, no pre-prepared questions, no paragraphs of the text, etc., these are games for developmentauditory memory. The teacher reads the text at a normal pace, the players listen. After listening to the text, the teacher offers to write down the words that each participant in the game remembered. Then the teacher reads the text again and gives the task - to write out groups of words and memorable phrases. After that, the participants in the game restore the text from memory, using their notes. The winner is the one who most accurately conveys the content of the text.
Of particular interest are games in which, after listening to the text (preferably with a large number of characters), it is necessary to play a scene according to the content of the text. In these games, children demonstrate not only their listening skills, but also their artistic abilities.

Listening training should be carried out in a variety of interesting games. In them, the child can express himself as a person, as well as a member of the team. There are no universal games for teaching listening, but you can turn any exercise, any text into a game. To do this, it is necessary to prepare the necessary accessories, create an atmosphere of competition, make the task for the texts diverse, but at the same time accessible and interesting.

Texts can be used from textbooks, additional books on the English language, invented by the teacher or students. The main thing is to turn an elementary text into an interesting game that attracts a child.
Whose sun is brighter?

Team captains go to the board, on which two circles are drawn, and describe the animal from the picture. Each correctly said sentence is one ray to the circle and one point. The winner is the captain whose sun will have more rays, i.e. more points.

Who knows the numbers better?

Representatives from each team go to the board, on which the numbers are written (out of order). The host calls the number, the student looks for it on the board and circles it with colored chalk. The one who circles the most numbers wins.

Riddles about animals

The teacher reads riddles to students, 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. Itgivesusmilk. (acow)
For each correct answer, the team receives 1 point.

funny artists

The student, closing his eyes, draws an animal. The facilitator names the main parts of the body:
Draw a head, please.
Draw a body, please.
Draw a tail, please.
If the drawing turned out, the team gets five points.

Clap your hands

Members of both teams stand in a circle. The leader is in the center of the circle. He names both domestic and wild animals. When children hear the name of a wild animal, they clap once; when they hear the name of a domestic animal, they clap twice. The one who makes a mistake is out of the game. The team with the most players left is the winner.

Seasons

The teacher asks one of the students to thinkany season and describe it without naming it. for example:
It is cold. It is white. I ski. I skate. I throw snowballs. Students try to guess : Is it spring? Is it winter?
The winner is the one who correctly named the time of year.

Puzzle games

Teacher: I have good friends. These are special friends. They came to us from fairy tales. You know them too, but can you guess who I'm talking about?
- Ihaveafriend. Not is a small boy. Not can read, write and count, but not well. He can run and jump and play. He cannot draw and he cannot swim. / Dunno /.
- I have a friend. Not is a big fat boy. He cannot read and write, but he can run, sing, dance and play. He can fly! / Carlson /
- I have a friend. He is not a boy. He is not a girl. He is green. He can swim. He cannot jump and he cannot fly. / Crocodile Gena /.

Game "Translator"

The teacher plays one of the Disney cartoons with English subtitles. The announcer pronounces the phrase, the student repeats it and translates it into Russian. Thus, listening, vocabulary, grammar are practiced. (see Appendix 1, fig. 2)

separate grouptake up grammar games . Grammar games

Goals:
- to teach students the use of speech samples containing certain grammatical difficulties;
- create a natural situation for the use of this speech pattern.
In elementary school, children sometimes do not even know the names of parts of speech and sentence members in Russian, so it is also advisable to teach English grammar through a game. So, to explain grammatical symbols, the techniques proposed by Shoeva E.Yu. are used: “I replace the word “verb” with the word “action”, “pronoun” - “instead of a name” and work them out from the pictures”.

To work out the knowledge gained, we use a set of symbol cards: the teacher names the words, and the students must determine what sign the symbol represents.

To explain verb conjugationto be Shoeva E.Yu. invites students to tell a fairy tale: “Once upon a time there was a kingto be , and he had three faithful servants:am , is andare . The most privileged was the servantam he served only one masterI . Is served three masters:he , she , it . Are - also three:you , we , they .” If there is no action in what we are talking about, then the place is taken by the servant of the kingto be .

