Games for knowledge of English grammar. Conducting role-playing, grammar games in English lessons. Card game

In this post, I will talk about four techniques that can be used in English lessons with both children and adults. The goal of all techniques is to make the tasks from the English textbook more interesting and motivating, often by simply changing the form and leaving the content. Based on this recording, not so long ago I held a webinar for the publishing house "Titul", you can watch it here.

Banana Game

A well-known and very productive exercise at all levels of teaching English. There are many variations of it, I usually spend it like this.

1. I explain new phrases: meaning - word form - pronunciation.
2. Immediately in the classroom, I give students time to memorize new collocations.
3. I do tasks for controlled practice (for example, substitute the right word) and for free practice (for example, I ask students questions, the answers to which are free, but at the same time require the use of new words).
4. We read or listen to the text in which new words occur, discuss it.
5. And only AT THE END OF THE LESSON we actually play the Banana Game, the purpose of which is to repeat the words passed at the beginning of the lesson. Words are remembered better if some time passes between their study and reproduction in the lesson.
6. The students are divided into pairs. Student A has a textbook open with a list of sentences in which new words are used. Student B is playing with a closed book.
7. Student A reads the sentence, but instead of the key phrase he says banana. So, for example, at level C1, student A may have before his eyes a sentence from the topic “City”: There are new businesses spring up all over the place. There's a real buzz about the place. Student A reads: "There are new businesses banana all over the place. There's a real banana about the place."(valid option: "There are new businesses bananaING all over the place. There's a real banana about the place".
8. Student B must guess the word and then repeat the sentence.
9. After working with several sentences, the students switch roles: now student B reads the sentences, and student A guesses the word combinations and then recalls the sentences from memory.
10. The teacher during the game comes up to the students and from time to time says: "Well done! buzz is the answer. Is it a noun or a verb? Is it positive or negative? What other things midht give a place a buzz? (great clubs, bars, nightlife, a local successful sports team…)”.

Grass Skirt

I first learned this game at International House London, and since then my colleagues and I have been actively using it both in English classes and in teacher training. The game is called Grass Skirt because the materials we will be cutting to play it will vaguely resemble the traditional grass skirts worn in some countries.

I use this game when it takes a few grammar exercises to reinforce a particular rule, and just writing them all in a workbook becomes boring. The game can also be used to perform vocabulary exercises.

The main material for the game is any closed-type exercise from the textbook, which presents from 6 to 12 separate sentences.

Preliminary preparation

• make a photocopy of the exercise page.

• Cut out the exercise.
• Enlarge it on the photocopier so that it occupies the entire A4 sheet.

• Make the required number of copies according to the number of commands.
• Make cuts horizontally so that each sentence in the task is on a separate strip, but do not cut the sheet to the end, but save the left margin for fastening.

• Hang copies in different parts of the classroom before class begins.

The actual game

1. The class is divided into groups of three to five people.
2. The teams sit down together.
3. In each group, a “secretary” and a “runner” are selected.
4. We explain the rules of the game. The runner runs to his exercise, which is hanging on the wall as far away from the team as possible. Run takes one strip (with one offer) and returns to the team. When he ran to the team, they solve the task together, the secretary writes down the answer on a strip of paper. The runner runs to the teacher. The teacher checks the assignment. If it is correct, then the runner runs after the next strip. If not, it returns to the team where the students correct the mistake.
5. After explaining the rules, we start the game.
6. During the teacher's clap game, the team must change the runner.
7. The team that completes all the tasks of the task the fastest wins.

running dictation

Running Dictation improves memory, improves spelling, repeats grammar and vocabulary, indirectly develops reading and listening skills, and of course makes the lesson fun!

To organize a running dictation, select a short text from the textbook. I usually take texts that are already familiar to students and contain language material that I want to repeat with students. Hang a copy of the text on the classroom (or even school) wall.

Divide students into pairs or small groups. Students should sit relatively far from the text posted on the wall. One of the students runs to the text and memorizes part of it.

He then runs to his team and dictates the passage he has memorized. The secretary appointed in advance of the group writes down what was said. It is important that you cannot dictate while running, you need to run up to your team, stop and only then speak.

During the game, the teacher may clap his hands: this will mean that the team must change the runner.

The winner is the team that wrote the entire text first.

Then I usually give the commands a text and they check themselves. Colleague from the Dmitry Nikitin School in Yaroslavl Ekaterina Sergeevna Kislitsina, whose IELTS prep class I recently attended, uses a different, productive method of testing. They read the text to the students, they follow their text and say when they have discrepancies with the text, after which they correct the error and discuss its cause with the teacher.

memory game

Memory Game develops memory, allows you to repeat in English: their meaning, form and pronunciation.

The game can be used both in group and in individual work.

Before starting the game, you must select a list of phrases that have been studied. For example, for a game with an individual B2 student, I used the following constructions on the topic “Crime and Punishment”: act as a deterrent, carry a sentence, law-abiding citizen, lenient sentence, previous convictions, show remorse, stiff penalty, condone someone's actions , extenuating circumstances, unprovoked attack, get off lightly, hardened criminal, hefty sentence.

Each selected expression must be divided into two parts and each part must be written on a separate card.

In one group we put the cards on which the first parts of the phrases are written, and in the other - the second parts.

We turn the cards of both groups so that the text is closed.

One of the players opens the card of the first group, reads what is written on it, and says what continuation this combination should have. He opens a card from another group and also reads. If the parts have formed into an expression, then these cards are set aside. If the chosen word belongs to another combination, then both cards must be closed and remember where the cards with these words lie. Then another student takes a new card from the first group and repeats the action of the first player.

The game for students is the way to knowledge, joining the game, the student forgets that there is a lesson. Often the game is perceived by students as a kind of competition with each other, requiring ingenuity, quick reaction, good knowledge of the English language. The game is a very strong incentive for students to master a foreign language.

The role-playing game, being the most accurate and at the same time accessible model of foreign language communication, is the organizational form of learning that allows you to optimally combine group, pair and individual forms of work in the classroom. It contributes to the strengthening of the communicative orientation in learning, the development of interest in a foreign language.

Let's give some examples.

Who knows more?

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

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

Who speaks English better?

The picture is posted. The class describes it. The student marks the correct sentences at the blackboard. The student with the most points (correct sentences) wins. The game contributes to the development of oral speech skills, the development of thinking and attention.

In the shop.

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

1: Good morning!

2: I want to buy a toy.

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

2: Show me the fox, please.

1: Take it, please.

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

1: One hundred rubles.

2: I shall take it.

1: Take it, please.

2: Thank you, good-bye!

1: Goodbye!

And the clothes shop.

Purpose of the game:

Remember colors (with visual supports).

Game progress:

The teacher is a shop assistant. Pupils approach one by one to his table or speak from a place.

Teacher: Good morning! Can I help you?

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

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

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

Pupil 1: The green sweater, please.

Teacher: Here you are.

Pupil 1: Thank you.

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

Game duration: 5 -7 min.

animal word.

Purpose of the game:

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

Game progress:

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

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

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

Pupil 2: Oh, I know, it's a monkey.

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

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

Pupil 4: I do. It's puma.

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

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

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

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

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

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

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

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

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

Christmas celebrations.

Purpose of the game:

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

Consolidation of vocabulary on the topic;

Game progress:

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

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

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

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

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

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

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

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

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

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

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

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

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

Grammar games in English.

These games aim to:

To teach students the use of speech samples containing certain grammatical difficulties;

Create a natural situation for the use of this speech sample;

To develop speech activity and independence of students.

What is this?

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

Katya: May I?

Teacher: Yes, you may.

Andrei: May I?

Lena: May I?

There were many who wanted to. Then they decided to play in teams: a team of "teachers" against a team of "students". Each team had a set of items whose English names were familiar to the guys. The "teachers" lined up opposite the "students" and the game began.

After all the "teachers" asked questions, the teams switched roles. One point was awarded for each correct question and answer.

The game can also use variants of the speech pattern - What are these? What are those?

What? Why? When?

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

Teacher: Katya, what am I doing?

Katya: Ah, again you are picking flowers.

Teacher: Yes, again, and why?

Katya: Because you like them.

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

Lena: It's summer.

Teacher: Why do you think it is summer?

Andrei: Because flowers grow in summer.

This game is built on theatrics. The following episodes are offered. The picture is posted.

Ann is eating.

Teacher: What is Ann doing?

Jane: She is eating.

Teacher: What time of the day is it?

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

For consolidation, the following situations can also be suggested: The pupil is watering flowers, drinking hot tea, dressing, skiing, playing snowballs, digging a flowerbed, catching fish, feeding birds, etc.

What have I done?

There was a glass of water on the teacher's desk. The teacher "accidentally" shook the table, and ... water spilled. "What have I done?" exclaimed the teacher.

Katya: You have spilt the water.

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

Mash: You have wiped up the water.

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

Misha: You have opened the window.

At the zoo.

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

Associated grammar: animal names and all sorts of verbs.

There are toy animals on the desks in the classroom.

Game progress: one of the children is a guide, the rest are visitors to the zoo. Children are like, for example, a bear.

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

Pupil 2: Can it hop?

Pupil 1: No, it can't.

Game duration: 7-10 min.

The Know-Nothing Guy

(Dunno).

Purpose of the game: To work out the question and the denial of Does, Doesn't.

Props: toy animals or prop pictures.

Game progress:

Pupils ask obviously funny questions.

Pupil 1: Does the tiger live in the desert?

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

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

Game duration: 5 min.

Future Simple Tense.

Funny Questions.

Purpose of the game:

Introduce and practice question, negation, and affirmation in the future tense.

Game progress:

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

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

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

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

Teacher: Will you go to bed in the morning?

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

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

Game duration: 3-5 minutes.

What am I going to do?

The teacher entered the classroom, stopped and asked, "Children, what am I going to do now?" The students looked inquiringly at the teacher, and then one student answered:

Kolya: You are going to the classroom.

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

Kolya: You are going to give us a lesson.

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

Andrei: You are going to write.

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

Sveta: You are going to open the window.

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

Jane: You are going to mark the absenters.

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

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

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

MBOU secondary school No. 21 named after. V.A. Markinteeva

Methodological development on the topic:

Completed by the teacher

in English:

F.F. Kagramanova

Methodological development on the topic

The role of games in English lessons.

