Using gaming technologies in English lessons.
(lexical games)
- Functions of gaming activity in the process of teaching a foreign language.
- Classification of games.
- Game techniques for teaching vocabulary.
- VOCABULARY GAMES.
- Conclusion
- List of used literature.
Nowadays, teachers are reviewing the arsenal of influence on the minds, will, and emotions of students in order to introduce them to the rich world of culture and traditions of the country of the language they are learning. The ways and means of forming all types of speech activity are being reviewed: reading, speaking, listening, writing. Activation of the educational process and stimulation of cognitive activity is facilitated by the introduction of gaming technologies into the learning process, along with traditional classes.
The reason for the current increased interest in various types of games is, first of all, a departure from traditional forms and methods of teaching. It should also be noted that when saving enough high motivation there is a decrease in cognitive interest in learning a foreign language. This phenomenon occurs due to the fact that students face some difficulties that seem insurmountable to them. Game activity, being one of the methods that stimulate educational and cognitive activity, allows you to use all levels of knowledge acquisition. Consequently, it is no coincidence that there is an interest in the use of gaming technologies in foreign language lessons.
The problems of stimulation and motivation for learning a foreign language using entertaining materials and game-based teaching techniques are presented in the scientific research of many domestic scientists (I.L. Bim, S.T. Zanko, S.S. Polat, E.I. Passov, V. M. Filatov and others). In the practice of teaching foreign languages, numerous teaching aids, methodological developments, materials for conducting various games using foreign language material.
Gaming technologies as a condition for creating a motivational basis for teaching a foreign language
Increasing students' motivation for educational activities is one of the pressing issues of didactics. A real way to maintain cognitive motives is “the inclusion of activities for mastering a foreign language in activities that have a certain personal meaning for students (game, communication, work, cognition).”
Motivation determines the significance of what is learned and assimilated by students, their attitude towards learning activities and its results.
The peculiarity of a foreign language as a subject is that educational activity implies foreign language speech activity, that is, communication activity, during which, in addition to knowledge, foreign language speech skills are formed.
The cognitive motives of students, contained in the educational activity itself, give this activity personal meaning. The source of cognitive motives is the conscious cognitive need of students. The real needs of foreign language learners are related to the desire to communicate in this language, express their opinions, use the language orally and in writing, and master it. The latter leads to the need for a thoughtful selection of means and techniques for teaching foreign language speech activity to maintain motivation. In this regard, the use of game techniques for teaching foreign language communication acquires special significance.
The use of games as a teaching method is an effective tool for managing learning activities (activities for mastering foreign language communication), activating the mental activity of students, making the learning process exciting and interesting.
Elkonin D.B. in his book “Psychology of Game” he gives the following definition of game: “Game is an objectively primary spontaneous school, apparent chaos, providing the child with the opportunity to become familiar with the traditions of behavior of the people around him.”
The most acceptable definition for us is the one given by A. A. Derkach: an educational game is a game used in the educational process as a task, containing an educational (problem, problematic situation), the solution of which will ensure the achievement of a certain educational goal.
From the disclosure of the concept of a game, a number of general provisions can be identified:
1. The game is an independent type of developmental activity for children of different ages.
2. Play for children is the freest form of their activity, which is realized, the world around them is studied, and wide scope opens up for personal creativity, activity of self-knowledge, and self-expression.
3. Play is the first stage of a child’s activity, the initial school of his behavior, the normative and equal activity of primary schoolchildren, adolescents, and youth, who change their goals as students grow older.
4. Play is a development practice. Children play because they develop, and they develop because they play.
5. Game - freedom of self-discovery, self-development based on the subconscious, mind and creativity.
6. Play is the main sphere of communication for children; it solves problems interpersonal relationships, experience of relationships between people is gained.
The game is a powerful incentive for mastering a foreign language and an effective technique in the arsenal of a foreign language teacher. The use of games and the ability to create speech situations make students ready and willing to play and communicate.
So. We can conclude that play does not have a single precise definition. Different scientists define it in their own way. But. It is obvious that any game requires a certain goal, knowledge of the rules, as well as an element of pleasure.
An educational game is a specially organized task that requires emotional and mental strength. The positive thing is that the student speaks a foreign language, therefore, the game method is fraught with big game for students it is, first of all, exciting activity.
Playing in the classroom helps to accomplish important teaching tasks:
- Creation psychological readiness students to verbal communication;
- Providing natural needs repetition them linguistic material;
- Training students in choosing the right speech option;
Game activity in the learning process performs the following functions:
1. The educational function is to develop memory, attention, perception of information, and the development of extracurricular skills.
2. Educational function is to cultivate such a quality as an attentive, humane attitude towards a playing partner; Students are introduced to cliche phrases of speech etiquette to improvise verbal communication to each other in a foreign language, which helps to develop such a quality as politeness.
3. The entertainment function consists of creating a favorable atmosphere in the lesson, turning the lesson into an interesting and unusual event, an exciting adventure, and even into a fairy-tale world.
4. The communicative function is to create an atmosphere of foreign language communication, unite a team of students, establish new emotional and communicative relationships based on interaction in a foreign language.
5. Relaxation function - relieving emotional stress caused by the load on the nervous system during intensive learning of a foreign language.
6. Psychological function - consists of developing the skills to prepare one’s physiological state for more efficient operations.
7. The developmental function is aimed at the harmonious development of personal qualities to activate reserve capabilities personality.
The position of the teacher himself is of great importance when organizing a game in any classroom. It is important to be 100% confident in its usefulness, you need to think through all the necessary details of its preparation, and also confidently manage it. The simplicity and complexity of organizing and conducting a game depends on the type of game, and on the audience, and on the nature of the relationship between students and the teacher, i.e. from many factors. At the same time, it is obvious that games in the classroom are capable of simulating real verbal communication, which is so important for communicative methodology.
Games in a foreign language lesson can be very useful, but they must take into account a number of requirements:
- Be time-efficient and focused on solving certain educational tasks;
- To be "managed"; don't knock down given rhythm academic work in the lesson and avoid situations where the game gets out of control and disrupts the whole lesson;
- Relieve lesson tension and stimulate student activity;
- Leave the educational effect on the second, often unconscious plane, and always implement the game moment in the first, visible place;
- Do not leave any student passive or indifferent;
The trouble is that the game often suffers from looseness. Verbosity and inefficiency. Ease and improvisation during the game are the result of careful preparation. In order for the teacher to effectively manage the game, he himself needs to know and clearly imagine the desired result.
Classification of games.
There are different approaches to the classification of games in foreign language classes. All existing classifications are very conditional.
Many methodologists divide educational games into:
- Language (working on language material at the level of grammar and vocabulary)
- Communicative ()
- For interaction
- To the competition
- Grammatical. Lexical, phonetic and spelling games that help develop language skills.
- Creative games. promoting the further development of speech skills and abilities. The opportunity to demonstrate independence in Thus, an educational game is one of the ways to organize educational and cognitive activities. The use of games in education is not just an entertaining technique or a way of organizing educational material. The game has enormous heuristic and persuasive potential. Being introduced into the system of traditional education, the game allows the use of all levels of knowledge acquisition: from reproductive activity through transformative activity to the main goal - creative search activity.
Thus, the game can be not only an enjoyable pastime, but also a mainstream educational technology.
Game techniques for teaching vocabulary
The basis of teaching any subject, including a foreign language. There are certain principles - starting points designed to determine the strategy and tactics of teaching at each stage of the educational process.
Among the principles of teaching a foreign language special place occupies the principle of clarity, which is important in game-based learning. Let's consider the possibility of using visualization to organize game-based learning using the example of developing lexical skills. Visibility, according to Rogova, contributes to the perception of the image of a word along with its objective meaning “visuality strengthens the associative base of assimilation.”
I.A. Zimnyaya highlights the following areas of using visualization when teaching a foreign language:
- Creating a speech sample
- Creating a support
There are several ways and techniques for teaching vocabulary using graphic supports:
- Semantic maps
- Component semantic analysis
- Semantic "lattices"
- Semantic blocks
- Illustrative-lexical tables
- Illustrative and graphic exercises
L1
to buy
to sell
to choose
to try on
to recommend
to do the shopping
to look around
to shop around
L2
bakers
butchers
greengrocers
a department store
a supermarket
a chain shop
a mall
SHOPPING
cheep
expensive
wholesale
retail
L3 a shop-assistant
a seller
a customer
a retailer
a brand
a make
L4
L1 – Verbs that are more common on this topic.
L2- Names of stores.
L3- Adjectives that are used to denote price.
L4- People who work in the store.
This form of work allows you to determine existing knowledge on a particular topic, and also subsequently carry out the necessary integration of new lexical units with already known ones.
VOCABULARY GAMES.
Introduce students to new words and their combinations;
- train students in the use of vocabulary in situations close to natural settings;
- to intensify the speech and thinking activity of students;
- develop the speech reaction of students.
Lexical games based on the educational complex “Enjoy English 3” M. 3. Biboletova (5 grades). Getting to know the sights of London.
"Try to Remember"
Option 1 (front game)
The teacher hangs pictures on the board showing interesting places in London. For one minute, students are asked to remember the names, then students name them from memory. The one who remembers the most wins.