After that, it is appropriate to play the game “Is there an action?” The teacher speaks a series of sentences in Russian and asks to clap when there is no action. The same tales are used to explain other topics: articles, ending -sverbs in the 3rd person singular etc. For individual tasks in the lesson, sets of cards from E.A. Barashkova’s manual “English Grammar. Games in the classroom.

picture game

For better assimilation by students of the structures in Present Continious, you can use a game with a picture. Schoolchildren are invited to guess what this or that character depicted in the picture, which they have not yet seen, is doing. Guys ask questions , For example :
P1: Is the girl sitting at the table?
T: No, she is not.
P 2: Isthegirlstanding?
The student who guessed the action shown in the picture wins. He becomes the leader and takes another picture.

Application of gaming technologies in English lessons
at the initial stage of education

Gaming technologies occupy an important place in the educational process. The value of the game is that it takes into account the psychological nature of the younger child. school age and serves his interests.

The use of gaming technologies in English lessons increases students' interest in the subject being studied, that is, it helps to positively motivate the student to learn English. And motivation, in turn, determines the significance of what is learned and assimilated by students, their attitude to learning activities, its results. The peculiarity of a foreign language as a subject lies in the fact that learning activity implies foreign language speech activity, that is, communication activity, in the process of which not only knowledge, but also speech skills are formed. Attracting the game as a learning method is an effective tool for managing learning activities, activating mental activity, making the learning process interesting. Game forms of work lead to an increase in the creative potential of students, to their disclosure as individuals and personalities in the classroom.

The intrinsic value of the game is that it is not carried out under pressure. The game is a manifestation of the desire to act. It opens up new opportunities in the field of intelligence, cognitive activity, creativity, and activity.

According to the definition given by D. B. Elkonin, “a game is a spontaneous school, .... Giving the child the opportunity to get acquainted with the traditions of human behavior.”

A.A. Derkach calls the game used in the educational process a task containing a problem situation, the solution of which will ensure the achievement of the educational goal.

The general postulates of the game follow from the definitions:

1. The game is an independent type of developmental activity for children.

2. The game is a free form of children's activity, which creates a wide scope for personal creativity, self-expression, self-knowledge.

3. The game is an equal activity of younger students.

4. The game is the practice of development.

5. Game - freedom of self-disclosure.

6. The game is the main area of ​​communication for children, in which the problems of interpersonal relationships are solved.

Thus, the game is a powerful stimulus for children in mastering a foreign language.

Game forms of work in English lessons can carry a number of functions:

Educational function - the development of memory, attention, perception.

Entertaining function - creating a favorable atmosphere for the lesson, turning the lesson into an exciting action.

· Relaxation function - removal of emotional stress resulting from intensive learning in the classroom.

Psychotechnical function - the formation of skills for preparing one's state for more effective activity and assimilation of a larger amount of material.

· Developing function - development of personal qualities.

· Educational function - psycho-training and psycho-correction of the manifestation of personal qualities in game models of life situations.

· Communicative function - team building, establishing emotional contacts and verbal communication.

The last function is most consistent with the principles of the English lesson, namely its communicative orientation.

But for effective and successful games in the classroom, you need:

1. So that the material is familiar to students, because the game relies on experience.

2. In order for overcoming to be laid, only in this case is the activity of the players' actions possible.

3. Games must be complete and correct.

4. It is necessary to design the playing space, create an image of the game.

The effectiveness of using the game in the lesson is obvious, but only if the teacher, when planning the inclusion of the game / game moment in the lesson, takes into account the following requirements:

The game should be aimed at solving certain educational problems;

· The game should be controlled and managed and not disrupt the lesson.

The game must shoot emotional stress and encourage activity.

· In the first place in the game there should be a game moment, and the training effect should be in the second place.

A didactic game can be not only a form of learning, but also a means, because it is a source of knowledge and skills formation. It allows you to awaken and support the cognitive interests of students, diversify the visibility of the material, making it more accessible, and also activate independent work.

Classifications of games in modern didactics are different. Many methodologists and scholars divide games into linguistic(working out vocabulary and grammar) and communicative(role-playing). Some educators classify games into grammatical, spelling, lexical, phonetic ( those. contributing to the formation of language skills) and creative games, contributing to the further development of speech skills.