In a foreign language lesson, a special place is occupied by forms of classes that ensure the active participation of each student in the lesson, stimulate verbal communication, and contribute to the formation of interest and desire to learn a foreign language.

These tasks can be solved with the help of game teaching methods. In the game, the abilities of any person, and especially a child, are fully manifested.

In the lesson, the game is only a shell, a form, its content and purpose should be teaching, i.e. mastering the types of speech activity as a means of communication. In foreign language lessons, the game form of work is of great interest to students, contributes to the activation of their mental activity, as well as the development of their speech activity.

The game contributes to the implementation of important methodological tasks:

creation of psychological readiness of children for verbal communication;

ensuring the natural need for repeated repetition of speech material;

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

It is necessary to strive to ensure that the game element is present at every stage of a foreign language lesson and creates a general game atmosphere. The use of games in foreign language lessons contributes to mastering the language in an entertaining way, develops memory, attention, ingenuity, maintains interest in a foreign language. Keeping these principles in mind - luck and skill, competition and cooperation, surprise, which are the basis of all games - you can turn a textbook exercise into a game.

Benefits of using game methods:

game techniques increase the efficiency and quality of student learning;

the process of the game itself contributes to the creation of a favorable psychological environment among students;

the game allows students to gain experience of communication in a foreign language;

game techniques develop language and speech flair;

game techniques develop interest in the language, increase the motivation of students.

Functions of the educational game

Long before the game became the subject of scientific research, it was widely used as one of the most important means of education. The time when education stood out as a special social function goes back centuries, and the use of play as a means of education also goes back to the same depth of centuries. Different pedagogical systems have given different roles to the game, but there is not a single system in which, to one degree or another, a place in the game would not be assigned.

A wide variety of functions, both purely educational and educational, are attributed to the game, so there is a need to more accurately determine the impact of the game on the development of the child and find its place in the general system of educational work of institutions for children.

Psychologists and educators it has been established that, first of all, the ability to imagine, imaginative thinking develops in the game. This happens due to the fact that in the game the child seeks to recreate broad spheres of the surrounding reality that go beyond the limits of his own practical activity, and he can do this only with the help of conditional actions. First, these are actions with toys that replace real things. The expansion of the game (recreation of more and more complex actions and events from the life of adults, their relationships) and the impossibility of realizing it only through objective actions with toys entails a transition to the use of visual, speech and imaginary actions (performed internally, “in the mind”) .

In the game, the child develops the ability to operate with images of reality, which, in turn, creates the basis for a further transition to complex forms of creative activity. In addition, the development of the imagination is important in itself, because without it no, even the simplest human activity is possible.

The game has a great influence on the development of children's ability to interact with other people. In addition to the fact that the child, reproducing the interaction and relationships of adults in the game, masters the rules, the methods of this interaction in a joint game with peers, he gains the experience of mutual understanding, learns to explain his actions and intentions, to coordinate them with other children.

In modernmethods of teaching a foreign language , game activity in the learning process performs the following functions: teaching, educational, entertaining, communicative, relaxation, psychological, developing.

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. This means that the game is a specially organized activity that requires emotional and mental strength, as well as the ability to make a decision (what to do, what to say, how to win, etc.). The desire to solve these questions sharpens the mental activity of students, i.e. The game contains rich educational opportunities.

2) educational function consists in cultivating such a quality as an attentive, humane attitude towards a partner in the game; also develops a sense of mutual assistance and mutual support. It is in role-playing games that discipline, mutual assistance, active readiness to engage in various activities, more independently, the ability to defend one's point of view, take the initiative, and find the best solution in certain conditions are brought up.

3) Entertainment function consists in creating a favorable atmosphere in the lesson, turning the lesson 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 the skills of preparing one's physiological state for more effective activity, as well as the restructuring of the psyche for the assimilation of large amounts of information. It is also worth noting here that psychological training and psycho-correction of various manifestations of personality are carried out in game models that can be close to life situations (in this case, we can talk about a role-playing game).

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

L.N. Artamonova also points out that “the use of games and gaming moments in the classroom helps to activate the cognitive and creative activity of students, develops their thinking, memory, fosters initiative, and allows you to overcome boredom in teaching a foreign language; games develop ingenuity and attention, enrich the language and consolidate the vocabulary of students, focus on the shades of their meanings; the game can make the student remember the past, replenish his knowledge.

With the help of the game, pronunciation is well practiced, lexical and grammatical material is activated, listening and speaking skills are developed. The game develops the creative, mental abilities of the child. It involves making a decision: how to act, what to say, how to win. Educational games help to make the process of learning a foreign language interesting and exciting. It is the game that is one of the strong motives in teaching a foreign language. 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 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 is characterized by its own type of leading activity.

The use of games in foreign language lessons helps the teacher to reveal more deeply 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.

Thus, the game, having multifunctionality and, being introduced into the educational process, allows for better and faster assimilation of foreign language material, frees the student from "mistake fear", contributes to the creation of a favorable climate in the foreign language lesson and activates the student's activity.

Game classification

The place and role of the game method in the educational process, the combination of game and learning elements largely depend on the teacher's understanding of the functions and classifications of various kinds of games.

Games are grouped by purpose of use (vocabulary, grammar, translation, regional studies), by functional significance (speech skills and abilities), by storyline (instrumental games, role-playing games, business games, and so on).

Speaking about the classification of games, it should be noted that attempts to classify games were made in the last century, both by foreign and domestic researchers who dealt with the problem of gaming activity.

Among domestic psychologists and teachers, the classification of games by M.F. Stronin, who proposes to classify games into:

1. grammar games pursuing the following goals:

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

. create a natural situation for the use of this speech sample;

. develop speech activity and independence of students.

Mastering the grammatical material, first of all, creates the opportunity for the transition to active speech of students. It is known that training students in the use of grammatical structures, requiring their repeated repetition, tires students with its monotony, and the efforts expended often do not bring quick satisfaction. The use of gaming learning methods will help make boring work more interesting and exciting. For example, a number of grammar games can be effective when introducing new material:

Hide-and-Seek in a picture.

teacher: "Let's play hide-and-seek today!"

Pupil: I want to be "It"

T: Let's count out.

choseleading. The students were about to hide, when they were disappointed: it turns out that the hide-and-seek will not be real. It is necessary to "hide" mentally behind one of the objects of the room depicted in the large picture. The driver is most interesting - he writes on a note where he hid, and gives it to the teacher. To make it more like real hide and seek, the group reads a saying that usually accompanies this game with English children:

Bushel of wheat, bushel of clover:

All not hid, can't hide over.

All eyes open! Here I come

start " search":

P1 : Are you behind the wardrobe?

It: No, I am not.

P2 : Are you under the bed?

It: No, I am not.

P3 : Are you in the wardrobe?

It: No, I am not.

P4 : Are you behind the curtain?

It: Yes, I am.

The one who guesses correctly gets one point and the right to "hide".

Each game requires a leader, because his role is especially great, and it is best for the teacher to perform, he must be the soul of the game and charge everyone with his excitement. So, for example, the success of the next game depends on how the teacher behaves, since here the plot of the game is built on the comic nature of the situation.

I took a Trip .

The group studied verb forms in Past Indefinite.

Taking advantage of the fact that the students traveled somewhere during the time, the teacher asks the question: "You went on a trip.What did you take with you?"

Pupils: I took a suitcase. I took a clock.

I took a book to read. I took a dog.

I took a food basket. I took a coat.

I took an umbrella. I took a note-book.

teacher: Very good. But I know very well that that was the only thing you took. Yes, don't be surprised. That was a very unusual trip.

The students began to understand that the teacher had come up with something again and that they should play along:

Katya took only a suitcase, Misha took only a food basket, Andrei took only a clock, in a word, each took only one thing. Is it clear? All right. Let's go on. I want to ask:

What did you eat? Remember that you took only one thing with you.

Katya: I ate a book.

Andrei: I ate a clock.

Jane: I ate a dog.

Kolya: I ate an umbrella.

The students will surely laugh heartily. Then the teacher will explain that according to the rules of the game, it’s just impossible to laugh, and the one who can’t stand it leaves the game. Continuinggame, teacherMaybeask:

What did you put on your head?

What did you put on your feet?

What kind of transport did you go in?

For the game, you can use other beginnings, for example:

You went to the park. What did you see there? You went to the market.What did you buy there?

It is only important to understand the principle: when answering the first question, students memorize each of their subjects, which they must then name in response to other questions of the teacher.

III. GAME WITH PICTURE

For better assimilation by students of structures in Present Continuous, 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. studentsaskquestions, For example: P1 : Is the girl sitting at the table?

T: No, she is not.

P2 : Is the girl standing?

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

LOTTO

Lotto "Verbs in pictures" is a good visual aid for practicing GRAMMATIC FORMS.

On the cards there are several pictures depicting some kind of human action, for example: skating, playing chess, reading a book, etc. There is one picture on the board. The teacher shows a chip with a picture (a boy is skating) and asks: What is he doing?

Students find the same picture and answer:He is skating. If he answers correctly, he gets a token.

v. BE CAREFUL

The goal is to automate skills in the use of common questions.

A . Can a boy swim?IN . Do fishes live in the sea?

Can a cat fly? Do books sing?

Can a fish run? Do you live in a tree?

Can a bird fly? Does Pete go in for sports?

Can you swim?

VI . funny questions

Purpose: automation of the use of the constructionhave/has got in oral speech.

Game progress: Students need to quickly answer the teacher's questions.

Example: How many noses have twelve dogs got? How many legs have five chairs got?etc.

VII. What can they do?

Purpose: automation of the compilation of interrogative sentences with a modal verbcan .

Game progress: the teacher calls two or more students and explains to the group that these students will show actions. The group must guess what these students can do well. The teacher writes the phrase on the blackboard:Can they… well? The teacher whispers a word to the students, and they choose who will show it to the class. The group guesses the action.

VIII. May I...?

Purpose: activating the structureMay I...? In action.

Game progress: students take turns asking the leader for permission to do something. The host allows. All students complete the action.

Example: P1: - May I sleep?

T: - Please, do it. Wake up!

P2:- May I run around?

T: -Please do it. Stop!

IX. Big-bigger-the biggest

Purpose: automation of the use of degrees of comparison of adjectives.