Option 2 (group game)
Two teams of students face each other. Each student has a picture of a memorable place in London, which he hides behind his back. At the leader’s signal, one of the teams simultaneously shows their pictures to the second team and quickly hides them. Members of the second team must remember and say what was shown in the pictures and in what order.
Option 3 (carousel)
Children, holding hands, form 2 circles: outer and inner. The teacher says: “Go!” The children begin to move, each in their own circle, with one circle moving clockwise, the other counterclockwise. After 10 seconds the teacher says: “Stop!” The children stop, and a student from the outer circle, turning to the student standing opposite, says: “How can I get to Trafalgar Square(Big Ben and...)?" A student from the inner circle answers: “ You can get there by bus (boat, taxi and ...)". Children again begin to move in a circle until they hear “Stop!” The teacher stops the movement so that all pairs have the opportunity to exchange questions and answers.
In 6th grade, when studying the topic “Animals in our lives,” students can be offered the game “A birthday party.” The teacher chooses a driver and says: “Alina has a birthday today.” Children let us have a birthday party. Get your presents ready.” Students take turns presenting an animal with the words: “Good afternoon!” I wish you many happy returns of the day. Here is my present for you. Take a whale (monkey and ...)! After all the guys congratulated Alina, she says: “I like all my presents. I like the whale (monkey and...)! Thank you very much!”
The same game can be offered in another version. “Alina is going to open a zoo. What would you suggest she buy for the zoo? Students take turns saying: “Alina you should buy a... because...”. Alina listens to the proposals and at the end says: “Of course I’ll buy...”.
You can also offer the game “Are you...?” The presenter portrays an animal. He commits various actions, characteristic of this animal. Other students try to guess what animal he is depicting. The one who guesses becomes the leader.
The textbooks by I.N. Vereshchagina and T.A. Pritykina present a series of interesting games aimed at memorizing vocabulary.
1. “Find a match”
2. "Snake"
3. “Almost antonyms”
4. “Describe the picture”
5. "Who's Who"
6. Transcription exercises
7. Puzzles
8. Mini essay
9. “Find the mistake”
10. Identify words by two letters
11. Find the beginning and end of the word
12. Chainward
13. Make sentences based on the table
14. Fill in the blanks
15. Crossword
Goal: repetition of cardinal numbers.
Progress of the game: two teams are formed. The same number of digits is written scattered on the right and left. The teacher calls out the numbers one after another. Team representatives must quickly find and cross out the named number on their half of the board. The team that completes the task faster wins.
Numerals.
Goal: consolidation of cardinal and ordinal numbers.
Progress of the game: two teams are formed. The teacher names an ordinal or cardinal number. The first team must name previous number, the second is the subsequent one (ordinal or cardinal number, respectively). For each mistake, the team receives a penalty point. The team with the fewest penalty points wins.
Progress of the game: the task is to name objects of the same color. The team that can name the most objects, animals, etc. wins. one color.
Thus, the pedagogical potential of any game is to arouse interest among schoolchildren, stimulate their mental and speech activity aimed at consolidating new lexical units, and create an atmosphere of competition and cooperation during the performance of a particular exercise.
This is my nose
Children enjoy correcting the mistakes of others.
Showing his hand, the teacher says: “Oh, something is wrong with my foot!”
The student corrects “with your hand!”
But the teacher continues: “I don’t hear, something is wrong with my nose!” (pointing to the ear, for example).
Children laugh and correct.
Next, the role of the presenter is played by the student, who addresses his classmates in turn. If the called student corrects correctly, he becomes the leader.
How many pages?
The teacher brings several interesting books. And asks:
- How many pages are there in the book?
(Pupil 1): T here are three hundred and fifty pages.
- No, less.
(Pupil 2): Three hundred.
- Less.
(Pupil 3): Two hundred and fifty.
- More.
(Pupil 4): Two hundred and eighty.
- That's right.
The one who guesses correctly gets the right to be the first to look at the book.
Game for consolidating vocabulary “Morning of a schoolchild.”
A group of children comes to the board and each of them imitates some action with gestures and facial expressions.
Teacher: Guess what each pupil is doing.
Pupil 1: This boy is doing his morning exercises.
Pupil 2: That girl is washing her face.
Pupil 3: This boy is putting on his red scarf.
etc.
We select a leader and a group of 5-6 students.
The student leader leaves the class, and the teacher tells each person in the group who will play what role (mother, father, son, etc.).
Children start doing something.
The leader returns and, looking at the group of students, answers the teacher’s questions: Who are they? What are they doing?
The teacher gives the student 5-7 drawings depicting items of clothing. He shows them to the class, naming them in English.
Then the presenter guesses one of the objects, and the children, taking turns asking questions, try to guess this object.
Who is the first?
We give each of the playing students a piece of paper with a drawn chain of squares and a set of cardboard squares with letters of the alphabet.
The teacher (leader) names a word in Russian or shows a drawing depicting an object.
Students say the word in English and then spell out the word from the given letters.
The game can be complicated if you give the task to make a sentence with this word.
The winner is the one who completes the task first.
My aunt went to town
The teacher explains that students must complete the phrase My aunt went to town and bought... with a word denoting a school item or clothing.
Pupil 1: My aunt went to town and bought a book.
Pupil 2: My aunt went to town and bought a book and a bag.
Pupil 3: My aunt went to town and bought a book, a bag and a ruler.
If a student cannot say his word, he is eliminated from the game.
Children are divided into two teams. The game has several options.
1. Take a model of a clock with hands that are easy to move. Moving the arrows, the teacher takes turns asking students from both teams What time is it now? For each correct answer, the team receives one point.
2. The teacher begins the story, but does not finish the last sentence. For example, I have a friend. Her name is Anna. She gets up at…. And sets the hands to 7 o'clock. The student repeats the last sentence and ends it with the words seven o’clock in the morning. If he makes a mistake, the team gets a minus. The team whose players made the fewest mistakes wins.
3. The teacher sets the clock to 7:15 and asks everyone to say what they are doing at this time. Answers might be: I open the window and do my morning exercises at 7:15. My mother lays the table at 7:15.
4. Using the clock layout, you can repeat or reinforce the use of verbs in the past or future tense. The teacher, moving the arrows, asks: What did you do yesterday at half past four? What will you do on Tuesday at a quarter to 5?
Crossing the river
A stream is shown schematically on the board. Two teams cross it in different places using pebbles designated by squares (10 squares for each team). To step on a stone, you need to write a word from the topic covered in each square.
If the word is spelled incorrectly or does not correspond to the topic, the team misses a turn.
The team that gets across the stream the fastest wins.
TEACHER AND STUDENTS
During the oral introductory course, students are introduced to a large number of lexical units. And the game “Teacher and Students” provides great assistance in mastering these words. The student, in the role of the teacher, asks questions to the student, showing a picture of a certain object, to which he answers. Then the players change places. I try to have a poorly prepared person work in pairs with a well prepared one.
FLOWER – SEMIFLOWER
Equipment: daisies with removable multi-colored petals.
The class is divided into three teams. Schoolchildren, one after another in a chain, name the color of the petal. If the student makes a mistake, all the petals return to their place and the game starts over.
P1: This is a blue leaf.
P2: This is a red leaf., etc.
LAST LETTER
Goal: to activate vocabulary on the topics studied.
Progress of the game: two teams are formed. A representative of the first team names a word, students from the other team must come up with a word starting with the letter that ends the word named by the first team, etc. The team that wins
will be the last one to say the word.
COLORS
Goal: consolidation of vocabulary on covered topics.
Progress of the game: the task is to find objects of the same color. The team that can name the most objects, animals, etc. of the same color wins.
THE MOST INTERESTING STORY
Goal: two teams are formed. Each is given the task of writing a story on a specific topic (“At the zoo”, “A trip out of town”, “ Sport games" etc.). The team that writes the most interesting story and makes the fewest mistakes wins.
WHAT IS THIS?
In the hands of the presenter is a black box (or box) containing an unfamiliar object. Team members must ask the facilitator one guiding question each. After that, they must answer what is in the box.
DO YOU KNOW ANIMALS?
Representatives FROM EACH TEAM TAKE A TURN TO SPEAK THE NAMES OF THE ANIMALS:
a fox, a dog, a monkey, etc.
The last one to name the animal wins.
COLLECT THE PICTURE.
Each team is given an envelope containing 12 pieces of the picture. You need to quickly collect a picture and give its description using the structures I see… This is… He has got… .… She has got... It is blue (grey, etc.)
COLLECT A BOUQUET.
Equipment: fresh or artificial flowers or autumn leaves.
Teacher: Each of you has a favorite teacher. Let's collect a bouquet for him. Only we must comply with one condition: name the color of each flower or leaf correctly, otherwise the bouquet will quickly wither.
Student: This is a red flower. This is a yellow flower. Etc.
Conclusion.
Obviously, one of the important problems existing in the methodology of teaching foreign languages is the problem of organizing training using gaming techniques. The use of games in foreign language lessons is important for acquiring new ideas or developing new skills. The game is of great importance for the development of the student’s motivational needs. Thus, the pedagogical potential of any game is to arouse interest among schoolchildren, stimulate their mental and speech activity aimed at consolidating new lexical units, and create an atmosphere of competition and cooperation during the performance of a particular exercise. Usage various games New techniques in the lesson also contribute to the formation of a friendly team in the class, since each student in the game has the opportunity to look at himself and his friends from the outside.