Considerable experience in teaching English to younger students and the need to overcome the difficulties that students have to face at the initial stage of learning English, prompted me to systematically use various types games and game techniques in my work.

From experience:

Games used in lessons in grades 2-4.

The game "Decorate the Christmas tree!"(Grade 2, studying the topic “colors”)

In front of the students there is an artificial Christmas tree and a lot of colorful toys. The teacher asks the children to “Hang up the blue dolphins, please. Etc.

Magic bag game(grades 2-3, study of the structure isita…..?)

I put toys (animals) in an opaque bag, students guess what kind of toy (isitacat? Is it a dog?)

A game“ What he/ she does?” (“what’s she/he doing?)( Grade 3-4 topic present continuous interrogative structures)

Purpose: development of grammatical skills.

The image in the picture is upside down. Students take turns asking what he/she is doing in the picture.

Chainword game ( applied in any class at the initial stage when studying any topic).

Goal: development of reading and spelling skills.

Find the words in this line. (can be used as a competition between teams).

Workeyesausagearockitexcitegglass

(work, eyes, sausage, ear, rock, kite, excite, egg, glass)

Bingo game. ( in any class when repeating the topic “alphabet”, “numbers”).

Purpose: development of listening skills.

Students complete the field with letters/numbers. The teacher pronounces any letters / numbers in random order, the children hear and cross them out in their field. The winner is the first to cross out all the letters/numbers and yell “bingo!”

Game "Tell me what I'm doing"(grade 3-4 topic present continuous)

Purpose: development of grammatical skills.

The student at the blackboard depicts the action, the other guys take turns commenting (you are sleeping, you are dancing, you are playing football).

Game "Dress up the doll" ( Grade 2 theme “clothes”)

Purpose: to teach to understand the statement;

Students make a model doll and clothes for it at home and dress their dolls in different outfits at the teacher's command. (put on the coat, take off the coat, put on the dress, take off the dress, put on….)

A game“ Nameword(just say the word!)( Grade 2 topic “sounds and letters”)

Purpose: development of phonetic, spelling skills, reading skills.

The teacher spells the word, the students write and read it.

If children still do not know the spelling of letters well, you can compose these words from the split alphabet on the desk.

Game “Lucky dip!”(Grade 2 topic “Alphabet”)

Purpose: development of lexical skills.

Cards with letters lie on the teacher's table, the students come up and take turns taking any card. Their task is to name the letter correctly and the word that begins with this letter.

Stop game (stop!) 2-4 grades)

Purpose: to strengthen the skills of spelling words and understanding words.

You can work in pairs. One student thinks of a word, the second, trying to guess it, asks questions: Is there a letter “E” in your word? If there is such a letter, the student writes it in the word, if not, writes the letter S in the word STOP. If the word was guessed before writing stop, then the student won!

Game "Puppet theater"(Puppet show) (Grade 2)

Purpose: to develop the skills of monologue (dialogical speech)

Children, putting a finger puppet on their hand, play dialogues in pairs (mini groups), or build a monologue on various topics (for example, the situation “acquaintance”, “in the store”, etc.).

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The game, as a method of teaching, transferring the experience of older generations to younger people, has been used since antiquity. The game always involves a certain tension of emotional and mental strength, as well as the ability to make decisions: what to do, what to say, how to win?

The desire to solve these questions sharpens the mental activity of the players. The fact that the game method is fraught with rich learning opportunities is also positive. The value of the game cannot be exhausted and assessed by entertainment and recreational opportunities. Its phenomenon lies in the fact that, being entertainment, recreation, it is able to develop into learning, into creativity, into a model of the type of human relations and manifestations in work.

A feature of the game method is that everyone is equal in the game. It is feasible for almost every student, even those who do not have a sufficiently strong knowledge of the language. Moreover, a student who is weak in language training can become the first in the game: resourcefulness and ingenuity here are sometimes more important than knowledge in the subject. The language material is imperceptibly assimilated, and along with this, a feeling of satisfaction arises, the student can already speak on an equal footing with everyone.