Game progress: Students are divided into two teams and names an adjective. The groups take turns naming the comparative and superlative forms of the adjective. Each correct answer earns a point for the group. The group with the most points wins.

example : T: thin

Gr. A, P1: thinner - the thinnest

T: boring

Gr. B, P1: more boring - the most boring

T: big

Gr. A, P2: more big - most

T: Wrong! bigger- the biggest

Group A gets no point

x. This is a …

Purpose: training the skill of constructing sentences with the construction this is.

Game progress: Group c is divided into two teams. The teacher holds up a card with an alphabetic word or a card with a color. One student from the team comes to the board and writes down a sentence that matches the pictures on the cards.

Example: This is a red ball.

A correct answer earns a point for the team.

XI. PREPOSITIONAL PICTURES

(pictures with suggestions)

Purpose: Review the use of prepositions of place.

Description: The teacher describes a scene to the class, and the students draw by ear what is being described. For example:” In the center of the page, there is a house. There is a chimney on the left side of the roof, and a window on the right side of the house. In the upper right hand corner of the page, there is a cloud. There is a tall tree to the left of the house, and a side walk in front. A small dog is standing on the grass, to the right of the sidewalk.He has a big bone in his mouth…”

Tips: After 10-15 parts are dictated, it is necessary to divide the group into groups of 5-7 people, and one of the students in the group dictates two of his parts, while the rest of the group draws them. Then everyone takes turns asking questions about the picture. For example: “Where is the dog? What is in the tree?”

vocabulary games pursuing the following goals:

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

. to intensify the speech and thinking activity of students;

. develop students' speech reaction;

. introduce students to word combinations.

I. Catch and tell

How to play: Students sit in a circle. The teacher, throwing the ball to any player, calls the word in Russian. Having caught the ball, the player throws it back to the teacher, at the same time calling this word in English.

Example: T:cat

P1:a cat

II . IN THE SHOP

Game progress: On the counter of the store are various items of clothing or food that you can buy. Students go to the store, buy what they need.

P1 : good morning!

P2 : good morning!

P1 : Have you got a red blouse?

P2 : Yes, I have got. Here it is.

P1 : Thank you very much.

P2 : Not at all.

P1 : Onve you got a warm scarf?

P2 : Sorry, but I haven't.

P1 : good bye.

P2 : good bye.

III. COLLECT A BRIEFCASE

Game progress: The whole group participates in the game. Come to the board as you wish.

T: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 he takes: This is a book.This is an English book. This is a very nice book

IV.FLOWER - SEMITSVETIK

Equipment: daisies with removable multi-colored petals.

Game progress: The group is divided into three teams. Students one by one in a chain name the color of the petal. If the student made a mistake, all the petals are returned to their place and the game starts over.

P1 : This is a blue leaf.

P2 : This is a red leaf., etc.

v. Name the sixth

Game progress: Players sit in a circle. The driver starts the game by listing the words of the studied vocabulary, for example, 5 sports, 5 professions, 5 school subjects, etc. The one who was asked to continue the list should quickly add another name, say "sixth", without repeating what was listed before. If the respondent immediately calls the sixth word, then he becomes the leader, if he hesitates, then the leader remains the same.

Example: Rubber, desk, ruler, chair, board…(pen).

VI. Seasons

Purpose: activation of vocabulary related to the topic "Seasons".

Game progress: before starting this game, you should repeat the names of the seasons and their description. Then the teacher invites one of the students to think of any season and describe it without naming it. For example: It's cold. It's white. I ski. I skate.studentstryingguess: Is it early spring?, Is it winter?The winner is the one who correctly named the time of year.

VII. "Guess the word"

Description: Students are divided into teams. The teacher reads out the description of the word, the task of the students is to guess what word is being discussed and pronounce it correctly.

Example: - PASTA IN THE SHAPE OF HOLLOW TUBES. (MACARONI)

PASTA IN THE SHAPE OF LONG THIN PIECES THAT LOOK LIKE STRING WHEN THEY ARE COOKED. (SPAGHETTI)

MEAT, ESPECIALLY BEEF THAT HAS BEEN FINELY CHOPPED IN A SPECIAL MACHINE. (MINCE)

YELLOW SUBSTANCE LIKE BUTTER MADE FROM ANIMAL OR VEGETABLE FATS, USED IN COOKING OR SPREAD ON BREAD. (MARGARINE)

A SMALL SHELLFISH THAT CAN BE EATEN, WITH A BLACK SHELL.(MUSSEL)

VIII. "In the supermarket"

Purpose: development of lexical speech skills in dialogue communication.

Description: the teacher prepares a "goods for sale" in the form of cards with inscriptions. The task of the students is to act out the dialogues on behalf of the buyer and the seller, using the vocabulary on the cards.

Example: Goods for sale" in the form of a label with information about the product:

ITEM - T-SHIRT

COLOR - LIGHT BLUE

SIZE-36

MATERIAL - PURE COTTON

COUNTRY-CHINA

PRICE - $46

Roles:

BUYER / CUSTOMER / CLIENT - SELLER / SHOP-ASSISTANT / SALESMAN

IX. PAITED LETTERS

( Pairedletters)

Goal: Expand the active vocabulary, consolidate the ability to spell words.

Materials Needed: Pen, paper and dictionary for each student. Projector or whiteboard

Description: Students are shown a table, and the one who makes the most words using these pairs of letters wins.

Here are a few such words that can be formed using pairs of letters from the table:

Liar strong yellow rock know fellow

Stop star yell sill feat fear

x. OPPOSITES (opposites)

Objective: Review words and increase vocabulary, especially adjectives, adverbs, verbs and pairs of antonyms.

Materials needed: A deck of cards with one word each: adjective, adverb or verb. Each word must have an antonym (not written on the card). For example:

LOUDLY HOT FAT FORGET QUICKLY

WIDE CRY TOP STAND UP HEAVY LIGHT

Description: The group is divided into 2 teams (A and B). A player from team A chooses a word and guesses it to a player from team B, he must say the antonym and use it in his sentence. Then a player from team B makes a word to a player from team A. And so on in pairs. For example:

A1: My father is FAT. B1: My father is THIN

B1: This book is LIGHT. A1: This book is HEAVY.

B2: She talks LOUDLY. A2: I don't know.

Scoring: 1 point for a correct question, 2 points if you name a sentence with an antonym that your opponent does not know. If no one knows the antonym, the teacher calls it.

phonetic games , pursuing goals:

. train students in the pronunciation of English sounds;

. teach students to read poems loudly and clearly;

. learn a poem with the aim of playing by roles.

I. kittens

Game progress: learn a poem:

Lapping milk

Little Kitty laps her milk.

Lap, lap, lap

her tongue goes out,

Her tongue goes in.

Lap, lap, lap.

Little Kitty laps her milk.

Lap, lap, lap.

Oh? See her tongue

Go out and in

Lap, lap, lap.

The exercise is fun and useful for training the sound [I].

II. bees

Equipment: a picture of two bees.

Game progress: the teacher tells the students that one bee is English (and this can be seen from her costume), the other is Russian. The English bee buzzes [ð], and the Russian one [h]. The bees met on a flower and talk to each other, sharing news. (Alternately alternate [ð], [h]).

Words

Game progress: the teacher pronounces the words, inviting the teams to take turns calling which word (out of four) is different from the others.

Example: man - man-men - man

bad-bed-bad-bad

ship - ship - sheep - ship

IV. SENDING A TELEGRAM .

Game progress: the group chooses a leader. The teacher asks him to imagine himself as a telegrapher and send a telegram - to spell the words, pausing after each word.

Example: a -u -t -u -m -n, a -l -r -e -a -d -y, s -With-h -o -o -l

v. Tongue Twisters

As phonetic games, you can use tongue twisters, holding a competition who will pronounce the tongue twister better and faster.

1. Pat's black cat is in Pat's black hat. 2. If you, Andy, have two candies give one candy to Sandy, Andy. 3. A cup of nice coffee is in nice coffee-cup. 4. Geb is Bob's dog. Tob is Mob's dog. 5. Pat keeps two pets.

spelling games , the purpose of which is an exercise in writing English words.

I. WHERE IS THE LETTER?

Insert the missing letters in the words on the topic "Food":

T-RKEY, D-CK, VE-L, LAM-, TRO-T, T-NA, CRA-FISH, O-STERS,

S-UR CR-AM, MARG-RIN-, MAY-NNA-SE, B-N, SEMOL-NA, RO-L

II. WORD BUILDING

The teacher writes a long word on the board. Students must form (in a certain period of time) words from the letters of this word. The one with the most words wins. For example, from the wordpersonal Students can make words:so/ are/ so/ rose etc.

III. ALPHABET - DICTIONARY

Purpose: the formation of the skill of composing words from letters.

Game progress: for the game, approximately 100 cards with letters should be prepared (for example, 10 each with the letters a, e, i; 1 each with the letters j, q, z, x; 5 each with the letters p, t, and 4 cards with capital letters A, B, P, K, N, L).

The teacher distributes several cards to the students. The student who has a capital letter A on the card starts the game. He goes to the board, and, holding the card so that everyone can see, calls the letter. Behind him comes his neighbor on the desk with a letter that can be a continuation of the word. If he does not have a suitable letter, then the student sitting at the next desk should continue the word, etc. The one who finishes the word reads it and gets the right to start another word. Used cards are returned to the teacher. The winner is the one who took part in the compilation of the largest number of words. The pace of the game must be fast.Example: A-i-r-p-l-a-n-e

IV. WHO IS BIGGER?

Purpose: checking the assimilation of the spelling of the studied lexical material.

Game progress: two teams are formed. Each team should write on the board as many words as possible on the topics: a) the names of sports games (basketball, hockey, golf ...); b) animals (cat, parrot, monkey…); c) colors (red, blue, green…), etc.

v. Chainword

Decidechainword, writingVhiscellsantonymsdatawords: late, no, big, more, buy, short, bad, far, poor, low, cold, thin

key: early, yes, small, less, sell, long, good, down, near, rich, high, hot, thick.

VI. I SPY (I noticed)

Purpose: Review the words and their spelling.

Description: One student, the driver, asks the group to guess what exactly he sees in the room.

“I spy (with my little eye) something that is green. What is it?”

“Is it the chalkboard?” “Is it the wastebasket?”

“No, it isn't the chalkboard." “No, it isn't the wastebasket.”

When half of those present asked such leading questions, the subject is called regardless of whether it is guessed or not, and the driver is replaced.