List of used literature
1. Anikeeva, N. P. Education by play / N. P. Anikeeva - M.: Education
2. Vygodsky, L. S. Game and its role in mental development baby
3. Galskova, N. D., Gez, N. I. Theory of teaching foreign languages. Lingvodidactics and methodology / N. D. Galskova, N. I. Gez - M.: Publishing center "Academy", 2005.
4. Zhukova, I.V. Didactic games in English lessons / I.V. Zhukova // First of September. English language, 2006.
5. Mukhina, V. S. Child psychology / V. S. Mukhina. - M.: Education, 1985.
6. Solovova, E. V. Methods of teaching foreign languages: a basic course of lectures / E. V. Solovova - M.: Education, 2005.
7. Stepanova, E. L. Game as a means of developing interest in the language being studied / E. L. Stepanova // Institute of Foreign Languages. - 2004.
8. Stronin, M. F. Educational games in the English lesson / M. F. Stronin - M.: Education, 1984.
9. Khaidarov, Zh. S., Pidkasisty P. I. Game technology in education and development / V. M. Filatov, P. I. Pidkasisty - M., 1996.
10. Elkonin, D. B. Psychology of play / D. B. Elkonin. - M.: Education, 1987.
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Success in teaching children a foreign language can be ensured by a methodological system based on children’s interest in the subject. The use of games in a foreign language lesson makes the learning process more interesting, accessible, closer to children, and relieves tension and fatigue in children. In addition, games help create a natural communication situation in the classroom and intensify the learning process. It is also important that the game helps children overcome the psychological barrier in communicating in a foreign language. During the game, even an uncommunicative child, having overcome his uncertainty and shyness, can take part and become the first.
From a methodological point of view, the game usually works out a certain amount of material and ensures its repeated repetition. This repetition can be carried out either in an unchanged form (the game exercise is exactly repeated with the participation of each child), or the material is practiced in a new version of the game while maintaining the general focus, which is preferable, since it maintains the children’s long-term interest in the game. Thus, for a teacher, a game is an analogue of an exercise that provides repeated repetition of the material necessary for its assimilation. While for children, a game is an interesting, exciting interaction with a teacher and peers, during which the creation of a statement is dictated by internal needs and is accompanied by positive emotions, which contributes to the successful learning of the material.
Modern methods of teaching foreign languages describe a huge number of lexical games. This article provides descriptions of those that have been repeatedly tested in practice, are effective and are interesting for children.
If students have sufficient vocabulary On a certain topic, you can play a game with the ball “The Last Hero”. To play you will need a ball or a small soft toy that is easy to catch. The teacher throws the ball to the child and calls out a word in Russian; the child must quickly name the word in English and return the ball. The game is especially appropriate in elementary school for the implementation of physical activity. In another version of the game, children form a circle and quickly pass the ball around the circle, naming words on the topic. The one who cannot name the word sits in the center of the circle or leaves it. The winner receives the title of the last hero and, at the discretion of the teacher, an excellent grade.
The game “Snowball,” familiar to all teachers, is very popular among children. The rules of the game are very simple: the first student names a word, the second repeats it and adds his own, the third repeats two words and names his own, and so on until someone makes a mistake. The game can be diversified in the following ways: on the topic “Animals”, name and depict the corresponding animal, naming parts of the body, show them, use colored pencils when repeating colors. In this form, the game is more lively, and lexical material is absorbed more effectively.
To reinforce the written form of words at the beginning of the lesson, I often hold small competitions. To do this, you need to prepare a task on the board in advance: words with missing letters or words with errors. The number of words should not be too large, and the words should be familiar to children. Students write down words and fill in missing letters or correct mistakes, trying to complete the task as quickly as possible. The first student to complete the task correctly receives the title “The Smartest” and, possibly, an excellent grade.
Game tasks for encoding words are also very interesting for children. Students work in pairs. To play, everyone will need a small piece of paper. Students are asked to scramble a few words, usually 2-4 words. You can encrypt words in different ways: write down a word with missing letters, indicating the total number of letters in the word, rearrange the letters, skip one or two letters, make one or two mistakes in the word. Then the students change tasks and try to solve the encrypted words, who is faster.
When studying the topic “Parts of the Body,” the art of “Origami” can come to the teacher’s aid. Creative activity always captivates children and gives them pleasure, which will help them master lexical units. By folding various figures of birds and animals out of paper with the children, you can reinforce a variety of vocabulary. To make a dog figurine, students will need a square piece of paper and some pencils. The folding diagram is shown below.
1 2 3
4
5
6
During the process of making the figurine, the following words are fixed: eyes, ears, nose, mouth, head, and the names of the colors are repeated during the coloring process.
Board games can also be used in a foreign language lesson. Moreover, children themselves can create them during the lesson. To do this, each pair of students will need a landscape sheet of paper, pencils, and pens. On a landscape sheet, students schematically draw a playing field for the game with a cube and chips, based on a model on the board, consisting of a certain number of cells (usually 15-20). Having designated the first and last cells “Start” and “Finish”, children take turns writing words on the topic in the remaining cells.
7
Students can do this independently or with the guidance and assistance of a teacher. As chips, you can use everything you have at hand: a sharpener, an eraser, a pen cap, but the teacher should prepare the cubes in advance. You need to take ordinary children's cubes and stick a sticker on each side with numbers from one to six written in a foreign language. Thus, during the game, children will repeat the numerals. Depending on the theme of the game, it can be called “Shop”, “Zoo”, “Cafe”. You can play in pairs, three or four. Students take turns throwing the dice, making a move and collecting food, clothes, animals, writing them down in their notebooks. The goal of the game: buy as many things as possible, have the largest zoo, etc. When learning the topic "Body Parts" while playing, you can draw funny monsters by drawing different parts of the body. The student who buys the most items and products wins.
Games with numbers.
There are a huge number of games with numerals that allow you to make the lesson interesting, and, accordingly, quickly learn counting in a foreign language. Let's list some of them.
Playing with fingers takes a minimum amount of time (2-3 minutes) and makes it easy to activate numbers from 1 to 10. The following options are possible:
- The teacher calls the number, the students show the required number of fingers
- The teacher shows a certain number of fingers, and the children name the number in unison.
- The teacher shows a certain number of fingers and calls the wrong number; the students correct the teacher by calling the correct number.
During the game, students can act as the leader. The game can be used as a repetition of the topic “Counting”, as finger gymnastics after written exercises, for example, after consolidating the written form of numerals.
To master the written form of numerals, you can hold a relay race. To do this, you need to write numbers on the board in numbers in two columns, repeat them orally, then divide the children into two teams. At the teacher's command, students take turns writing numbers in words. When identifying the winner, both the speed of completing the task and the correct spelling of words are taken into account. To make the task more difficult, numbers can be replaced with simple examples where the answer must be written down in words. Under the supervision of the teacher, each team checks the words of their opponents. Carrying out a relay race as an outdoor game implements health-saving technologies in the learning process.
Paired dictations give children the opportunity to feel like they are in the role of a teacher. To do this, each child writes a certain number of numbers in digits, then dictates them to their partner and checks it. Then students change roles.
The undisputed leader in popularity among children is the game “Bingo”. When playing this game, it is necessary to determine in advance the number of numerals used in the game, for example, from 1 to 10, or from 10 to 20, you can use tens of 10, 20, 30, etc. Students write down any seven of the ten participating numbers in their notebooks. Then the teacher dictates the numerals in any order and at the same time records all the named numbers. During dictation, children cross out each number they hear, if they have it written down. As soon as one of the players has crossed out all the numbers, he raises his hand and shouts “Bingo!” More often than not, several children win at once. The winners must be checked; they must dictate to the teacher in a foreign language all the numbers that they have written down. The element of competition, the opportunity for any student to become a winner, maintains high interest in this game, allows it to be played many times, which ensures repeated repetition of lexical units and their successful assimilation. To complicate the game, you can force children to write down numbers in words rather than numbers, which will help reinforce the writing of numerals. This game exercise can be carried out not only when studying numerals. You can use vocabulary on any topic as material to be practiced, having previously marked on the board the circle of words involved in the game. For example, on the topic animals: cat, dog, mouse, tiger, fish, kangaroo, horse, sheep, lion, rabbit. The number of words can also be varied from six to twelve; it is not advisable to use more, as this deprives the game of dynamism.
Most of the games listed are primarily aimed at elementary and possibly intermediate students. An interested teacher can always modify the game, focusing on the age and level of knowledge of the children. Using these and many others game exercises will help the teacher make the lesson both effective and interesting.
INTRODUCTION
Over the past 5-6 years, the number of people learning English has increased dramatically. The fact that without knowledge of foreign languages to modern man impossible to get by, it became obvious to almost everyone. The age of the students has also changed. If until now the methodology was focused primarily on schoolchildren, now parents strive to start teaching their children a foreign language as early as possible.
Play, as is known, is the leading form of child activity at this age. It is no secret that many outstanding teachers rightly paid attention to the effectiveness of using games in the learning process. And this is understandable. In play, the abilities of a person, a child in particular, are revealed especially fully and sometimes unexpectedly.