The use of the game teaching method contributes to the implementation of important methodological tasks, such as:

1) Creation of psychological readiness of students for verbal communication;
2) Ensuring the natural need for repeated repetition of language material by them;
3) Training students in choosing the right speech option, which is a preparation for situational spontaneity of speech in general.

The implementation of game techniques and situations in the lesson form of classes takes place in the main areas:

1) The didactic goal is set for the student in the form of the game task;
2) Educational activities are subject to the rules of the game;
3) The educational material is used as its means, an element of competition is introduced into the educational activity, which translates the didactic task into a game one;
4) The successful completion of the didactic task is associated with the game result.

There are three series of games:

Series "A" includes games for working out the operational structure of lexical units.

1. These are LE repetition games. “Who will quickly remember the names of animals and birds that begin with the following letters: p, h, g, s ....?” The one with the most words wins. (Only single examples are given in the work, because for the convenience of using the material in future work, I made a selection of games on separate sheets in the application).

2. Games for combining LE with each other and their correct grammatical design. "Do they say so?" Schoolchildren are offered pictures with the image wolf, fox, hare, pig... They have to say as many phrases as possible with the given words: agreywolf, anangrywolf, ahungrywolf, wolfruns...

Series of games "B" aims to prepare students for understanding words in listening.

Series of games "B" works out individual operations in the structure of lexical reading skills. "Find Secret Letters" The game is played on the principle of the TV game "Field of Miracles". For each correct letter, the student receives a token. BUT– – – – – 1 - a (Australia) or “Who will quickly make proverbs and tell them?”

It is important that every student in the class takes part in the work with the game exercises. Training and application of new lexical material in the form of a game helps to prevent the process of forgetting the active vocabulary.

In any type of activity in a foreign language lesson, you can add an element of the game, and then even the most boring lesson takes on a fascinating form. For example, a grammar lesson usually does not arouse enthusiasm among the guys, but if you include some grammar games, then it will pass interestingly and without much stress. Students in such lessons easily and simply learn the necessary grammatical structures. This comes from the fact that the game is aimed at mastering the grammatical side of speech, and not the language system. For example, grammatical topic "Dividing Questions" usually presents a great challenge to students. Help is provided in this case by the game « who setailisit? »

We draw various animals (with removable tails). There must be some tigers, dogs, etc. We write a declarative sentence on the body of the animal, and a corresponding short general question on the tail.

The tiger likes sweets, doesn't it? etc. Then, the tails are separated from the body and mixed, and sad animals without tails are waiting for their savior. It can be one of the participants or a whole team that will return the tail to the beast.

So, the above forms of the game are, as it were, preparation for a more serious role play. Almost all study time in the role-playing game is devoted to 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, correlate it with the situation and respond correctly to it.

Basic requirements for a role-playing game

1. The game should arouse interest and desire among students to complete the task well, it should be carried out on the basis of a situation adequate to the real situation of communication
2. The role play should be well prepared in terms of both content and form, clearly organized
3. It must be accepted by the whole group
4. The game is certainly held in a friendly, creative atmosphere. The freer the student feels in the role-playing game, the more initiative he will be in communication. Over time, he will have a sense of self-confidence, that he can use different roles.
5. The role-playing game is organized so that students can make the most of the practiced speech material in active role-playing communication.

The role-playing game is also good because in its process, students not only pronounce the words of the role, but also perform the corresponding action, which, by its naturalness, helps to relieve the tension that usually occurs at the moment of speech. The role-playing game is built on the dialogic speech of students. Mastering dialogic speech is carried out in three stages:

1. Mastery of dialogic units
2. Mastering microdialogues
3. Creation of own dialogs of various functional types. Role play is used in each group.

So, we can say that learning games (lexical, grammatical, role-playing) are a strong motivating factor in the process of learning a foreign language. The game contributes to the consolidation of linguistic phenomena in memory, maintaining the interest and activity of students, the emergence of a desire among students to communicate in a foreign language.

Games help the teacher to enliven the lesson, bring naturalness to educational communication in the foreign language being studied, facilitate the process of mastering the language material, and make educational work interesting.