Variations: If you need to repeat the spelling of words, students can spell the names of objects. For example:

“I spy something that begins with a 'B'. What is it?”

“Is it a B-O-O-K?”

“No, it isn't a B-O-O-K."

“Is it a B-O-Y?”

“No, it isn't a B-O-Y."

VII. FOUR-SQUARE (square)

Purpose: to increase vocabulary and improve spelling.

Materials needed: a dictionary, a pen, a piece of paper for each.

Description: Each student draws a 4x4 grid. The teacher names any 16 letters from the alphabet randomly, and the students write them down in their table in random order. Then, students must use these letters to make as many words as possible, and only from letters that stand side by side vertically, horizontally or diagonally.

Rules: Only adjacent letters can be used in a word. In any word, each letter can only be used once. Time limit - 3 minutes.

example :

Bar Pair Pair Are

Ark Aries Help Person Bars

Rise Raise Chose Chosen Home

Homes Shoe Park

Tips: give at least 5 vowels. Since each word must contain at least one vowel, students will have a very hard time if there are fewer than 5 vowels. To force the search for long words, I give extra points to those who can make words longer than one syllable. Words of 2-4 letters are worth 1 point, words of 5 letters - 2 points, words of 6 letters - 3 points, etc. In advanced groups, do not count words of less than 4 letters at all.

creative games :

A)auditory games . These games can help achieve the following listening goals:

. to teach students to understand the meaning of a single statement;

. teach students to highlight the main thing in the flow of information;

. to teach students to recognize individual speech patterns and combinations of words in the flow of speech;

. develop auditory memory and auditory reaction of students.

I . “We can eat bread”
A game of edible and inedible. Once entering the group, the students, to their surprise, saw bread, cheese, and sugar on the teacher's table. Why is this? “Look, this is bread. I can eat it, said the teacher, put a piece of bread in his mouth and ate it. Then he took a pen. “We can eat a pen” “No”, all the students shouted in unison. Then the teacher gave everyone a token and said that at the mention of an edible object, raise their hands, and if someone raises their hand at the mention of an inedible object, they should give the token, etc.

II. Make it logical

Game progress: after listening to a recording of a short story (5-6 sentences) twice, the children must restore the story, receiving a point for each correct permutation of the sentences.

example : It saved me. Once I went to the forest, I went alone. But the dog knew the way home very well. Only my dog ​​was with me. Suddenly I lost my way.

III. HANDSUP! ( handsup!)

Purpose: To develop listening skills, consolidate understanding of interrogative questions.

Description: The teacher reads the sentences. At the end of each, students raise their hands and identify question words and answers to them. Points are given for each correct word and for each correct answer. For example:

Teacher- Henry speaks clearly

1- thstudent- WHO? Henry. 2points

HOW? Clearly. 2points

Total: 4 points

Teacher- The dog barked loudly in the back yard all night.

2- thstudentWHO? The dog. 2points

WHERE? In the back yard.2 points

HOW? Loudly. 2 points

Total: 6 points

The corrected error is estimated at a double rate:

3- thstudentHe forgot WHEN.ALL night. 4 points.

IV. DICTIONARY

Purpose: to develop the skill of understanding definitions by ear.

Material Needed: Provide your students with dictionaries that are not only appropriate for their level of knowledge, but also contain, in addition to definitions of words, examples of their use in context.

Description: The teacher finds a suitable word in the dictionary, names the part of speech (verb, noun, etc.) and the first letter of this word, then reads the definition (as well as sentences in which this word can be used). Students try to guess the word. The one who first calls the correct word. The one who first calls the correct word becomes the leader, chooses the word himself and reads its definition.example :

“My word is verb and it begins with the letter ‘t’. it means:

1. produce thoughts; form in the mild.I often_________ of home.

   reason; consider. He is_____ about the problem.

   believe; have faith in something. He______ he can do it.”

speech games contributing to the implementation of the following tasks:

. to teach students the ability to express thoughts in their logical sequence;

. to teach students to practically and creatively apply the acquired speech skills;

. to teach students the speech reaction in the process of communication.

I. "Explain yourself".

The teacher says a sentence that can serve as the end of a short story. Students make up their own stories. The winner is the one who most logically sums up the story to its end.
Example:
- Luckily I found people who could swim.
- I jumped up and opened the window.

II. Wright/ Wrong

Game progress: Two chairs are placed near the board. One has a sign "wright ", on another - "Wrong ". The teacher says: The weather is fine today (and it is raining at this time) and points to one of the students. He sits on a chair with a sign “wrong” and says: That "s wrong. The weather is rainy, and then turns to a member of the other team: Look, Pete. The sun is not shining today. The student addressed by the driver takes a chair with a "correct" sign and turns to the next participant.The team that made the fewest mistakes wins.

These are the so-called "preparatory games" that contribute to the formation of speech skills. Such games can make boring work that requires repeating the same structures over and over more interesting and exciting. With the help of games, you can develop observation in describing objects and phenomena, activate attention, develop skills in reproducing what you hear, and much more.

1. Types of games and game techniques for students at an early stage of learning

I also want to offer several game developments that came from my

pedagogical experience and used by me in the lessons with students at an early stage of learning.

1. “If you hear me…”

Selecteddriving. The teacher whispers the following words: “If you hear me, clap (dance, swim, skip)!”. Students perform a given action; the driver guesses and calls him. The teacher preliminarily explains the meaning of the phrase “If you hear me…”.

2. "Number and color"

Students sit at a common table. Each student has a card with a number and colored cards in the center of the table. The teacher calls the number and color, for example: “Five - green!”. The student, who has a card with the number five in his hands, chooses and shows a green card. The rest of the students observe and correct it if necessary.

3. "Remember"

The objective of this game is to teach the ability to describe each other's appearance. The teacher calls two students to the board and gives them the opportunity to examine the appearance of the interlocutor for a few seconds, after which they turn their backs to each other and try to describe each other according to the signs that they remember. The winner in this game is the one who last calls the phrase.

For example

He has got gray eyes.

She has got brown hair.

He has a suit on.

She is wearing a green skirt.etc.

4. "Circus"

Students play in pairs. Each pair must prepare a performance of a trained animal. 2-3 minutes are given. Pairs alternately enter the "arena". The “tamer” says: “I have got a tiger.My tiger can run. My tiger can dance. My tiger can jump.”The student in the role of a tiger performs the called actions.

5. "Swap places"

Students stand in a circle. In their hands they have cards with the image of animals. The teacher names two animals. Students who have cards with the image of these animals change places. The game is played at a fast pace.

6. “How many marbles?”

The teacher prepares in advance a small plastic box containing the beads. At the command of the teacher: “Sleep!” students close their eyes. The teacher throws beads into the box. Students determine the number of fallen beads by sound. On command: “Wake up!” “wake up” and answer the question: “How many?”.

7. "Guess the letter"

On the teacher's table are cards with the letters of the alphabet "face down". The student takes the card without showing it. They guess the letter by asking: “Have you got the letter Gg?” The one who guesses becomes the driver.

8. "The best / The best."

Condition: divide the group into 2 - 3 teams, build them into a column and, at the command “To start”, begin dictating letters. Everyone runs up to the board 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 students do not have the opportunity to spy on other teams.

9. "Phone"

The students line up. The teacher speaks a word or phrase in the ear of the first one, which he must convey to the ear of his “neighbor”. It is necessary to explain that you need to speak in such a way that only the student standing next to you can hear. Standing at the end of the line, speaks aloud. If the student said the word or phrase correctly, the last one becomes the first and the game starts again.

10. "Guess the animal"

The teacher prepares a bag or box containing animal toys. He invites students to identify the animal by touch and name it. If the student correctly names the word, become the leader.

11. Game exercise "Collage"

Portraits of students are attached to the board (students draw their portraits or bring photos from home). Alternately going to the blackboard, they point to their portrait, say: “That’s me! My name is Sasha. S-a-s-h-a!" b? and, using the letters of their name prepared in advance from paper, they attach the letters under their portrait.

12. "Who has a family?"

Students play in pairs. One of the partners stands with his back to the group, the second behind him says, changing his voice: “I have got a mother, a father and a sister”. studentschorusaskquestion: “Who has got a mother, a father and a sister?”The first student guesses his voice partner and answers: “Misha has got a mother, a father and a sister”. Changing the voice will bring additional interest to the game.

13. "A funny ball."

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 can be both from the vocabulary learned and new words), The student calls the word. beginning with the last letter of the speaker

14. "ABC Task"

Students are divided into 2 teams. There are 2 posters on the board. Each has a picture of a 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. Students come one at a time to the blackboard and build the alphabet. Evaluated the speed and correctness of the task.

15. "Funny Tree"

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

16. "Champion Game"

Starting the game, the teacher calls the first word. Each subsequent student must name all the previous words in the order in which they were included in the game, and say a new word. If someone forgot a word or mixed up the order, he is out of the game.

. Family- I have got a mother, a father, an uncle, an aunt...

. By whomYouWantbe- I want to be a driver, a doctor, a pilot...

. Food - I'd like to eat an apple, sweets, bananas, a cup of tea…

17. "Let's draw a picture"

Each student needs to prepare a sheet in advance, drawn into 20 cells. The teacher names the words on the topics studied (not only nouns, but also adjectives, and verbs, and even phrases). Students must draw! each word, which corresponds to its own cell. Then the teacher calls the number of the cell, and the task of the students is to “restore” the word with the help of their drawing.

18. "The Comb"

The group is divided into 2 - 3 teams. Write a long word for each team on the board. Representatives of the teams take turns running up to the board and writing words that begin with the letters that make up the original word, vertically. Words of one command should not be repeated. The first team to spell the words correctly wins. Words can be of different parts of speech, as long as they are longer than the words of rivals.

19. "Remember the Words"

Students are asked to quickly look through the list of words, and then name words that contain a given letter. Whoever can name the most words wins.

20. "Invisible Words"

The leader is selected. His task is to write the word, but he “writes” the word with his hand in the air. The task of the rest is to write down the words in notebooks. The winner is the one who correctly wrote down all the words.

21. "Hide-and-Seek in the Picture"

A large picture of the room is required. The driver (one of the students) "hides" somewhere in the picture, writes on paper where he hid and gives it to the teacher. Children, asking the driver general questions, “look for” him in the picture. To make it more like real hide and seek, you can read the saying in unison:

bushel of wheat, bushel of clover;

All not hid, can't hide over.