This topic is extremely important for deep study and especially practical application in schools. Its relevance at the present stage is obvious, and taking into account new trends in the education system, giving teachers scope for innovation and implementation of their own extraordinary ideas and solutions. And it is the game, as the most unconstrained by conventions and various kinds of frameworks, that has acquired important importance in teaching foreign languages. A game designed for a children's audience is most suitable, in our opinion, for use in kindergarten and in the lower grades, because this is where it exists unlimited possibilities to realize the creative potential of both teachers and students.
The purpose of this work is to reveal the main possible directions, the general idea of organizing teaching foreign language vocabulary using various games for preschool and primary school children.
The main objectives of the study are:
determine the capabilities of preschoolers and primary schoolchildren in the field of learning a foreign language;
reveal the main goals and objectives of teaching a foreign language to children of preschool and primary school age;
reveal the basic methods of teaching foreign language vocabulary;
define the concepta game and describe its varieties;
determine the role of play in an English lesson at this age;
draw specific conclusions and create a system of approximate training exercises for game-based teaching of English vocabulary.
The subject of the study is the problem of teaching English vocabulary to children of preschool and primary school age.
The object of the study is the game, as one of the leading methods of teaching foreign language vocabulary in domestic and foreign methods.
The work consists of theoretical and practical parts. The theoretical part determines the capabilities of preschoolers in the field of learning a foreign language, reveals the main goals and objectives of teaching a foreign language to preschoolers.
The practical part of this work examines the main methods of teaching a foreign language to preschoolers and primary schoolchildren, and provides exemplary game exercises in teaching English vocabulary to preschoolers.
The work consists of an introduction, two chapters, a conclusion, a list of references and an appendix.
CHAPTER I. THEORETICAL BASIS OF TEACHING ENGLISH VOCABULARY TO PRESCHOOL CHILDREN AND PRIMARY SCHOOL CHILDREN
1.1. Psychological features of teaching foreign languages to children from 3 to 8 years old
At what age is it better to start learning a foreign language? Many parents wonder if they started teaching their child a foreign language too early, and what age is most favorable for starting classes. There is no clear opinion on this matter. Some practicing teachers are sure that “the best thing is to speak with a child in foreign languages from the day he is born. This develops hearing and gives an idea of the sound diversity of the world” (Karine Neshcheret, director of the “Intelligence” school).
Let's turn to theory. Both in domestic (L. S. Vygotsky, S. I. Rubinstein) and foreign psychology (B. White, J. Bruner, V. Penfield, R. Roberts, T. Eliot) there is evidence that the child masters a foreign language more easily than an adult. The duration of the sensitive period is characterized differently by different authors: Penfield and Roberts define it from 4 to 8 years, Eliot - from 1.5 to 7 years. Physiologists believe that “there are The biological clock brain, just as there are stages in the development of the endocrine glands of a child over time. A child under nine years of age is a specialist in mastering speech. After this period, the brain's speech mechanisms become less flexible and cannot adapt to new conditions as easily. After the age of 10, you have to overcome many obstacles. A child's brain has a specialized ability for foreign language, but this decreases with age.
In the 20th century in our country, insufficient attention was paid to the problems and features of learning a foreign language, starting from preschool age or from the 1st grade of high school; moreover, only a small number of schools used such systems of teaching a foreign language. We believe that this attitude was dictated by the presence of the “Iron Curtain” between the USSR and the West and the peculiar attitude of students towards a foreign language as a secondary discipline that formed in connection with this. Currently, in the Russian Federation, teaching a foreign language from preschool age or in primary school has become truly widespread. Almost in the elementary school of any general education institution, if not English lessons, then elective course, in some schools this course is taught by highly qualified specialists.
When teaching children a foreign language, it is necessary to remember that the psychological and pedagogical concept on which the teaching of foreign languages in different countries was based was based on the theory of language acquisition by a child that existed until recently. According to this theory, a child acquires language “as a result of imitating the speech of adults, in an imitative way without targeted teaching. In other words, no one breaks down the flow of speech for a child into units of assimilation, does not dose speech patterns, does not arrange them in a certain sequence, does not explain the rules of grammar - and, nevertheless, a normally developing child by the age of five or six has already mastered this most complex grammar, which constructs independent statements, successfully solving communicative tasks, and by seven or eight years, complex sentences and texts of considerable length appear in the child’s speech.” And according to this theory, the child masters the second language in the same way as the first - spontaneously, without isolating rules, thanks to the extraordinary ability to imitate, which is lost over the years. Proof of this is the development of a child in a bilingual environment. But imitation is not the main mechanism of language acquisition in childhood - the ability to independently construct an utterance is achieved through a huge unconscious analytical work a child who does not so much imitate as dissect and generalize everything that he sees and hears and derives systems of rules that determine the expression of the child’s individual thoughts and intentions. All children, regardless of the specific features of their native language (and such materials were obtained on the basis of more than 40 languages of various systems), go through the stage of so-called super generalization. Formations such as “children”, “turned on the light”, “fish have no teeth” in the speech of Russian children, “comed”, “goed”, “footies” in the speech of small English speakers - all this indicates that the child has discovered the rule ( “This is how you should do it when there is a lot”) and wants to act in accordance with this generalized rule.
During the preschool period, a little person absorbs knowledge like a sponge. The baby remembers, albeit passively, almost everything. Many linguists believe that the peak of a person’s natural language abilities occurs precisely in preschool age, and then these abilities inexorably fade away by the age of 12-14. They are being replaced by other mechanisms of language acquisition, otherwise there would be catastrophically few people speaking foreign languages. Early exposure to a foreign language stimulates the development of the child’s linguistic abilities, his “linguistic sense.” This prepares the child to perceive a new language and quietly helps the child master the basics of the approach to learning it. It is the person who started learning a foreign language in early childhood, there is a higher chance of demonstrating confidence, ease and spontaneity of speech, what is called “fluency” in English. His vocabulary will be wider, and it will be easier to “get” words learned as a child from the depths of his memory. We must not forget about the significant opportunities for the education and development of personality through the means of language. Most experts come to the conclusion that best age to start classes - 4-5 years.
A child at this age speaks fluently native language, so you can take your first steps in a foreign direction. The child already differentiates Russian and English (French, German) and is fully aware of what and how he speaks. He knows how (or is learning) to interact with adults and peers. So children are ready to learn the basics of a foreign language at the age of 4-5, although, of course, individual fluctuations in one direction or another are possible.
The psychological properties that appear in a child in the last years of preschool childhood, before entering school, during the first four years of schooling are developed, consolidated, and by the beginning adolescence many important personality traits have already been formed. The child’s individuality at this age also manifests itself in cognitive processes. There is a significant expansion and deepening of knowledge, the child’s skills and abilities are improved. This process progresses and by grades III–IV leads to the fact that most children exhibit both general and special abilities for various types of activities. General abilities are manifested in the speed at which a child acquires new knowledge, skills and abilities, and special abilities are manifested in the depth of study of individual school subjects, in special types of work activity and in communication.
The qualitative difference between junior schoolchildren and preschoolers is, first of all, that junior schoolchildren are theoreticians, and preschoolers are practitioners, emphasized D.B. Elkonin in his work “Psychology of Game”. To illustrate his point, he cites data from one experiment. The child was asked to take the Little Red Riding Hood doll to his grandmother. The doll moved using four buttons that had to be pressed to guide the doll through a complex maze. Preschoolers, as a rule, acted by trial and error. After the doll arrived safely at the grandmother's house, the adult changed the maze, and the child repeated his previous mistakes again and again, corrected them, and made mistakes again. This was repeated a third and a fourth time.
Younger schoolchildren, unlike preschoolers, acted differently. They concentrated their attention not on the doll and grandma's house, but on the buttons. Some of them even asked to temporarily remove the maze. They learned to move the doll using buttons. But after that, the children easily coped with any maze that was offered to them.
Features of the behavior of preschool children for whom it was important to bring the doll to their grandmother, that is, to achieve the goal, D.B. Elkonin associated it with a practical position, but the ability to pay attention to the method of activity, in his opinion, indicates a theoretical position, which first appears only in younger schoolchildren.
D.B. Elkonin emphasized that the main task of elementary school is to teach children the ability to learn. At the same time, he paid special attention to the particle “-sya”, which shows that the child should be able to teach himself. To do this, it is necessary not only to pay attention to the method, but to be able to structure it depending on the goals and objectives of the activity. The identification of the main and the secondary in the method is the basis for the emergence of a psychological basis for subsequent thinking in scientific concepts.
In junior school age New opportunities open up for stimulating the child’s mental development through the regulation of his relationships with people around him, especially with teachers and parents, to whose influences at this age the child is still quite open. This allows adults to develop and use the child’s social motives in their upbringing to have a positive impact on him. It's about about such motives as recognition, approval from significant adults, the desire to receive high praise and a number of others.
By the end of primary school age, grades III-IV, relationships with peers become increasingly important for children, and here additional opportunities for active use these relationships for educational purposes, in particular to stimulate the child’s mental development through public approval in the presence of comrades of his actions and achievements, through competition with peers, through many other actions and situations affecting the child’s social prestige.
Hard work and independence, a developed ability for self-regulation create favorable opportunities for the development of children of primary school age and outside of direct communication with adults or peers. We are talking, in particular, about the already mentioned ability of children of this age to spend hours alone doing what they love. At this age, it is important to provide the child with various didactic educational games.