I. Lexical games

1. "Who ran away?"

Students are given a picture of an animal. They examine it for 1-1.5 minutes. Then they are shown another picture that has some of the animals in the first picture. The students must say who ran away.

2. "Many words from one word"
The teacher says the word. Students must name animals whose names begin with the letters that are in this word.

3. "The cat meows, the dog barks, and the tiger?"

Names of animals and verbs are written on a piece of paper (board)

4. "Who will quickly name the animals and talk about them?" Students are presented with a series of pictures depicting various animals. They name the animals and talk about them. The winner is the one who names the most animals and tells more about them.
Ex. This is a fox. It is not big. It is red. It is smart. It is wild. The fox eats hens and hares.

5. "Who will remember and repeat better"

Students listen to tongue twisters. Then they have to reproduce them from memory. The winner is the one who remembers the most tongue twisters.

6. "Find a rhyme"

Students listen to a quatrain, for example: A frog is green A parrot is bright A fox is orange A hare is .... (white)

7. Chainword

The teacher writes any word on the board. Then the participants in the game take turns writing words, the first letter of which is the last letter of the previous word. Students translate each word into Russian (orally). Words in a chain are not repeated.
Ex. boy - yard - door - red - des! – know – white... Those who could not remember the right word in the allotted time (5-10 seconds) are eliminated from the game.

8. "Looksharp" - allows you to repeat vocabulary. It is fast paced and everyone is involved. The teacher offers one of the students a wand and calls any word that is a particular part of speech or related to a topic. The student calls another word on a given topic and passes the wand to another. The last student to name the item wins. Violating the rules of the game leaves it or pays a fine (poem).
Ex. sleep - get up - play - draw - read... a desk - a book - a lesson - our teacher...

9. "Who is more?"

For a certain time (5 minutes), you need to write as many words as possible on the sheets, using only the letters of the compound word written on the board. Ex. examination, constitution.

10. "Crossword"

A compound word is written vertically on the board, each letter of which can be included in one of the words of the crossword puzzle horizontally (horizontal words will refer, for example, to a topic). school room boy sport crossword word floor record friend

11. "Remember, repeat and add a word"

P, and rap - a pen and a book - a pen, a book and a pencil ...

12. "Edible - inedible" - activates lexical units in speech, develops the speed of reaction to a sounding word. The driver says a word in English, throws the ball to one of the children. He catches the ball and says "yes" (if the given word means what they eat) or "po".

13. "Colorful house" - name the colors of objects.
The class is divided into two teams. Students build beautiful bright houses for Winnie the Pooh and Carlson, who make sure that the guys correctly name the color of each "brick". If the student makes a mistake, he loses the right to put his "brick". The first team to build a house wins.
Ex.
This brick is red
This brick is brown, etc.

14. "Make an identikit" - learns to describe the appearance of a person. The class is divided into three teams, each of which is a police department. With the help of a counting rhyme, three leaders are selected. They turn to the police with a request to find a missing friend ..., describe the appearance, and the children make the appropriate drawings. If the picture matches the description, it is considered that the missing person has been found.
Ex. I can "t find my sister. She is ten. She is a schoolgirl. She is not tall. Her hair is dark. Her eyes are blue. She has a red hat on and a white hat on.

15. "Favorite heroes of fairy tales."

The teacher says that characters from fairy tales came to visit the children. But you can only see them by guessing who they are. Students take turns describing the characters in the story. If the children guessed correctly, they are shown the corresponding pictures.
Ex. This is a girl. She is a small girl. She has a nice dress and a red hat on. She h "as a grandmother. She often goes to see her.

II. Grammar games

1. "The Gate" - to repeat and reinforce all types of interrogative sentences. Two strong students ("gatekeepers") stand in front of the class, joining their hands and forming a "gate". The rest of the participants in the game take turns approaching the "gatekeepers" and asking them questions about a certain structure. Depending on the correctness of the question, the answer follows: "The door is open (shut)". A student who asks a question incorrectly can make another attempt.
Ex. Are you going to .. .(do smth)?
What are you going to do in (on, at)?