All eyes open! Here I come.

Are you under the bed?

Are you behind the door?

Are you on the chair?

Are you in the box?

22. "Let's Count Alphabet"

The teacher suggests doing math. But the numbers here are replaced by letters. Each letter has its own serial number (according to alphabetical order). To correctly solve the examples, you need to count the serial numbers of the letters. Answers must also be in the form of letters.

C+R=? 3+18=21 C+R=U

23. Good morning

1 student comes to the board and turns his back to the group. The teacher gestures to one of the participants and he says to the driver:Good morning Kolya.The driver, recognizing the voice, replies:Good morning Masha.Now Masha becomes the driver and the game continues. To make it harder to guess, you can change voices. In the very first lessons, phrases of greeting and farewell are used. At an advanced level, these can be micro-dialogs:

Hello Masha! How are you?

Hello Kolya! I'm fine. thank you.

24. "Clap - Clap"

The teacher names the words on the topic studied. Students should clap after each word. If a word from another topic is called, there is no cotton.

25. "Let's go on a bus"

The teacher calls one of the students who will be the "bus driver". He walks around the group and shows cards (with learned vocabulary) to the rest of the students. If the students say the word correctly, they "get on" the bus, holding on to the waist of the person in front.

26. "Numbers"

This game trains students' counting skills very well. You need to complete the following tasks:

Name the numbers that are divisible by 2, 3

Name all even numbers

countdown

27. "What sound did I have in mind?"

The teacher names a chain of words in which the same sound occurs, and the students guess this sound.

28. "Eatable - Uneatable (Edible - inedible)"

The players stand in a line. If the teacher calls something edible, they catch the ball and translate the word (correctly - they remained in the game, incorrectly - they dropped out of the game).

29. "Find the stranger"

It is necessary to cross out an extra word from each group of words and explain on what basis the choice was made.

Cheese Sausage Butter

Coffee Juice Fish

Hungry Coffee Milk

30. "Last Word Chain"

To start the game, the teacher says the first sentence. The next student must come up with a sentence that would begin with the last word of the previous sentence. If the participant finds it difficult, he skips the move, and the move proceeds to the following:

I have got a cat.

The cat is grey.

The gray cat is under the chair.

The chair is near the table.

The table is in the room.

31. "Wider Circle"

Draw a circle on the floor. Students stand around. The teacher shows a transcription icon and says the words, if the children hear this sound, they jump into the circle.

32. Name Circle

Students sit in a circle. The teacher starts the game with the phrase "My name is ..." The one sitting on the left continues "Her name is ... My name is ..." Thus, each participant in the game calls all the previous ones and himself.

33. "True is a lie"

The teacher names the sounds and shows the corresponding transcription icons. Sometimes makes mistakes. Students must find the error.

34. "Confusion"
1 participant names some part of the body, for example, the head, but touches the hand. Tell the students to follow those commands and touch the exact part of the body that you name, and not the one that the leader touched. You can name parts of the body by adding numbers to them. For example: one, two, three - hand!

35. "Where Is It?"
The leader closes his eyes. Participants hide any item. The facilitator opens his eyes and asks: “Where is the…?” They help him find the hidden object, giving clear instructions in English: “The pen is at the bag….”

36. Animals and Birds
The host imitates the voices and habits of any bird or animal, and the players guess by asking questions.
Do you live in Africa? What color are you? Are you a …?Whoguessed right, becomesleading.

37. "Simon Says"
Leadingspeakssuchphrase: “Simon says: “Stand up (Sit down, Run, Touch your nose, Jump…)””.Participants must follow all commands only if they have an introductory phrase “Simon says” in front of them.

38. "Imitators"
You name any animal, bird or profession, and students try to mimic, voice and gesture to depict the name. Whoever does it better is the winner.

39. Colors.
You name a color in English, for example, red. Students must find the named color on their clothes or in the classroom, touch it and repeat its name.

40. Crocodile

The game not only allows you to consolidate vocabulary on the topic "Animals", but also develops in children such a quality as artistry. The rules are simple: the host depicts any animal, and the rest of the students guess it. You can’t make sounds, for example, meow, etc. The one who guesses the word first becomes the leader.

41. "Buyers"

The group is divided into 2 teams. One team can "buy" only words in which the letter "c" is read as [s], and the other - words in which this letter is read as [k]. The teacher at a fast pace shows the children cards with the words carrot, cat, center, cinema, nice, club, welcome, city. The task of the team is to have time to voice the word (“buy” it).

42. "Hunters"

Transcriptions of the words are taped to the board. 2 "hunters" are called; everyone has their own bag. The teacher calls the word, the children are looking for its transcription. Whoever found the word first, he removes the “prey” from the board and puts it in his bag. The one with the most cards wins. The winner then demonstrates his “loot” to the guys by taking the cards out of the bag and reading them.

42. “I have got a gray mouse”

Children become in a circle. The teacher is in the center and shows some toy, saying: “I have got a gray mouse”. The student he is addressing must agree with him: “Yes, you "ve got a gray mouse." Sometimes the host “makes a mistake” and calls the wrong color of the toy. For example, “I've got a green fox”. from the game.

43. Blocks

The game is played with dice. On each side of the cube is a word for a certain sound. Players, throwing a die, name the drop-down words. (You can play in teams using two/three dice.)

44. "What words do you know?"

The teacher calls the sound/letter and shows the students how many words they need to remember. Then the teacher asks the question: "What words for this sound/letter do you know?", and the participants recall and name the words for the given sound/letter.

45. "Chinese whispers"

Arrange cards on the board. Divide students into two teams. The first team members approach the driver, and he whispers the instruction: "Give me the doll, please / Put the car on the table / Etc." Then they return to their teams and whisper the instructions to the next player in the chain. When the instruction reaches the last player of the team, he must execute it as quickly as possible. If everything is done correctly, the team gets a point.

E.A. Barashkova notes the following game application ruleswhen teaching a foreign language:

Before suggesting a game, ask yourself: why is this game needed, what does it give. Playing for the sake of playing is a waste of time. The teacher should always clearly set a didactic goal. Students do not need to be told. The game, of course, has its own, purely game purpose. Put it in front of the students.

Do not try to solve two problems with one game: work out new grammatical material and learn new words. Students may get pleasure from the game, but there will be no benefit. Determine what your main goal is. Get her. If you need to practice a new grammatical structure, then the vocabulary should be familiar. If your task in this game is to memorize new words, then you need to do this on well-learned grammatical material.

When conducting games, the teacher must take into account someguidelines :

Prepare methodological material in sufficient quantity;

Decide what role the teacher will take on: observer, assistant, participant;

Think about how to organize feedback at the end of the game;

Make notes, comments, notes, remarks, questions that arise during the game.

N.I. Arzamastseva notes somewhat differentguidelines when playing games:

A new game is started by the teacher (the role of leader), and then this role is transferred to a well-prepared student.

The same game is repeated several times by substituting new lexical units.

At the early stage of education, it is necessary to teach students to comment on their actions in a foreign language.

It is desirable to give the game the character of a competition in order to get the greatest effect from it.

1. Conclusion

Thus, having studied the role of the game in the learning process and considering the need to use didactic games in English lessons, we can conclude that the educational and developmental value of learning in a game form lies in the content and focus on solving the problems set by the teacher.

With the help of the game, you can ensure the active participation in the lesson of each student, stimulate verbal communication, contribute to the formation of interest and desire to learn a foreign language. The game is an excellent way to spur students on, make them work actively in the lesson. After a difficult oral exercise or other tiring activity, a fun game is the perfect opportunity to unwind. 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 should also be used to relieve tension, monotony, when working out language material, and when activating speech activity.

The use of games and game moments in foreign language lessons is an important method for stimulating the motivation of students' educational and cognitive activity.

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

GAME WITH PICTURE

For better assimilation by students of structures in Present Continuous, 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.
Students ask questions such as:
P1: Is the girl sitting at the table?
T: No, she is not.
P2: Is the girl standing?
The student who guessed the action shown in the picture wins. He becomes the leader and takes another picture.

The work contains 1 file

MOU "Vargashinskaya secondary school No. 3"

Teacher

in English

Bakhteeva M.N.

r.p. Vargashi

Goals:

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

- create a natural situation for the use of this speech sample.

GAME WITH PICTURE

For better assimilation by students of structures in Present Continuous, 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.

Students ask questions such as:

P 1 : Is the girl sitting at the table?

T: No, she is not.

P 2 : Is the girl standing?

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

LOTTO

Lotto "Verbs in pictures" is a good visual aid for practicing grammatical forms.

On the cards there are several pictures depicting some kind of human action, for example: skating, playing chess, reading a book, etc.

On the chip - one picture.

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

Students find the same picture and answer:

- He is doing.

If he answers correctly, he gets a token.

BE CAREFUL

The goal is to automate skills in the use of common questions.

A. Can a boy swim? Q. Do fishes live in the sea?

Can a cat fly? Do books sing?

Can a fish run? Do you live in a tree?

Can a bird fly? Does Pete go in for sports?

Can you swim?

COMMENTATOR

Students take turns performing actions and commenting on them, for example:

- I am sitting.

- I am standing up.

- I am going to the window….

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

WHAT DO YOU LIKE TO DO?

The goal is to activate general questions in the speech.

One of the students guesses what he likes to do, the rest ask him questions:

• Do you like to swim?
• -Do you like to play football?
• Until they figure it out.

The one who guesses becomes the driver.

HAVE YOU…

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

There are toys on the teacher's table.

Students are encouraged to look at them and memorize.

Previously, you can repeat with students all the names in English.

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

He takes the lead.

CHANGES

One student leaves the class.

At this time, some changes occur in the class:

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

- chair moves

- a window opens, etc.

When the driver returns, he must answer the question:

- "What has changed?" i.e. name everything that has changed in the class.

For example:

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

The score can be team or individual.

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

FAVORITE OCCASIONING CARLSON

Guys, you know Carlson, who lives on the roof.

Before me is a picture that depicts Carlson at his favorite pastime. Guess what he does.

Students ask questions:

Is he playing ball?

- Is he reading a book? etc.

ROOM FIGHT

This is a grammar game to practice structure.

The game has two people.

Each of the participants draws a plan of their room (they should not see each other's drawings), as well as an empty square, which is a plan of the partner's room, which will be filled with "furniture" during the game.

