Use of Games in the lesson
методическая разработка

Use of Games in Class

Author: Lukyanov A. A.

            «Medical College №2», English teacher

After analyzing a wide variety of methods of organizing educational activities, I chose a game. Using it as a means of teaching, many outstanding teachers rightly noted the great potential of the game.

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, thinking abilities of the child. It assumes the adoption of a decision: how to act, how to say, how to win.

Educational games improve the process of learning a foreign language by making it interesting and exciting. A sense of equality, an atmosphere of passion give the children an opportunity to overcome shyness, stiffness, remove the language barrier and fatigue.

In any kind of activity in the lesson, you can add elements of the game, and then even the most boring activity takes on an exciting form.

I. Games for the development of sound and letter analysis of words, motor functions of the hand, spatial orientation.

1. The goal of the game: the development of graphomotor skills, imagination.

The course of the game: students listen to the teacher explaining the spelling of the letter, and try to depict it in their notebooks according to the pattern. For example:

- The letter E was walking through the forest, tripped, turned over and turned into the letter F. The letter F also fell, broke her arm and became the letter L.

- Next to the house where the letters lived, an evil eraser settled. If any letter came to him, he made it different from himself. One day the letter Y came to the eraser, he erased her leg, the letter V turned out.

2. The goal of the game: the development of phonemic hearing, the ability to concentrate.

The course of the game: the presenter whispers a word in English into the ear of the person sitting on the edge. The next player whispers this word to his neighbor, etc. The game is played on two teams. The winner is the team that passes the named word to the last player faster and without errors.

3. The goal of the game: the development of letter analysis of the word, spatial orientation, attention.

The course of the game: the teacher presents a set of letters and a picture with an image of some object. Students should choose the letters that are necessary to compose a word denoting the object in the picture and write it down. Name – what part of speech? For example:

u h I e s o

The word: house is a noun.

4. The goal of the game: repetition of vowel letters and sounds.

The course of the game: students must find in the bottom row the sound corresponding to the letter in the top row and connect them with a line. For example:

A I O U Y E

[ai], [ou], [ei], [i:], [wai], [ju:]

5. The goal of the game: the development of sound analysis of words, attention.

The course of the game: the teacher pronounces a word in English, then a short pause is made. At this time, students should count how many sounds (letters) there are in a word and report the answer by clap.

6. The purpose of the game: morphemic analysis of the word, the development of imagination.

The course of the game: the teacher asks you to connect the syllables of words correctly, based on the drawings presented. For example: plate, crane, cake

pla

ca

cra ke

ne

te

7. The goal of the game: the development of spatial orientation, memory.

The course of the game: the teacher puts the letters of the English alphabet cut out of cardboard into a box, and the students must name which letter they pulled out of the bag. 

II. Phonetic games

These games contribute to the correct articulation of the speech organs of students when pronouncing individual English sounds.

8. The Funny Little Clown

I’m a funny little clown.

I say, «Ah – oo – ee – oo»

My mouth is open wide

When I say, «Ah, ah, ah»

I draw my lips far back

When I say, «Ee, ee, ee».

My lips are very round

When I say, «Oo, oo, oo».

«Ah – oo – ee – oo,

Ah – oo – ee – oo»,

I am a funny little clown.

9. Little Sleepy Head

This poem is useful for training students in the pronunciation of sound [ :]

They call me Little Sleepy Head!

I yawn at work, I yawn at play!

I yawn and yawn and yawn all day

Then take my sleepy yawns to bed!

That’s why they call me Sleepy Head!

10. Playing Airplane

The game is used to train students in the pronunciation of sound [v].

The plane is traveling up in the sky,

vvv – vvv – vvv.

Moving so fast, and ever so high,

vvv – vvv – vvv.

Over the land, and over the sea,

vvv – vvv – vvv.

But we always come back in time for tea,

vvv – vvv – vvv.

11. The Motor Boat

Training of the sound [t]

I have a little motor boat.

It turns around the bay,

And when I start my motor boat

It always seems to say:

Putt – putt! Putt – putt!

But when the boat is under way

And running fast, it seems to say:

Putt – putt – putt – putt,

Putt – putt – putt – putt – putt – putt – putt!

12. Lapping Milk.

Little kitty laps her milk,

Lap, lap, lap!

Her tongue goes out,

Her tongue goes in,

Lap, lap, lap!

Little kitty likes her milk,

Lap, lap, lap!

Oh, see her tongue

Go out and in,

Lap, lap, lap!

13.The Old Grey Goose

Training of the sound [θ].

An old grey goose am I.

Th! Th! Th!

I stretch my neck and cry

At puppies passing by!

I like to make them cry!

Th! Th! Th!

When puppies jump and run,

Th! Th! Th!

I think it’s lots of fun!

I’m sure they’d like to be

An old grey goose like me!

Th! Th! Th!

14. Monkey Talk

Training of the sound [ð].

Little monkey in the tree,

This is what he says to me,

«They, they, they,

Thee, thee, thee».

Monkey jumps from limb to limb

While I chatter back to him:

«Thee, thee, thee,

They, they, they».

15. My Puppets

My Bob and Noddy

Were puppets gay.

On thumb and finger

They had to stay,

And this is all

That they could say,

«You, ye, you, yea!»

They bowed, and nodded,

and waved all day,

But this is all

They had to say,

«You, ye, you, yea,

You, ye, you, yea!»

16. The Bells

Training of the sound [η].

Big bell a long, full song,

Ding – Dong – Ding – Dong!

Small bells ring a clear, sweet song,

Ding, ding, ding, ding,

Ding, ding, ding!

Wee bells ring a tinkling song,

Ting – a – ling, a – ling,  a – ling,

a – ling, a – ling,  a – ling.

Hear the ringing, hear the song,

Ting – a ling, ding, ding,

Ding, ding, ding!

17. Little Brown Rabbit

The sounds [h] and [p] are difficult for students in their own way, the sound [h] is not pronounced at all, but [p] is breathy.

Little brown rabbit went hippity hop,

Hippity hop, hippity hop,

Into the garden without any stop,

Hippity hop, hippity hop.

He ate for his supper a fresh carrot top,

Hippity hop, hippity hop.

Then home went the rabbit without any stop.

Hippity hop, hippity hop.

18. Oh, Where is My Whistle?

Training of the sound [w].

«Oh, where is my whistle?»

Asked Willie one day.

«My dear little whistle,

My little white whistle,

My dear little, white little whistle,

                                                                                     I say!»

«Why, here is your whistle,»

His brother replied.

«Your dear little whistle,

Your little white whistle,

Your dear little, white little whistle»,

                                                                                    He cried.

 References:

1. Коптелова И.Е. Игры со словами. – Иностранные языки в школе. //№1, 2003.

2. Гладилина И.П. Некоторые приемы работы на уроках английского языка в начальной школе. – Иностранные языки в школе. //№ 3, 2003.

3. Романова З.П. КВН для учащихся, изучающих английский язык с первого класса. – Иностранные языки в школе. //№ 2, 2002.