2. Guessit - to fix common questions. The facilitator thinks of some object in the class. Trying to guess the subject, students ask only general questions, to which the host answers "yes" or "no" (the number of questions is limited). The team that guesses the item by asking the fewest questions wins.
Ex. Is it a thing? Is it on the wall? Can I see it? Can I eat it? Is it white?

3. "20 Questions" - for middle and senior stages of education. As in the previous game, special questions are excluded. Question types are expanded, but in such a way that they can only be answered with "yes" or "no". For the first time starting the game, the teacher explains the purpose, conditions, course of the game. He can give the students sample questions.
Ex. Object number 1 is a human being. Is it a man or a woman? Is he (she) alive or dead? Is he present here?
He (she) is a pupil (teacher), isn "t he (she)? Do you know him (her) in person? Is he (she) your relative (friend)? Etc

4. "Travel around the world" - the construction There is / are is fixed and the skill of using articles is being worked out. "Journey" can go through a class or a thematic picture. The teacher starts the game: "There is a blackboard on the wall in front of the pupils". Further the description is continued by the students: "Near the blackboard there is a door...". The one who made a mistake leaves the ship.

5. "Theater of facial expressions and gestures"
The two teams will line up facing each other. Each team chooses its own actor. Actors alternately perform any actions, and the team comments on his actions. The team that correctly described the actions of their "actor" wins.

6. "What are you drawing?" – Present continuous.
Each student has a piece of paper and a pencil. He guesses what the neighbor on the desk is drawing, asking questions:
Are you drawing a horse? - No, I "m not drawing a horse. - Are you drawing a pig? ...

7. "Make an offer" - subordinate clauses of time and conditions. The class is divided into two teams. Each team is given a variant of the main sentence, for example:
G And read you a book if...
Participants write their own variants of subordinate clauses: you drink milk. you give me sweets. A correctly written proposal brings the team a point.

8. "Beauty Contest" - in the study of the possessive case of nouns. To do this, the guys bring dolls to class. Each doll has a name, it is written on a card and attached to clothes. Then each student evaluates the haircut (outfit) and writes his opinion on a piece of paper. I like Ann's hair-cut. I like Kate's dress. The doll with the most cards is rewarded.

III. Role-playing games

1. "At the fair"

Equipment: pieces of fabric, samples of materials, Business Cards. The class is divided into 2 groups. Members of one group are representatives of trading firms, the other group are industrial enterprises. Each has a business card on his chest with the name and name of the company or enterprise. Representatives of the company conduct dialogues with representatives of enterprises, make orders. Whoever makes the most sales wins.
Ex.
– Good morning! I "m mister Black. I" m from London.
– Nice to see you.
- I "d like some cotton for dresses.
– What colour?
– Here you are. This is a very good cotton. It "s quite bright. And these are some dresses made of this cotton. Do you like them?
– Yes, I do. I "ll take two hundred meters.
– Fine!

2. "Fashionistas"

Equipment: dolls with a set of dresses. The game is played in pairs. Students learn to talk about clothes.
– Do you like my new dress?
– Yes, I do. It's really nice. What is it made of?
– Cotton. Do you like cotton things?
- No, I don "t. I prefer things made of wool. They are very warm.
- I "ve got some dresses made of wool. But I wear them only in winter. And what about you?
– I have a nice coat. It is made out of wool too.

3. "Shopping"

On the first desks are the departments of the grocery store. Each row receives the task to buy all the products for lunch, breakfast and dinner. Then
a representative of each row makes a purchase. Whoever buys everything wins.
Ex.
– Good afternoon! I want to buy some meat for soap.
– Here is some good beef. Will you take it?
– Yes, I will. How much does it coast?
– 80 rubles a kilo.
– All right. I take it.

4. "Buying tickets"

Equipment: ticket window, tickets, map. The teacher plays the role of the cashier. Students are divided into 2 groups and choose the shortest route to the destination. Then a representative of each group buys tickets. The winner is the one who clearly communicates with the cashier and buys tickets.
Ex.
– Good morning. I need 5 tickets to Rostov. Return, please.
– When do you need them for?
– For the 16th of June.
– Do you want a sleeper?
Yes, a sleeper, please.
– 1 thousand rubles.
– Here they are. thank you.