Educational activities in the primary grades, first of all, stimulate the development of psychological processes, direct cognition, the surrounding world - sensations and perceptions.
The younger schoolchild perceives the life around him with lively curiosity, which reveals something new to him every day. The development of perception does not happen by itself, here the role of the teacher is very great, who daily develops the ability not just to look, but also to consider, not just to listen, but also to heed, teaches to identify the essential signs and properties of objects and phenomena, indicates what to pay attention to , teaches children to systematically and systematically analyze perceived objects.
1.2. Pedagogical principles of organizing the process of teaching English in kindergarten and junior grades of secondary schools
Back in 1985, at an international UNESCO seminar on this issue, specialists from various countries were united in their approach to these requirements: the language must be acquired by the child consciously, learning in no case should turn into an imitation process; children must master a foreign language as a means of communication, and all components of learning (selection and presentation of language material, content of actions for its implementation) must be subordinated to the communicative goal
The implementation of these requirements presupposes an adequate psychological and pedagogical organization of the activities (more precisely, interaction) of the teacher and children in the learning process.
So, the criteria for organizing English classes for preschoolers. Forms of teaching should not be aimed at mastering as many lexical units as possible, but at cultivating interest in the subject, developing the child’s communication skills, and the ability to express oneself. It is important to achieve certain qualities of mastery of the material, which should allow the child, with a minimum of resources, assuming a subsequent increase in language units in the child’s competence, to use them situationally and meaningfully.
The following forms of training are required:
Daily 15 - 25 minute lessons, accompanied by speech in a foreign language during special moments.
Classes twice a week, 25 - 45 minutes with breaks for outdoor games in a foreign language and time for modeling, drawing and making crafts thematically related to the lesson.
Special classes - fairy tale lessons and watching video fragments - as an addition to the main classes.
Meetings with native speakers.
Matinees and holidays where children can show off their achievements - dramatize a fairy tale, recite a poem.
Classes - conversations.
Foreign language classes in nature.
The most successful methods are based on the principle of gradual formation and development of speech action, when the simpler precedes the more complex. At all levels of material presentation, the principle of communication is implemented, that is, everything serves to achieve a certain result in communication. Independent use of speech units must be preceded by their listening comprehension, which corresponds to the psycholinguistic laws of speech acquisition.
At this time, in the pedagogical literature it is recommended to use techniques in teaching children that ensure an increase in the performance of children, the development of mental activity and curiosity, the formation of elements of targeted attention, random memory and imagination initial forms conscious management of one's behavior.
In this regard, great importance is attached to developmental teaching methods - systematization of the proposed knowledge and skills, the use of auxiliary visual aids that facilitate the child’s learning process, the formation of skills to perform tasks of a certain type and apply them in new conditions.
Today, many kindergartens offer the study of a foreign (most often English) language. This is convenient and quite effective, but the wishes remain almost the same - proper qualifications of the teacher plus the opportunity to study in a small group. As for textbooks, today the choice of colorful manuals for children with exciting tasks, video and audio cassettes, CD - not limited.
The process of learning a foreign language in primary school is based on three content lines:
communication skills
language knowledge and skills in operating them
sociocultural knowledge and skills.
Among these three lines, the first is the most important. The formation of communication skills involves mastering linguistic means, as well as the skills of operating them in the process of speaking, listening, reading and writing.
The goals at this stage of training are:
formation of communication skills in English, taking into account speech abilities and the needs of younger schoolchildren;
development of personality, speech abilities, attention, thinking, memory and imagination of a primary school student; motivation for further mastery of the English language;
ensuring the communicative and psychological adaptation of younger schoolchildren to the new linguistic world in order to overcome the psychological barrier in the future and use the English language as a means of communication;
mastering the elementary linguistic concepts available younger schoolchildren and necessary for mastering oral and in writing in English;
introducing children to new social experiences using English: introducing younger schoolchildren to the world of foreign peers, to foreign children's folklore and accessible examples fiction; fostering a friendly attitude towards representatives of other countries;
formation of speech, intellectual and cognitive abilities of younger schoolchildren, as well as their general educational skills.
The thematic content of learning English consists of familiar and easy to learn topics, such as:
My family and I (family members, their ages, appearance, their professions).
Favorite pet.
Holidays: birthday, New Year. Toys, clothes.
My friends (name, age, appearance, character, hobbies, family)
Seasons, weather.
My hobbies
My school
During this period, you need to develop well the skills of interactive speech: be able to greet and respond to greetings, get acquainted, introduce yourself, say goodbye, congratulate and thank for congratulations, as well as apologize for making a request and express your readiness or refusal to fulfill it.
Children of primary school age should read short texts aloud during lessons, observing the correct stress and intonation.
As for writing, at this age schoolchildren should only rewrite texts and write out words from it.
As a result, when transitioning to middle school age, the child must use acquired knowledge and communication skills in practical activities to achieve the following goals:
oral communication with native English speakers within the limits accessible to primary schoolchildren; developing a friendly attitude towards representatives of other countries;
overcoming psychological barriers in using English as a means of communication;
familiarization with children's foreign folklore and accessible examples of fiction in English;
deeper understanding of some features of the native language.
Conclusions to Chapter I
Based on the above, it can be argued that at the age of 4-5 years, a child is already capable of learning a foreign language, while he begins to differentiate his native and foreign languages, and is also already fully aware of what and how he speaks.
At primary school age, children become more theoreticians, i.e. They not only learn words and sentences, but already comprehend the basics of grammar. But for children of this age and preschool age, the best method of teaching a foreign language is play, as the most effective means of mastering material and acquiring knowledge, because is the easiest and most familiar activity for children from 3 to 8 years old.
By the end junior school children are able to use acquired knowledge in colloquial speech, both monologue and dialogic. They must know the culture and traditions of the representatives of the language being studied, as well as children's folklore and cultural literature of the country or countries of the language being studied.
CHAPTER II. GAME TEACHING ENGLISH VOCABULARY
2.1. Using the game teaching method in the formation of students’ lexical skills and abilities
The choice of the lexical aspect of this problem as a research topic is motivated by the fact that it is the vocabulary of any language, including the foreign language being studied, that reaches out into extra-linguistic reality, into the surrounding world, into the life of society. Vocabulary most clearly and clearly reveals the features of a language, as well as its relationship with other languages and possible cases of interaction between languages that come into contact during the learning process.
Mastering a sufficient number of units included in the lexical core of the English language ensures correct understanding of speech and creates conditions for free participation in foreign language communication
In order for the learning of educational material to be carried out consciously and not mechanically, training students in the use of lexical units must be preceded by their explanation. However, understanding the vocabulary being studied is only the first step towards mastering the vocabulary and its assimilation. After the semantization of the studied lexical material, its primary consolidation is necessary, which is carried out during the performance of certain training exercises by schoolchildren. If semantization provides an understanding of the vocabulary being studied, its characteristic features and creates the prerequisites for its memorization, then primary consolidation, based on the repeated use of this vocabulary, contributes to a deeper understanding of its semantics and a strong mastery of its compatibility.
The assimilation of foreign language lexical units is usually understood, on the one hand, as the preservation of words in the memory of schoolchildren in a state of readiness, and on the other hand, their relatively free and flexible use in productive speech activity.
Among the methodological techniques for working on vocabulary for the purpose of using it in speech, there are techniques for introducing students to new words and techniques for mastering words (exercises).
To discover new words for students, the methodology offers both untranslated and translated semantization techniques:
visual clarity - demonstration of paintings, objects, etc.;
explanations of the meanings of words using already known units of vocabulary of the language being studied;
use of synonyms and antonyms;
determining meanings using contextual guesses;
determining the meaning of words based on morphemic or word-formation composition;
translation of words into the corresponding equivalent of the native language;
translation-explanation, i.e. interpretation of the meaning of a word in your native language.
Visual clarity, which consists of demonstrating objects, toys, paintings, drawings, actions, filmstrips, is often used during initial acquaintance with new lexical units. The use of visual clarity is especially effective when teaching vocabulary to children of preschool and primary school age.
It should be noted that not one of the given examples of revealing the lexical meanings of words is not universal. Each of them is most effective in combination with other means of semantization.
However, the semantization of vocabulary units proposed for acquisition, as we noted above, represents only the first step towards mastering them. After the explanation of words new to students, their consolidation should follow, which is achieved by performing a specially designed set of lexical exercises.
The exercise system should be based on the stages of formation and development of skills. The sequence of tasks corresponds to the three stages of mastery of the lexical material being studied.
Taking into account the psychology of preschool and school-age children, we can come to the conclusion that the game is the best way to present and master vocabulary at this stage of learning English.
Play, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence. By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-control of behavior is developed and improved. Play does not arise spontaneously, but develops in the process of education. Being a powerful stimulus for the development of a child, it itself is formed under the influence of adults. During the child's interaction with objective world, necessarily with the participation of an adult, not immediately, but at a certain stage in the development of this interaction, a truly human child’s game arises.
People have used games as a method of teaching and upbringing, transferring the experience of older generations to younger ones since ancient times.
“Game, play activity, one of the types of activities characteristic of animals and humans,” notes the Pedagogical Encyclopedia. The concept of “game” (“games”) in Russian is found in Laurentian Chronicle. The chronicle speaks of the forest Slavic tribes (Radimichi, Vyatichi), who “didn’t live in them, but played games between villages, resembled games, dances and all the demonic games, and snatched their wives for themselves.”