At the same time, the names and number of items in the rooms are agreed in advance.

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

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

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

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

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

PRESENT

Target: consolidation of vocabulary on the topic, automation of the use of studied verbs in the future tense in oral speech.

Game progress: two teams are formed.

Two rows of words are written on the board:

1) the name of the gift,

2) a list of verbs.

The players must say, using the verbs from the list, what they will do with the gifts received on their birthday.

Each participant in the game comes up with one proposal.

The team that completes the task faster and makes sentences without errors wins.

NUMBERS

Target: repetition of cardinal numbers.

Game progress: two teams are formed.

On the right and left on the board, the same number of numbers is written randomly.

The teacher calls the numbers one by one.

Team representatives must quickly find and cross out the named number on their half of the board.

The team that completes the task the fastest wins.

English teacher

MBOU secondary school №16

Kolomna, Moscow Region

Project:

"Educational games at foreign language lessons"

For students in grades 8-9

Age 14-15 years old

Subject - English

Introduction

The educational function of a foreign language at school, college, university, professional significance in the labor market has increased. This entailed the efforts of motivation in learning languages, the need for their use increased. Strengthening (activation) of motivation is due to the renewal of the content of education, the formation of methods for self-acquisition of knowledge and cognitive interests among schoolchildren. In the course of training, students are constantly developing, personal development occurs.

The school reform poses serious tasks for teachers to intensify the educational process and improve teaching methods.

Schoolchildren have a great craving for learning a foreign language, however, due to illnesses, as well as for a number of reasons that lead children to miss classes, this subject loses its attractiveness for them, lagging students consider it one of the most difficult, and hence unloved.

The main task of the teacher is to ensure that children do not lose interest in the subject, so that the material offered to the student is accessible according to difficulty.

Games are a great help in solving these issues. Their use gives good results, increases the interest of the children in the lesson, allows them to concentrate their attention on the main thing - mastering speech skills in the process of a natural communication situation during the game.

Use games when learning English in all classes,but the nature of the material and the tasks vary from class to class.

In our opinion, role-playing games should be classified as follows:

lexical,

grammar,

memory games,

dramatic games for creative interpretation.

In our age, when computerization has become one of the first places in education, the game has not lost its importance.

In the game, the abilities of any person, and especially a child, are fully manifested. The game is a specially organized activity that requires tension of emotional and mental strength. The game involves making a decision - what to do, what to say, how to win? The desire to solve these questions sharpens the mental activity of the players. And if students speak a foreign language at the same time, the game opens up rich learning opportunities.

The inclusion of foreign language communication in the process of teaching a foreign language determined the use of group and collective forms of work in the classroom. The role-playing game, being the most accurate and at the same time accessible model of foreign language communication, is the organizational form of learning that allows you to optimally combine group, pair and individual forms of work in the classroom. Role-playing games contribute to the strengthening of the communicative orientation in learning, the development of interest in learning a foreign language. In preparation for the game, language and speech material is worked out. The role of the teacher is guiding and guiding: to support the student in time, to help him formulate his thought correctly, to support him. The role-playing game unites children, stimulates the efficiency and interest of students, contributes to a better assimilation of lexical material and familiarization with new words. There may be the following games: “At the doctor”, “In the store”, “My family”, “Where do you live?”

A creatively working teacher is always in search of new effective methods of mastering a foreign language, skillfully using it as a means of communication.

Practice shows a positive impact on the educational process of all types of games. Each game performs its function, contributing to the accumulation of language material by the child, the consolidation of previously acquired knowledge, the formation of various skills and abilities.

Thus, elements of the game can be introduced into any type of activity and at any stage of the lesson, and then any lesson takes on a fascinating form.

Being entertainment, recreation, the game is able to grow into learning, creativity, a model of human relations.

Target:

Theoretically substantiate the importance of using gaming methods for teaching vocabulary and test their effectiveness in practice.

Theoretically substantiate the possibility of using gaming methods for teaching vocabulary and test their effectiveness in practice.

Tasks:

to study the psychological and pedagogical foundations of gaming teaching methods.

identify the principles of teaching the grammar of a foreign language.

develop game forms and techniques for each stage of learning grammar.

show different forms and techniques of teaching grammar.

empirically to identify the feasibility of applying in practice game forms and teaching methods.

Object of study: game teaching methods.

Subject of study: game methods of teaching the grammar of a foreign language at the senior level of education.

Hypothesis: game methods are effective for teaching the grammar of a foreign language at the senior level of education.

Grammar games in English lessons

Grammar games in English lessons have the following goals:

to teach students the use of speech samples containing certain grammatical difficulties;

create a natural situation for the use of this speech sample;

develop speech activity and independence of students.

Games include the most important grammatical material - the verbs be, have, may, can, must, there is construction, tense verb forms: Simple, Progressive, Perfect, indirect speech, subjunctive.

Most of the games are based on competitive scoring. Games can be played between students on the principle of individual championship or by teams. What is expressedimproving the effectiveness of the lessonwith a game?

1. The game, although for a short period of time, contributescreating a language environment in the classroom or outside it. The student is mentally transferred from the walls of the school to the surroundinglife and imagines that he takes an active part in it. So, he can "reincarnate" into an interpreter, into a guide, into a tourist, into a student talking with a foreigner, etc. This gives children real pleasure and at the same time helps the teacher to create a language environment in the lesson, i.e. conditions approaching those in which people converse in a foreign language in a natural setting. And now it is one of the most pressing tasks facingbeforeforeign language teaching in secondaryschool.

2. Experience shows that the game is one of the best means of combating the pattern in teaching a foreign language, if it is used along with visualization, technique and various methods and forms of teaching students a foreign language, if the types of lesson change as the material progresses. It is known that many teachers experience great difficulties when working in the classroom on the development of students' skills and abilities of practical language proficiency. The main reason is the inability to choose and correctly combine various forms of work. The game helps the teacher to overcome the monotony of this work, to conduct training in speech activity in an interesting and exciting way.

3. Properly organized games arouse and maintain students' interest in learning a foreign language. Anticipating the joy of the game, the guys are happy to attend foreign language lessons. When an interesting game is played, students have a desire to learn, memorize a foreign language, and practically master it. This is one of the keys to dealing with student passivity. Forall, and especially lagging behind, the game is an incentive to master the language. However, don't overdo the games. It is necessary to alternate them with other various forms and methods of work, otherwise the game will becomesomething ordinary and interest in it and, consequently, in learning a foreign language will decrease. In addition, as rightly noted by K.D. Ushinsky, it is impossible to build all training on interest, because students will have to take a lot of willpower.

4. The game causes involuntary attention even where, under normal conditions, the teacher has to be content with arbitrary attention, sometimes resorting to disciplinary measures. Properly played game contributes to the improvement of discipline. Interest, attention and conscious discipline are the key to the strength of knowledge.

5. Games, especially with a pronounced element of the game, cause exceptional activity of students. But the task of the teacher is to direct the activity of students in the right direction to achieve the goal. It is necessary not to slow down the pace of the lesson, but to pay due attention to correcting language errors, to require students to be extremely attentive to the language,

Content of the learning experiment

Experimental training was carried out taking into account the conditions for teaching a foreign language at the senior stage of a comprehensive school.

Experimental training included two stages: preparatory and basic.

Preparatory stage

At the preparatory stage, the following tasks were set:

selection of didactic material

organization of selected material for educational purposes

Selection of didactic material

Two grammatical topics were chosen as language material: “Second Conditional” and “Present Perfect and Present Perfect Continuous”.

Organization of the selected material

To conduct experimental training, two sets of exercises were compiled for students on the topics “Second Conditional” and “Present Perfect and Present Perfect Continuous”.

The ultimate goal of training “Second Conditional” and “Present Perfect and Present Perfect Continuous” was to form communicative competence and, in particular, its most important component - language competence, sufficient to complete an act of communication in a foreign language. In this regard, each manual included conditional speech and speech exercises that imitate the natural process of communication (for all types of speech activity).

The level of formation of communicative competence, and grammatical skills in particular, was tested using written (tests) and oral (dialogical and monologue statements, role-playing games) tasks.

Game technology was used as an experiment. Since the game helps to rally teenagers and even the shy and timid are involved in vigorous activity. The educational nature of the game is not realized by schoolchildren. And from the position of a teacher, we considered it as a form of organizing the educational process for the formation of grammatical skills and the development of speech skills.

The structure of the experiential learning was as follows:

Intermediate complex (Second Conditional) - 3 lessons.


Delayed cut - after 1 month.

Intermediatecomplex(Present Perfect and Present Perfect Continuous) - 3lesson.

The first cut is the next lesson after the end of the complex.
Delayed cut - after 1 week.

An intermediate complex on the topic “Second Conditional”.

Materials for a series of lessons using grammar games are in the Appendix.

Conclusion

Play is the main activity of the child. It is inextricably linked to motivation. The use of the game as one of the methods of teaching a foreign language facilitates the learning process. The game is an effective teaching tool that activates the mental activity of students, makes the learning process attractive and interesting, makes students worry and worry. This is a powerful incentive to master the language.

According to psychologists (A.A. Leontiev), the motivation created by the game, i.e. game motivation should be presented in the educational process, along with communicative, cognitive and aesthetic motivation.

D.B. Elkonin believes that the game performs four important functions for a person: a means of developing the motivational-required sphere, a means of cognition, a means of developing mental actions and a means of developing voluntary behavior.

E.I. Passov identifies six main goals for the use of the game in foreign language lessons;

Formation of certain skills.

Development of certain speech skills.

Learning to communicate.

Development of the necessary abilities and mental functions.

Knowledge in the field of regional studies and language.

Memorization of speech material.

Based on the theoretical and practical part of the work, we came to the conclusion that the game helps communication, it can contribute to the transfer of accumulated experience, the acquisition of new knowledge, the correct assessment of actions, the development of human skills, his perception, memory, thinking, imagination, emotions, such traits, as collectivism, activity, discipline, observation, attentiveness.

In the course of pedagogical practice, we were convinced that the role-playing game motivates speech activity, since students find themselves in a situation where the need to say something, ask, find out, or prove is actualized. Schoolchildren are clearly convinced that language can be used as a means of communication. 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.

In addition, the game provides an opportunity for timid, insecure students to speak and thereby overcome the barrier of uncertainty. In a role-playing game, everyone gets a role and must be an active partner in verbal communication.