5. "What, where, when?"

Equipment: top, envelopes with questions, portraits of writers (poets). The class is divided into 2 teams that take turns sitting at the table. The game is played by analogy with the famous TV show. Each team receives an envelope containing a photo of a famous person and the question "What do you know about this person?" The jury determines the correctness of the answers, counts the number of points.

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“Without the game, there is not and cannot be a full-fledged mental development ... The game is a spark that ignites the flame of inquisitiveness and curiosity” V.A. Sukhomlinsky.

Learning a foreign language in a small rural school often has its own problems. One of the most significant is quite low level motivation of students to learn a foreign language. To solve this problem, it is important to initial stage learning a foreign language to allow students to feel successful in studying the subject, to form the foundations of communicative competence, which will allow them to move on to qualitatively new stages of development in the future.
It takes a long time to lay the foundations of communicative competence, because students need to familiarize themselves with the language being studied as a means of communication from the first steps. They have to learn a lot:

Understand foreign speech aurally;

Express your thoughts by means of the language being studied;

To write, that is, to learn how to use the graphics and spelling of a foreign language when performing written tasks aimed at mastering reading and speaking, or be able to express one's thoughts in writing.

And to lay the foundations for each of listed species speech activity, it is necessary to accumulate language means that ensure the functioning of each of them at an elementary communicative level.
It is known that the training of students in the use of grammatical structures, lexical units, speech patterns, which requires their repeated repetition, tires the children with its monotony, and the efforts expended do not bring quick satisfaction. This is where games can help make boring work more interesting and fun.

The learning possibilities of using the game method in foreign language lessons have long been known. The effectiveness of its use is explained by the fact that the game manifests itself especially fully, and sometimes unexpectedly, the abilities of any person, and a child in particular.

Game activity is designed to perform the following functions in the lesson:

Communicative;

entertainment;

Diagnostic;

Therapeutic;

aesthetic;

Self-realization and socialization.
Games in the lesson contribute to the implementation of important methodological tasks:

Creation of psychological readiness of children for verbal communication;

Ensuring the natural need for repeated repetition of language material by them;

Training students in choosing the right speech option, which is a preparation for situational spontaneity of speech in general.

When using gaming teaching methods, the task of the teacher is, first of all, to organize the cognitive activity of students, in the process of which their abilities would develop. As experience shows, the use of gaming forms of learning makes the educational process more meaningful and better, because.

one). The game draws each student individually and all together into active cognitive activity, and thus is an effective means of managing the educational process;

2). Learning in the game is carried out through the students' own activities, which are in the nature of a special type of practice, during which up to 90% of information is assimilated;

3). The game is a free activity that gives the opportunity for choice, self-expression, self-determination, self-development;

4). The game has a certain result and stimulates students to achieve the goal;

5). The pleasure received from the game creates a comfortable state in the lessons of a foreign language and enhances the desire to study the subject;

6). In the game, everyone is equal. It is feasible for almost every student. A sense of equality, an atmosphere of enthusiasm and joy, a sense of the feasibility of tasks - all this enables the student to overcome shyness and has a beneficial effect on learning outcomes.

The place of the game in the lesson and the time allotted to the game depends on a number of factors: the preparedness of the students, the characteristics of the educational material being studied, the specific goals and objectives of the lesson. For example, if the game is used as a training exercise during the initial consolidation of the material, then it can be given up to 15 minutes of time in the lesson. In the future, the same game can be played for 3-5 minutes and serve as a kind of repetition of educational material. The same game can be used at different stages of the lesson. Much also depends on the specific working conditions of the teacher, his temperament, and creative abilities. It should be noted that for all the attractiveness and effectiveness of the game method, it is necessary to observe a sense of proportion, otherwise the game will lose the freshness of the emotional impact. The game method must necessarily be combined with other teaching methods, otherwise it will lose its main meaning.