According to Plato, even the priests Ancient Egypt were famous for constructing special educational and educational games. The arsenal of such games was replenished. Plato in his “Republic” etymologically brought together two words: “education” and “game”. He rightly argued that learning crafts and martial arts is unthinkable without games.
The first attempt to systematically study the game was made at the end of the 19th century by the German scientist K. Gross, who believed that in the game there is a warning of instincts for future conditions of the struggle for existence (“warning theory”). K. Gross calls games the original school of behavior. For him, no matter what external or internal factors motivate the games, their meaning is precisely to become a school of life for children.
The position of K. Gross was continued by the Polish teacher, therapist and writer Janusz Korczak, who believed that play is an opportunity to find oneself in society, oneself in humanity, oneself in the Universe. Games contain the genetics of the past, as do popular leisure activities - songs, dances, folklore.
The game in any historical era attracted the attention of teachers, such as Zh.Zh. Russo, I.G. Pestalozzi, D. Ushinsky, A.N. Leontiev, L.S. Vygotsky, Sh. A. Amonashvili.
L.S. Vygotsky, considering the role of play in the mental development of a child, noted that in connection with the transition to school, play not only does not disappear, but, on the contrary, it permeates all the student’s activities. “At school age,” he noted, “the game does not die, but penetrates in relation to reality. It has its internal continuation in schooling and work..."
Sh.A. Amonashvili writes: “the most intensive development of many functions occurs before the child is 7-9 years old, and therefore the need for play at this age is especially strong, and play turns into an activity that controls development. It forms personal qualities child, his attitude to reality, to people.”
Psychologists have proven that the game “justifies” the transition to new language. It is both an interesting type of work for the student and an analogue of language exercises for the teacher, thanks to which the skills of all types of speech activity are developed.
Experience shows that without playful activities, consolidation of foreign vocabulary in a child’s memory is less effective and requires excessive mental effort, which is undesirable. A game introduced into the educational process in foreign language classes, as one of the teaching methods, should be interesting, uncomplicated and lively, contribute to the accumulation of new language material and consolidation of previously acquired knowledge. It should be borne in mind that the gameplay greatly facilitates the learning process; Moreover, a skillfully designed game is inseparable from the teaching
The game gives you the ability to navigate real life situations, playing them repeatedly and as if “for fun” in your fictional world; gives psychological stability; relieves the level of anxiety that is now so high among parents and is passed on to their children; develops an active attitude towards life and determination in achieving the set goal.
The use of games to develop oral foreign language skills is an area of pedagogy that has not yet been sufficiently studied. Not every game (even the most lively and interesting) is suitable for this purpose. Therefore, choosing the right game is one of the primary tasks of a foreign language teacher. This choice should be made taking into account the purposefulness of the game, the possibility of its gradual complication and lexical content. The games selected for the lesson differ from ordinary children's games in that the factor of imagination, the child's fantasy, and fictitious situations recede into the background, and observation and attention become dominant. Taking into account the specifics of the game in the process of teaching children a foreign language, the teacher directs and controls the course of the game. It should be borne in mind that the gameplay greatly facilitates the learning process; Moreover, skillfully designed play is inseparable from learning.
Depending on the conditions, goals and objectives set by the foreign language teacher, the game (quiet didactic, active or limited mobility) should alternate with other types of work. At the same time, teachers consider it necessary to teach children to distinguish between play and learning activities.
I would like to highlight the purposes of using games in foreign language lessons. There are six main goals:
1. formation of certain skills;
2. development of certain speech skills;
3. learning to communicate;
4. development of necessary abilities and mental functions;
5. cognition (in the sphere of the formation of language itself);
6. memorization of speech material.
The largest theorist of gaming activity D.B. Elkonin gives the game four most important functions for a child:
a means of developing the motivational-need sphere;
means of knowledge;
a means of developing mental actions;
a means of developing voluntary behavior.
The main element of the game is playing role, it’s not so important which one; it is important that it helps reproduce the variety of human relationships that exist in life. Only if we isolate and base the game on relationships between people, will it become meaningful and useful. As for the developmental meaning of the game, it is inherent in its very nature, because the game is always emotions, and where there are emotions, there is activity, there is attention and imagination, there is thinking.
As S.A. Shmakov notes in his book “Her Majesty the Game,” most games have four main features:
free developmental activity, undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from the result (procedural pleasure);
the creative, largely improvisational, very active nature of this activity (“field of creativity”);
emotional elation of activity, rivalry, competitiveness, competition, attraction, etc. (sensual nature of the game, “emotional tension”);
the presence of direct or indirect rules reflecting the content of the game, the logical and temporal sequence of its development.
The structure of the game as an activity organically includes goal determination, planning, goal implementation, as well as analysis of the results in which the individual fully realizes himself as a subject. The motivation of gaming activity is ensured by its voluntariness, opportunities for choice and elements of competition, satisfying the need for self-affirmation and self-realization.
The structure of the game as a process includes:
a) the roles taken on by the participants in the game;
b) game actions as a means of realizing these roles;
c) playful use of objects, i.e. replacement of real things with “game”, conditional ones;
d) real relationships between the participants in the game;
e) plot (content) - an area of reality that is conventionally reproduced in the game.
The value of the game cannot be exhausted and assessed by its entertainment and recreational capabilities. This is its phenomenon that, being entertainment and relaxation, it can develop into learning, creativity, therapy, a model of the type of human relationships and manifestations in work.
The game should stimulate learning motivation, arouse students’ interest and desire to complete the task well, it should be carried out on the basis of a situation adequate to the real communication situation.
First of all, games should be divided by type of activity into: physical (motor), intellectual (mental), labor, social and psychological.
According to the nature of the pedagogical process, there are the following groups games:
a) teaching, training, controlling and generalizing;
b) cognitive, educational, developing, socializing;
c) reproductive, productive, creative;
d) communicative, diagnostic, career guidance, psychotechnical, etc.
Extensive typology pedagogical games by the nature of the gaming methodology.
Three large groups are: games with ready-made “hard” rules; “free” games, the rules of which are established during the course of game actions; games that combine both the free element of play and the rules accepted as the conditions of the game and arising during its course.
The most important of the others methodological types; subject, plot, role-playing, business, simulation and dramatization games.
The specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, tabletop, indoor, outdoor, on-site, computer and with TSO, as well as with different means of transportation.
And, finally, according to form (form is a way of existing and expressing content), the following games can be distinguished into independent typical groups: games-festivities, play holidays; gaming folklore; theatrical play actions; game trainings and exercises; game questionnaires, questionnaires, tests; variety game improvisations; competitions, contests, confrontations, rivalries; competitions, relay races, starts; wedding rituals, gaming customs; hoaxes, practical jokes, surprises; carnivals, masquerades; game auctions, etc.
Games can also be divided into two sections.
The first section consists of grammatical, lexical, phonetic and spelling games that contribute to the formation of speech skills. Hence its name "Preparatory Games". The section opens with grammatical games, which occupy more than a third of the manual, since mastering grammatical material, first of all, creates the opportunity to move on to active speech students. It is known that training students in the use of grammatical structures, which requires their repeated repetition, tires children with its monotony, and the effort expended does not bring quick satisfaction. Games can make boring work more interesting and exciting. Grammar games are followed by lexical games, which logically continue to “build” the foundation of speech. Phonetic games are intended to correct pronunciation at the stage of developing speech skills and abilities. And finally, the formation and development of speech and pronunciation skills are to some extent facilitated by spelling games, the main goal of which is to master the spelling of the studied vocabulary. Most of the games in the first section can be used as training exercises at the stage of both primary and further consolidation.
The second section is called “Creative Games”. Their goal is to contribute to the further development of speech skills and abilities. The ability to demonstrate independence in solving speech-cognitive problems, quick reaction in communication, maximum mobilization of speech skills - characteristic qualities of speech skills - can, it seems to us, be demonstrated in auditory and speech games. The games of the second section train students in the ability to creatively use speech skills.
So, the game is a teaching tool that activates the mental activity of students, makes the learning process more attractive and interesting, makes them worry and worry, which forms a powerful incentive to master the language.
2.2. System of game exercises for working with lexical material
So, as we found out in the previous chapter, there are a huge number of different educational games. Some of them contribute to the development of the child’s phonetic abilities, others improve students’ knowledge of grammar or help expand the child’s vocabulary; these are so-called vocabulary games. Working on expanding the vocabulary is considered one of the main tasks when teaching a foreign language, since without a certain supply of lexical units it is impossible to communicate at any stage of learning. At an early stage of learning, the game contributes to more effective memorization and, consequently, to a significant expansion and replenishment of students’ vocabulary. various areas communication. Below are examples of various games for teaching vocabulary to children of preschool and primary school age.
Games with objects (toys, natural materials, etc.) are most accessible to children, since they are based on direct perception and correspond to the child’s desire to act with things and thus get to know them. These games are usually based on what the child is shown various items and ask him to tell him what it is.
"Bring me a toy"
Number of players from 2.
Progress of the game:
Various objects and things are laid out in a classroom or room. The teacher asks the children to bring him some thing, calling it in English. The first child to find it and bring it wins.