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

The same game can be used at different stages of the lesson. However, it all depends on the specific conditions of the teacher's work. It should only be remembered that for all the attractiveness and effectiveness of the games, it is necessary to show a sense of proportion, otherwise they will tire the students and lose the freshness of the emotional impact.

Getting acquainted with this or that game, the teacher should understand well its moving spring. If a theatrical action is planned, you need to take care of the details of the costume and props - they will make the game more complete and convincing. If this is a game exercise, then it all depends on the emotionality of the teacher. Most games are built around competition.The place of games in the lesson and the time allotted to the game depend on a number of factors: the preparation of students, the material being studied, the specific goals and conditions of the lesson, etc. So, let's say, if the game is used as a training exercise during the initial consolidation, then it can take 20-25 minutes of the lesson. In the future, the same game can be played for 3-5 minutes and serve as a kind of repetition of the material already covered, as well as relaxation in the lesson. A number of grammar games, for example, can be effective in introducing new material.

The success of using games depends, first of all, on the atmosphere of the necessary verbal communication that the teacher creates in the classroom. It is important that students get used to such communication, get carried away and become participants in the same process with the teacher.

Of course, a foreign language lesson is not only a game. The trust and ease of communication between the teacher and the students, which arose due to the general game atmosphere and the games themselves, dispose the children to serious conversations, discussion of any real situations.

The goal of our work was achieved, a set of grammar games was developed, some games were successfully used in the course of teaching practice in English lessons at the middle and senior levels of education.

We have seen that games have a positive effect on the formation of cognitive interests and contribute to the conscious learning of a foreign language.

And, nevertheless, despite the obvious attractiveness of educational games, they are not used enough in foreign language lessons, they have not become a true means of learning, part of the overall system. Practice shows that games most often serve as an entertaining moment in the lesson, teachers resort to them rather in order to relieve students' fatigue, using them only as a relaxation. This prompts once again to focus on some aspects of this problem.

Application

1 lesson.

Tasks:

As mentioned above, the grammar material on “Second Conditional” was new grammar material, but the students were already familiar with “First Conditional”. The objectives of the lesson were to introduce students to one of the two leading functions of “Second Conditional” - the expression of a possible condition and the intended result.

At the beginning of the lesson, students listen to the dialogue:

Gill is going to Germany for a year to be an au pair/ Her mother is a little anxious.

mother: Oh dear. I hope everything will be right. You've never been abroad before.

Gill: Don't worry. I'll be OK. I can look after myself.

mother: But what will you do if you don't like the family?

Gill : I'll find another one.

Then the students work in pairs and make up similar dialogues.

These are the other things her mother is worried about:

Perhaps Gill will:

run out of money

Be lonely

Be ill

get lost

Have to work too hard

After that, the results are summed up in order to find out which grammatical phenomenon was used, in which function. After it has been clarified that the “First Conditional” form was used to express the intended result and the possible condition, the setting for the lesson is given: “We already know what Englishmen usually say, when they want to express a real condition.Today we’ll learn to express unreal condition in a way Englishmen do.”Thanks to this formulation, in the minds of students, a process of differentiation of two forms and, more importantly, two functions of grammatical phenomena takes place. Thus, in a situation of communication, being faced with the choice of using one or another form of Conditional, the choice will occur taking into account not the form and, as a consequence, the function of the phenomenon, but vice versa. ANDFurther: “I am a teacher and I work at school. But if I were the President of my country I would work in the Kremlin. If I were a doctor I would work in a hospital.(in this case, the form of the subjunctive mood is emphasized by the voice). The presentation ends with the phrase: “But that was only my dreams.Unfortunately, I am not a doctor and I am not the President.”

After setting to the lesson, students are offered two speech samples, reflecting one of the main functions of the “Second Conditional”: an unrealistic condition:

What would you do in each situation? Write unreal present conditionals.

call an ambulance, complain to the manager, run away, try to catch it, walk to the nearest garage to get some, ring the police.

Based on the presented speech samples, after clarifying the function of using “Second Conditional”, a series of imitative exercises are performed in the T-C mode, then P-P. :

T: What would you do if found a fly in your soup?

What would you do if you lived in a palace?

What would you do with the money if you had 1000$?

P-P: Discuss the following situations with your partner.

R1- If I were you I would go to another restaurant.

P2-…

In the process of such exercises, the function of a grammatical phenomenon is acquired in parallel with the form, and not in isolation from it.

However, after a series of imitative exercises, it is necessary to clarify the form, presenting it as a comparison with a similar grammatical phenomenon.

There are two sentences on the board:

If the weather is fine tomorrow I will go for a walk

If the weather were fine today I would go for a walk

Based on the above examples, students draw all sorts of conclusions regarding both the form and function of phenomena.

This completes the presentation of the material and begins the stage of primary automation based on speech samples and conditional speech exercises that imitate the natural act of communication. For example, suchexercises:

Ex. Here is a list of future possibilities. Which do you think are:

possible

possible in theory but probably won't happen?

rain at the weekend

you win a lot of money

you are president of your country

you have nothing to do tonight

you have a winter holiday

you have three wishes

Then comesgame "Auction"

The teacher prepares a list of 10 sentences “Second Conditional” Two-thirds of the sentences contain grammatical errors. The class is divided into teams of 4 people. It is necessary to look through the list of sentences and decide which of them are grammatically correct and which are erroneous. Each team receives a certain amount of money. Then the auction begins. The teacher reads the sentences in random order, the students place bets only on the correct sentences. The team that bids the highest wins. If the offer is correct, the team wins. If incorrect, loses this amount. The team that earns the most points wins.

He smokes too much; perhaps that's why he can't get rid of his cough.

If he didn't smoke so much he might get rid of his cough or

If he smoked less he might (be able to) get rid of his cough.

We haven't got central heating, so the house is rather cold.

I have no dog, so I don't like being alone in the house at night.

He spends hours watching television; that's why he never has time to do odd jobs in the house.

I haven't got a vacuum cleaner; that's why I'm so slow.

I don "t know his address, so I can" t write to him.

He never shave; that "s the only reason he looks unattractive.

You work too fast; that's why you make so many mistakes.

I can "t park near my office; that" s why I don "t come by car.

I live a long way from the centre; that's why I am always late for work.

I haven't a map so I can't direct you.

2. Compose a monologue statement on the topic: “I have a dream.What would happen if my dream came true?”

2 lesson .

Tasks:

The purpose of this Second Conditional lesson is to introduce students to another feature of Second Conditional, the advice feature. For this purpose, after conducting a speech exercise and a survey of homework, which showed a sufficient degree of formation of grammatical skills, as well as a series of conditional speech and speech exercises, the students are asked the following question: “If we want to give someone advice what do we say?

For example: I lost my pen and I don't know what to do.Give me advice!”. Thus, it turns out that the only way students know how to express advice is to use the imperative mood. Based on this, the following attitude is given: “Today we will learn another way of expressing advice that the English use.”

The presentation of the function begins, again with a speech pattern:

Jenny is an overworked writer. Advise Jenny what to do in each situation.

The scheme for the primary automation of the advice function is the same as when working out the function of an unrealistic condition: Then the students listen to the tape and fill in the gaps.

Listen to the people talking about what they'd do if they had lots of money and complete the sentences.

1. If Paul had lots of money, he’d…...................……..and…………………

2. If Annie had lots of money, she’d………………..and…………………….

3. If Josie had lots of money, she’d………………....and……………………

4. If Don had lots of money, he’d……..…………….and……………………

Nextstagelessona game “The lady or the tiger?”

Students work in groups of 4. Each of them has the original text. TheyreadtexteveryAndare discussingquestionpartsAVgroup("Which door would you choose for your lover if you were the King" s daughter chose?The lady or the tiger? Then the whole class enters into a discussion and predicts their answers. For each correct guess, the team receives an asterisk. Moving on to Part C, students complete the task by giving advice. winsteamWithbigquantitystars.

Read this story and discuss these questions at the end.

The lady or the tiger?

A King built a big stadium. He told his people: "If someone does something wrong, my men will put him in the middle of the stadium. There are two doors at the far end of the stadium. Behind one door is a tiger. Behind the other door is a beautiful lady. The wrongdoer must choose one of these doors. If he opens the wrong door, the tiger jumps out and kills him. If he opens the other door, he finds the beautiful young woman. They must marry immediately. After that they can live happily together."

The King had a clever, beautiful daughter. But people were afraid of her because she could be angry and dangerous. One day the King found his daughter in the arms of a handsome gardener. The King said, "I will send your lover to the stadium."

The King "s daughter spoke to the workers at the stadium. "Which room is the tiger in?" she asked. They told her.

"And which girl will be behind the other door?"

"She is the daughter of your father"s driver," the workers answered.

The King's daughter knew the girl well and did not like her. She began to think hard. "If my lover chooses the wrong door, he dies. But if he chooses the right door, he marries this cheap little thing. And I lose him - to her! So I must choose. .

That afternoon the young man stood in the middle of the stadium and looked up at the King's daughter. Her eyes told him something. She looked down quickly at her hand. He saw her smallest finger move a little to the left. And immediately he knew.

INWork in pairs or groups of four.

1 If the King's daughter chose the tiger what would this tell us about her?

2 If the King's daughter chose the lady what would this tell us about the King's daughter?

3 If you were the King's daughter what would you do?Give her your advice.

At the end of the lesson, the results are summarized on the topic “Second Conditional”, namely, on the functioning of this grammatical phenomenon in the communication process.

Write a letter of advice to a friend of yours who isn't very healthy. (60-80 words)

You don't feel well because you eat too much. If you ate less, you would feel better…

3 lesson.

Tasks:

Maintaining previously learned grammatical material in active possession.

Control of the formation of grammatical skill.

Further development of speaking skills (dialogical and monologue speech), reading, listening.

Development of skills and abilities of independent solution of communicative tasks in a foreign language.

The development of memory, thinking, imagination.

Increasing the motivation for learning a foreign language.

The lesson is divided into two parts:

The first part takes place in the P-C mode and is a preparation for the role play, which takes up the second part of the lesson.

1. Each student receives a card with a theme. For example: my best friend steals money from other students, an antique vase, spilled milk, spoiled jacket, torn letter etc.

First, students in pairs make up dialogues according to the type:

I know that my best friend steals money from other students.

What would you do if you knew it?