Of great interest in foreign language lessons is the use of role-playing games, which are necessary to simulate a real situation of communication. Role-playing games contribute to the development of students' conscious discipline, diligence, mutual assistance, activity, independence. As a game situation in the lesson, it is also quite interesting to use various fairy tales. At the same time, the principle of visibility is very important, which creates conditions for sensory perception. The thinking of children of primary school age is concrete and is based on visual images and ideas. That is why, when teaching a foreign language, visualization plays an important role - bright, colorful, attractive, arousing interest.

Another most effective way to influence the feelings and emotions of schoolchildren is music, singing, learning poetry. Songs and poems can be used for phonetic exercises, for fixing lexical and grammatical material, for relaxation in the middle or at the end of a lesson, when children are tired and they need a release that relieves stress and restores their working capacity.

There are various types of games that a teacher can use in their practical activities: educational, training, developing, cognitive, communicative, creative, etc. These games are used to form listening skills, to practice lexical and grammatical material, develop spelling skills, conduct dynamic pauses, etc.

From my experience, I can recommend the following:
I. Alphabet Learning Games:
1. Throwing the ball, calling the letter of the alphabet in teacher-student, student-student, student-teacher, student-class, class-student modes;
2. Naming the alphabet, add a phrase;
3. One student calls any letter of the alphabet, the other must continue it;
4. The student calls the letter, the other calls the extreme standing letters;
5. Sign lowercase letters to capital letters and capital letters to lowercase ones;
6.Sign the missing letters;
7. Correct the order of the letters in the alphabet;
8. Find mistakes in writing the alphabet;
9. The student guesses a letter, the class guesses his letter by asking a question;
10. Listen and clap your hands if there is an error in the telegram (telegram from letters of the alphabet);
11. Clap your hands when pronouncing vowels;

II. Lexical games
1. “Field of Miracles”: the teacher guesses a word on the board, the students guess it by asking questions.

2. Textbooks of the new generation have a large number of crossword puzzles for memorizing vocabulary;
3. Picture dictation is also good for memorizing vocabulary and developing writing skills:
- “Insert the missing letter in the word and write the sound of this letter or the first letter of the word”;
- “Find the meaning of the word using colored pencils and write the sound of the first letter of the word”;
- “Find the highlighted word”
III. Grammar games help to unobtrusively memorize and practice basic grammar forms:
1. "Gate": the activation of all kinds of interrogative sentences, lexical units and speech patterns can be trained at the board, where two students form a gate. The rest ask questions.
IV. Role-playing games, dialogues, polylogues are allocated in a separate group. Having special paper dolls for playing out “cartoons”, students are happy to imitate the characters.
Examples of using entertaining tasks in English lessons:
II class
- spread the letters and sounds in their houses;
- make words from letters;
- find an extra word in the list;
- make a sentence out of words;
- make up a dialogue from phrases;
- make up a coherent story from the sentences;
- make a crossword on the topic;
- read and find the appropriate answer to each question;
- read the answer and think of a question to it;
- listen to the sentence and raise the card with which the corresponding question will begin;
III class

Make up a story / dialogue / poem from the sentences;
- listen to the story and put the given sentences in a logical sequence;
- read the beginning of the sentence and find the corresponding end;
- read the beginning of the sentence and think of the end;
- compose interview questions on a given topic;
- make a menu, etc.

This, of course, is a very small list of games and entertaining exercises used in foreign language lessons in elementary school: it can be replenished indefinitely. Moreover, one game can simultaneously carry lexical, grammatical, and phonetic material. The game may be planned, or it may be improvisation. It can wedge into any stage of the lesson or permeate the entire lesson. AT last case for a lesson, you can have time to disenchant the princess, defeat the evil wizard, find the golden key, build a house, grow a garden, and, of course, work out all the grammatical, lexical, and phonetic material. And for this it is not at all necessary to invent complex costumes and other attributes, sometimes, in order to immerse yourself in a fairy tale game, it is enough to whisper the magic words or wave the magic shelf and ... And the students themselves will tell the plot of the fairy tale. For the teacher, the main thing to remember is that the game is only an element of the lesson, and it should serve to achieve the didactic goals of the lesson. Therefore, it is necessary to know exactly what kind of skill, what skills are trained in this game, what the child did not know how to do before the game, and what he learned during the game.