Board games , as well as games with objects, are based on the principle of clarity, but in these games children are not given the object itself, but its image. Like a didactic toy, a printed board game is good only if it requires independent mental work.
"What is missing"
Cards with words are laid out on the carpet, and the children name them. The teacher gives the command: “Close your eyes!” and removes 1-2 cards. Then gives a command : “Open your eyes!” and asks a question : “What is missing?”Children remember missing words.
"Words road"
All words with a specific sound are used. They make up a story. When a word with a sound appears in a story, it is shown to the children on a card, and they call it a chorus.
For example: Once upon a time (Rabbit). And he had a wonderful (rope). Our (Rabbit) simply loved to jump through his (rope) along the long (road). And along the road grew unusually beautiful roses. Every morning, if there was no (rain), our (Rabbit) collected beautiful (roses) and took them to his friends!
"Board race"
Place the cards in a row on the board. Children are divided into two teams. The driver names one of the cards attached to the board. The first two children from each team run up to the board and touch the card. If the card is shown correctly, the team gets a point.
Word games the most complex. They are not associated with the direct perception of the object. In them, children must operate with ideas. These games are of great importance for the development of a child’s thinking, since in them children learn to express independent judgments, draw conclusions and conclusions without relying on the judgments of others, and notice logical errors.
"What doesn't belong?"
From the available vocabulary, the teacher names three or four that are logically connected (by location, general concept, etc.) and one extra that is not logically connected.
For example : a table, a chair, a car, a desk, a cake, a cup, an egg, an apple.
The opposite task is also possible: we invite the children to come up with 3-4 words that are related in meaning and “hide” one alien word among them.
"I know opposites."
First option: An adult or child names a word, another child answers with an antonym. You can play by “throwing” only words, and also, while saying a word, throw the ball to the child, and he, having caught it, throws it back, calling out the antonym at this time. If several children are playing, the ball is passed around the circle: having caught and named an antonym, the child says a new word and throws the ball to the next one, who answers with an antonym and, in turn, comes up with the next word.
For example: day - night, tall - short, up - down, open - close, slowly - fast.
Second option: When the simple option has been mastered, and the antonyms are mostly already anacoms, you can move on to playing with phrases or phrases containing antonyms.
For example: Weather is cold today - Weather is hot today, I read thing books - My father reads thick books, Is the window behind me? — The window is in front of you.
A sentence may contain not one, but several antonyms, and if the child notices only one, the teacher draws his attention to the rest.
Finger games — good helpers in order to prepare the child’s hand for writing and develop coordination. And so that speech develops in parallel with the development of fine motor skills, you can use small rhymes, counting rhymes, and songs for such games. The love of Russian preschool teachers for finger games is fully shared by their Western colleagues, including English ones. In English maternal folklore, each finger of the hand, like a self-respecting gentleman, has given name. This name is also a characteristic of the finger that determines its capabilities.
Petter-Pointer - Peter-pointer ( forefinger).
Tobby-Tall - Long Toby (middle finger).
Rubby-Ring - Ruby with a ring (ring finger).
Baby-Small - Baby (little finger).
Tommy-Thumb- Big Tom, “Himself” (thumb).
In many finger games, fingers take turns calling names. These games have the goal of making each finger of a child’s hand move separately from the other fingers, which is quite difficult for kids, especially when they need to move the middle or ring finger.
Petter-Pointer, Petter-Pointer,
Where are you?
Here are I am, here are I am.
How do you do?
At the words of the third line, the finger “pops up” from the fist (the fist can also be hidden behind the back) and bows (two phalanges are bent). The movement can be changed to the words of the last line: the finger leans forward without bending.
The movements of each finger separately can alternate with the movements of all fingers. Usually this is a “dance” when all the fingers of the hand move voluntarily and actively.
Dance Petter-Pointer (little finger), dance!
Dance Petter-Pointer (little finger), dance!
The index finger moves and bends.
Dance the merry men around,
Dance the merry men around,
The fist opens and all the fingers of the hand “dance”.
But Tommy-Thumb can dance alone,
But Tommy-Thumb can dance alone.
The fingers are clenched into a fist, and only the thumb moves - it bends, rotates, tilts now to the right, now to the left.
And so on for each finger in turn.
The game can be repeated several times: first for fingers right hand, then - for the fingers of the left hand, and finally - for the fingers of both hands. You can play at an ever-increasing pace until your fingers can no longer move to the rhythm of the text and the children begin to laugh.
Often the fingers of the hand are represented as a cheerful family. Then everyone is assigned a certain status.
This the father, so strong and stout,
This the mother with children all about,
This is the brother so tall you see,
This is the sister with her dolly on her knee,
This is the baby still to grow,
And this is the family, all in row.
Outdoor games contribute not only to vocabulary learning, but also help develop the child’s physical abilities
"Movers"
Number of players from 2.
Progress of the game:
The teacher gives the children commands, the children carry them out. If the children do not understand the commands, you can show them the movements.
Pick up, put down, stand up, turn round
Clap left, clap right, clap up, clap down.
Look left, look right, look up, look down.
Turn round, sit down, touch something…brown!
Point to your teacher, point to the door,
Look at the window, look at the floor,
Stand on your left leg, stand on your right.
Now sit down, touch something...white.
Put your hands and touch your toes.
Cross your fingers, hold your nose.
Bend your knees and shake your head,
Stamp your feet, touch something…red.
Knees and toes, knees and toes;
Head and shoulders, knees and toes,
Eyes, ears, mouth and nose.
"Balloons up in the Sky"
A fun color memory game. The minimum number of players is 6 people.
Required: a lot of colorful balloons, a felt-tip pen.
Preparation: Inflate air balloons. Write a color on each ball.
Progress of the game: The presenter throws ball after ball. When children hit the ball to prevent it from falling, they must name its color. The teacher tells the children to try to keep the balls in the air for as long as possible.
"Lexical Chairs"
Chairs are placed in the center of the room. The number of chairs should be 1 less than the number of players. The players walk around the chairs, and the leader names words on a certain topic, for example, fruit (apple, banana, orange, pear...). . When the presenter calls a word off topic, for example, train, the players must take the nearest chair. The player left without a chair is eliminated from the game. Then, the presenter removes one chair. Once again the players walk around the chairs. And the presenter names the words, but on a different topic. Again, upon hearing an extra word, the players must take their chairs. A player who does not have time to take a chair is eliminated from the game. And this is repeated until there is 1 chair and 2 players left. The player who takes the last chair is the winner.
"Crouching game"
The teacher places the children in two or three lines (depending on the number of children, there may be four or five lines). Each team is given a specific card/word. The teacher pronounces words in a chaotic order, and if this is the word of one of the teams, this team must sit down. When the words do not belong to any of the teams, they remain standing.
"Red Rover"
Children are divided into two teams. Holding hands, they form two chains that are opposite each other. One of the teams starts the game - the children shout in unison: “Red Rover, Red Rover send ___(the person’s name) right over,” the child whose name was called tries to break through the chain of opponents with a running start. If he succeeds, his team has a chance to try again. If not, the other team starts the game. The team with the largest number of players breaking the enemy chain wins.
Words are stored in the child’s memory in associative thematic groups. Therefore, when forming his basic vocabulary, that is, the stock of “bricks” from which he will build phrases, it is necessary to introduce new lexical units in thematic groups. In this regard educational material unites around basic lexical topics, for example: family; appearance; cloth; house; food; Pets; animals; color, etc.
In order for words and expressions to be firmly remembered, they must be repeated many times. And so that the child does not get bored with repetition, when teaching vocabulary it is advisable to use variousthemed games . Let's give examples of such games.
"Five words."
Progress of the game: while a student from one team counts to five, a representative of the second team must name five words on this topic. A participant who fails to complete the task is eliminated from the game.
"Colors"
Progress of the game: the task is to name objects of the same color. The team that can name the most objects, animals, etc. wins. one color.
"More words"
Progress of the game: two teams are formed. Each team must name as many words as possible starting with the letter given to it. The team that names the most words wins.
"Guess the name."
Progress of the game: each student receives a thematic drawing. He must examine it and tell what is depicted on it. The one who first guesses the name of the picture gets the next one and completes the same task. The one who guesses the most names wins.
Lexical games of this kind can be used at an early stage of learning vocabulary English language in preschool institutions and junior high schools secondary school. They can contribute to quick and effective memorization of the vocabulary of the target language and the further use of this vocabulary in foreign language communication.
Conclusions to Chapter II
So, it can be argued that the game, as a means of guaranteeing a positive emotional state, increases the productivity and interest of teachers and students, in contrast to the monotonous performance of certain tasks, which leads to a non-working and unproductive environment in the classroom.
It is also an undeniable fact that the use of games is the most effective method of teaching vocabulary of a foreign (English) language to children of preschool and primary school age.
CONCLUSION
The purpose of this work was to consider the main possible directions, the general idea of organizing teaching English vocabulary using various games for children of preschool and primary school age.
To achieve the goal, the works of both domestic and foreign authors on this issue were studied.
According to most scientists, children are ready to learn a foreign language by the age of three to five years. The methodology for conducting classes should be built taking into account the age and individual characteristics of psychology, as well as the linguistic abilities of children and be aimed at their development and education of a harmonious personality. Foreign language classes should be conceptualized by the teacher as part of the overall development of the child’s personality and related to his sensory, physical, and intellectual education.