If I knew it I would try to talk to him.

Then the task changes. The task of each student in front of the whole class is to present the situation as follows: I have a friend.But he became to steal money from other students and I don't know what to do.Can you please give me advice? The task of the rest is to give as much advice as possible.

2. The next stage of the lesson is a role-playing game.

Before the start of the role-playing game, students get acquainted with the game situation and formulate the main task of the game, clarify their roles in the game.

Role-playing game

At the family council, the issue of going on vacation is being discussed. The father of the family says that the family can go to the UK. Members of the Petrov family: grandmother, mother, daughter Anna. Each of the participants in the game expresses their opinion about this trip, uses maps, photographs and suggests the routes of the Petrov family travel. The participants in the game must choose a route, a way to travel, if they were in their place. The message of each family member is carried out depending on his characteristics and inclinations, which are described on role cards.

1. Grandmother doesn't like traveling by plane and by car. But she likes traveling because of delicious food. Granny can use the following words and word combinations: I am afraid; so cold; tasty; rainy; expensive; air crash; car crash; carsick; airsick; homesick; I don't know English well enough.

2. Ann likes traveling by ship. She also likes different kinds of entertainment. She plays tennis well. Ann can use the following words and word combinations: new friends; entertainment; tasty food; restaurant; shopping; tennis court; museums; art galleries.

3. Mother wants to know more about history, traditions of British people.

Mother can use the following words and word combinations: I suppose; customs; traditions; old provincial towns; ancient castles, museums, art galleries

4. Father tries to understand the interests and the wishes of everybody in his family. He can't decide what means of, traveling to choose and how to plan the holiday.He ask questions.

At the end of the game, we analyze the results of the work, evaluate the results and discuss them with the students.

2. Intermediate complex By topic “Present Perfect and Present Perfect Continuous”

1 lesson.

Tasks:

Introduction and primary automation of new grammatical material.

Further development of grammatical skills (active and receptive).

Development of skills and abilities of independent solution of communicative tasks in a foreign language.

The development of memory, thinking, imagination.

Increasing the motivation for learning a foreign language.

The grammatical material on the topic “Present Perfect and Present Perfect Continuous” was not new grammatical material for students, they already had a certain language experience on these topics.

The complexity of these types of temporary forms lies in the extreme closeness of their meanings, sometimes reaching interchangeability.

The whole complex of developed exercises on this topic was aimed at clearly distinguishing, marking in the minds of students the specifics of the functioning of these grammatical phenomena.

Immediately before the presentation of the grammatical material, a speech exercise was carried out, aimed at repeating the grammatical material, on the one hand, and assessing the formation of grammatical skills, on the other. Thus, the students were asked a series of questions like:

How long have you been studying English?

How long have you been living in Kiev?

Have you ever lived abroad?

When did you move to Moscow? etc.

It should be noted that with the “separate” use of two grammatical phenomena (Present Perfect and Present Perfect Continuous), students did not have any difficulties either with the design or with the reproduction of these grammatical phenomena. Based on this, we can draw the following conclusion: the previous language experience has firmly fixed in the minds of students, at least, the form of phenomena. As for the function, after conducting the speech exercise, the following setting is given for the lesson: “When Englishmen talk about the past they use several different means.You already know some of them. Today we'll learn to talk about the past in a way the Englishmen usually do, using all possible means.

With this formulation, a means of expressing the past tense is mentioned, which is already known to students. This is Past Simple. With any approach to teaching grammar, the Past Simple form is marked in the minds of students, based on analogy with their native language, as a means of expressing the past tense. Despite all the efforts of the teacher, for most students, the Past Simple form remains the only means of expressing the past tense. It is very difficult to break such a stereotype. Thus, when working on the topic “Present Perfect and Present Perfect Continuous”, it seems necessary during the whole complex to draw parallels not only between these grammatical phenomena, but also with Past Simple for a clear differentiation of these phenomena in the minds of students and to clarify the specifics of the functioning of these grammatical phenomena and their impossibility (Present Perfect and Present Perfect Continuous, Past Simple) interchangeability.

The presentation on the topic “Present Perfect and Present Perfect Continuous” is as follows:

Students listen to the dialogue:

Betty Tudor's life-long passion is driving, but there is on problem, as our interviewer found out.

Interviewer: How long have you been trying to pass your driving test, Betty?

Betty: Seventeen years.

Interviewer: How many times have you taken it?

Betty: Thirty-eight, and I'm afraid I've failed it every time. I've always wanted to be able to drive , and I'm determined to pass.

Interviewer: I suppose you've been taking lessons all the time?

Betty: That's right.

Interviewer: How many have you had?

Betty: Over two hundred and seventy. It's cost me about two thousand pounds already. I'm taking the test again next week.

Interviewer: I hear you are saving up to buy your own car now. How long have you been saving?

Betty: Since 1992

Interviewer: And how much have you saved?

Betty: Over 4,000 pounds, and that's enough to buy a nice little second-hand car.

Interviewer: Well, all the very best with your next test.

Betty: Thank you.

After listening to the dialogue, a series of questions are asked that clarify both the form and the function of the presented grammatical phenomenon:

Why does the interviewer ask? How long have you been saving?

but How much have you saved?

What follows is a series of training exercises to reinforce both form and function:

Ex.1. Put the verbs in brackets into Present Perfect or Present Perfect Continuous.

A: I'm very tired.

B: That's because you 1) ...have been working... (work) too hard.

A: I know. But at least I 2)....................................... (finish) my composition .

2. A: You look hot. What 3) ............................... (you/do)?

B: I 4).................................................. ...................... (play) tennis with Sarah.

A: Oh yes. I 5)....................................... (see) her play before. She's good, isn't she?

B: Yes, she is. She 6) ........................ (beat) me five times since the start of the summer.

Ex.2. Look at this dialogue and answer the questions below:

Albert: I've been reading the current issue of Plant News and so far I can't see any mention of my research.

Bert: Well, I've read your journal. And I see that you've been working on the same problem I've been working on for the last twenty years!

When did Albert start reading Plant News?

Did Albert finish reading all of Plant news?

Did Bert finish reading all of the journal?

When did their research begin?

Is their research continuing?

Is their research complete?

Ex.3. Tell your partner about the following:

a sport or activity you've been doing a lot of recently

a sport you haven't done for a long time

a book you have been reading

a country you've always wanted to visit

Ex.4. At the end of the lesson, students are askedgame “Guess what I have been doing!”

The class is divided into teams. Each team is given a set of pictures that are placed face down in the middle of the desk.

The first player takes one card, but must not show it to the rest of the group. He / she should imagine they are the person depicted on the card and describe their appearance to the rest of the group, for example, I "m crying. The rest of the group must guess what activity the first player has been engaged in, for example, You"ve been quarrelling, You"ve been watching a sad film, You"ve been peeling onions. The player who guesses correctly is allowed to keep the card.

The team with the most cards wins.

During the first lesson, a presentation of a grammatical topic and primary automation of a grammatical phenomenon take place, during which an important place is occupied by the function of grammatical phenomena, the possibility of their functioning of speech and the use of these grammatical phenomena in solving communicative tasks in a foreign language.

Homework looks like this:

Write to an English-speaking pen friend. Start by apologizing for not writing before and giving reasons. Describe some of the things you have been doing recently. Say what the weather has been like. Close the letter by sending greetings to any other people you know.

2 lesson.

Tasks:

Further automation of grammar material

Further development of speaking skills (dialogical and monologue speech), reading, listening

Development of skills and abilities of independent solution of communicative tasks in a foreign language

Development of memory, thinking, imagination

Increasing the motivation for learning a foreign language

The purpose of this lesson on the grammatical topic “Present Perfect and Present Perfect Continuous” is to introduce students to another function of these grammatical phenomena - Present Result.

The presentation of this function is based on the following examples

Ann's clothes are covered in paint. She has been painting the ceiling.

Has been painting is the present perfect continuous.

We are interested in the activity. It does not matter whether something has been finished or not. In this example, the activity (painting the ceiling) has not been finished. Ann's clothes are covered in paint. She has been painting

The ceiling was white. Now it's blue. She has painted the ceiling.

Has painted is the present perfect simple.

Here, the important thing is that something has been finished. "Has painted" is a completed action. We are interested in the result of the activity (the painted ceiling), nOin the activity itself.

After presenting these examples, a series of questions are asked to clarify both the form and function of the presented grammatical phenomenon:

Why does A ask: How long have you been reading that book?

but How many pages of this book have you read?

Then you need to draw students' attention to the fact that some categories of verbs are not used in Continuous.

This is followed by a series of training exercises aimed at differentiating the functions of two grammatical phenomena and a series of situational exercises such as:

Ex. Make up similar dialogues using the prompts below.

Example: covered in paint

decorating the living room

A: You looked very tired! What have you been doing?

B: I've been working too hard at my report.

A: Have you finished it?

B: Not yet. I've finished part 1, but I haven't written part 2 yet.

dirty hands/ repairing the car

sour cream on your face/ making pancakes etc.

Then should following exercise

Put the verbs in brackets into Present Perfect or Present Perfect Continuous.

At the end of the lesson,game “A strange old man”

The teacher divides the class into teams of 4. The students look at the picture and the teacher introduces Mr May.Mr May is a strange old man. He doesn't like changes.He has been doing the same things for years.

The teacher gives an example and students start the game. Teacher: He has been collecting butterflies for ten years

Team A S1: He has been reading the same newspaper for thirty years.

teamINS1: He has been living in the same house for fifty years, etc.

The team with the most points wins

Homework looks like this:

Prepare 5 questions (using Present Perfect and Present Perfect Continuous) for the person you are going to interview. (come up with the plot of the interview)

List of used literature

Anikeeva N.P. Game education. - M.; Pedagogy, 2007

Vereshchagin, Rogova. Methods of teaching English at the initial stage in educational institutions. - M.; Enlightenment, 2008

Kolesnikova O.A. Role-playing games in teaching foreign languages. - Foreign languages ​​at school, No. 4, 2009

Ravinskaya V. Games as a means of education. - Foreign languages ​​at school, No. 1, 2005

Passov E.I. Foreign language lesson in secondary school. The game is serious business. M.; Enlightenment, 2008

Stronin M.F. Educational games in the English lesson. - M.; Enlightenment, 2004

Elkonin D.B. The psychology of the game. - M.; Science, 1998