Teaching children vocabulary of a foreign language should be of a communicative nature, when the child masters the language as a means of communication, that is, not just assimilates individual words and speech patterns, but learns to construct statements according to models known to him in accordance with his emerging communicative needs. Communication in a foreign language must be motivated and focused. The teacher needs to create in the child a positive psychological attitude towards learning a foreign language, foreign language speech and foreign language culture.
A way to create such positive motivation is through play. Games in the lesson should be episodic and isolated. An end-to-end gaming methodology is needed that combines and integrates other types of activities in the process of language learning. The gaming technique is based on the creation of an imaginary situation and the adoption by the child or teacher of a particular role.
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, traits such as collectivism, activity, discipline, observation, attentiveness.
Play is the strongest factor in a child’s psychological adaptation in a new language space, which will help solve the problem of a child’s natural, unobtrusive introduction to the world of an unfamiliar language and culture.
LIST OF REFERENCES USED
Amonashvili Sh.A. Psychological features of second language acquisition by schoolchildren. // Foreign literature at school, 1986. - No. 2.
Great Soviet Encyclopedia. Ed. Prokhorova A.M. – M., Soviet Encyclopedia – 1972.- vol. 10 p. 31-32
Vereshchagina I.N. and others. English. language - 1,2,3 grades. – M.: Education, 2002 – 2005.
Age and pedagogical psychology. Ed. Petrovsky A.V. – M., Education – 1973.
Vygotsky L. S. Imagination and creativity in childhood. – St. Petersburg: Union, 1997.
Davydov V.V. Problems of developmental training. – M., 1972.
Dyachenko O.M. Preschooler's imagination. – M: Knowledge, 1986.
Zimnyaya I.A. Psychology of teaching a foreign language at school. M., Education, 1991.
Kolkova M.K. Teaching foreign languages at school and university. – S.-P., Karo – 2001. P. 111-119.
Konysheva A.V. Modern methods of teaching English. – Minsk, TetraSystems – 2003. P.25-36.
Maslyko E.A., Babinskaya P.K. and others. Handbook for a foreign language teacher. Minsk, 1999.
Penfield V., Roberts L. Speech and brain mechanisms. - L.: Medicine, 1964. - P. 217.
Program of primary general education in English. IYASH. – 2005. – No. 5. pp. 3-7.
Stronin M.F. Educational games for English lessons. M., Education, 1984.
Shmakov S.A. Her Majesty the game. Fun, amusement, pranks for children, parents, teachers - M., Master - 1992.
Elkonin D.B. Selected psychological works. – M., 1989.
Elkonin D.B. Psychology of the game. M., 1978.
www.solnet.ee
www.babyland.ru
www.school.edu.ru
21. www.bilingual.ru
The usefulness and necessity of using games during English lessons has been proven for a long time and does not need additional arguments. But very often teachers use the game element in the lesson in order to give students the opportunity to relax, switch to a new activity and forget about the extreme usefulness of the game for learning, in particular memorizing new vocabulary. It is for this purpose that a whole complex of so-called lexical games has been developed.
Kinds
Lexical games can be used at different levels of mastering the English language - from Beginner to Advanced. Only, of course, at each stage these games will be different. At the Beginner and Elementary levels, you can learn the alphabet, spelling of letters and words in a playful way. At an older level, this is a good way to remember new expressions and phrases. Games can be more creative and communicative-oriented (come up with a story, make up a dialogue with new words, etc.) and semi-communicative, aimed at practicing and memorizing new lexical units (gap filling, choose the right varian, hangman etc). Also, lexical games can be active, moving (which is more preferable when working with children) and static (this is especially suitable when conducting an online lesson). They can be played individually, in pairs and in groups. Whatever type you choose, always take into account the individual characteristics of your students, because for some people creative potential is in full swing, but to some it may seem like a waste of time.
Learning the alphabet
When students are just at the beginning of their path to mastering the English language and are still learning to speak, various game methods can and should be used to help them learn the letters of the alphabet.
"ABC shooting gallery"
Children will really like this game. To carry it out, you need to write the letters of the alphabet on separate cards and have students take turns throwing the ball at these letters. Which letter the ball hits, you need to come up with a word for that, or maybe several. For each word you need to count a point, whoever gets the most points wins.
"Alphabet in Pictures"
Offer children pictures with words in English. Each letter at the beginning of a word is a component of the English alphabet. It is desirable that they are located in the correct order, as in the alphabet. But some letters are missing. Students need to guess which letters of the alphabet are missing. To help them, offer other pictures with words where the first letter is part of the alphabet. To make the task a little more difficult, there should be more of these cards than missing letters. Thus, students will have to go through almost all the letters in their heads to figure out the ones they need.
We fix the words
As you know, in order to remember a new word, you need to repeat it about fifty times. Only then will it be preserved in lice long term memory. Cramming and simply repeating words to yourself is, to put it mildly, uninteresting and boring. Therefore, use the following games in your classes to make the process of memorizing words easy and fun.
"Find the stranger"
Provide students with groups of words (three to five words in one group) that are logically connected. But one word should be superfluous. Students need to find the odd word and explain why it doesn't fit into the category. This way, you can consolidate words on a new topic and repeat words on already covered topics. During the game, speaking, logical thinking and argument building skills are activated and developed. For example:
Zoo, dog, mouse, cock, cat;
Cheese, coffee, hungry, soup, sausage;
Grey, nose, hair, ear, foot.
Crossword
This game method of work is suitable for almost any level and age. For the initial level, “definitions” can be given in your native language, and the words can be entered in English. For a higher level, “definitions” must already be given in English. You can complicate the task and, conversely, offer students already solved words in a crossword puzzle, in which they need to define the words one by one and guess them.
Quiz
This game awakens competitive interest. It is advisable to carry it out during repetition or control, when you have finished learning a certain topic. This game can be used with both children and adults, online or offline, at any level of language proficiency and adapted to any topic. You need to draw a table in which the categories of questions are written horizontally, i.e. topics studied, and vertically the points that a student can receive for the correct answer. As the difficulty of questions increases, the number of points for a correct answer also increases. So, for example, you can get 1 point for the simplest question, and 10 points for the most difficult one. The student chooses the category and difficulty of the question, you read the question. If the answer is incorrect, you can invite your opponent to try to answer the question. Whoever scores the most points wins.
As you can see, lexical games in an English lesson can be very different in complexity, topic, communicative focus, etc. Some require some preparation from the teacher, and some can be done completely spontaneously. Some games can be done in five minutes and move on to another activity in the lesson, and some can be dedicated to an entire lesson. In any case, the choice is yours, because all activities in the lesson should be maximally adapted to the needs, level and interests of your students. Games bring a certain variety to the learning process and, while remembering with pleasure, new vocabulary, it is then easier for students to apply it in various communication situations.
Big and friendly EnglishDom family
Lexical games in English lessons for primary school students
Play is the highest form of exploration.
Albert Einstein
Currently, teachers are reviewing the arsenal of influence on the minds, will, and emotions of students with the aim of introducing them into the rich world of culture and traditions of the country of the language being studied. The ways and means of developing skills in all types of speech activity are being reviewed: reading, speaking, listening, writing. Activation of the educational process and stimulation of cognitive activity is facilitated by the introduction of gaming technologies into the learning process, along with traditional forms and methods.
The educational potential of games has been known for a long time. Many outstanding teachers rightly paid attention to the effectiveness of using games in the learning process. Currently the problem is application speech games in teaching a foreign language is widely covered in domestic and foreign methodological literature. The problems of stimulation and motivation for learning a foreign language using entertaining materials and game-based teaching techniques are presented in the scientific research of many domestic scientists (I.L. Bim, S.T. Zanko, S.S. Polat, E.I. Passov, V. M. Filatov and others).
D.B. Elkonin in his book “Psychology of Game” gives the following definition of game: “Game is an objectively primary spontaneous school, apparent chaos, providing the child with the opportunity to become familiar with the traditions of behavior of the people around him.” A.A. Derkach characterizes it this way educational game: an educational game is a game used in the educational process as a task, containing an educational problem (problem situation), the solution of which will ensure the achievement of a certain educational goal. Thus, an educational game is a specially organized task that requires intense emotional and mental strength. It is noteworthy that due to the acceleration of the thought process, which is required in a game situation, the student thinks And speaks in a foreign language, therefore, the game method is fraught with great learning opportunities. The game often turns out to be effective in situations where numerous traditional exercises fail.
Playing in class contributes to the fulfillment of important methodological tasks:
creating psychological readiness of students for verbal communication;
ensuring the natural need for them to repeat linguistic material many times;
training students in choosing the right speech material.
Games in an English lesson can be very productive. At the same time, they must comply with a number of requirements:
have clear instructions (verbosity should be avoided, the rules should be concise and accessible to all students);
be time-efficient and aimed at solving certain educational tasks (playing for the sake of playing in the lesson is not acceptable);
be “controllable” (do not disrupt the set pace of academic work in the lesson and do not allow a situation where the game gets out of control and disrupts the entire lesson);
relieve the stress of the lesson, neutralize some of the psychological stress during communication;
leave the educational effect on the second, often unconscious plane, and always implement the game moment in the first, visible place (for students, a game is, first of all, an exciting activity: language material is absorbed imperceptibly, but at the same time a feeling of satisfaction arises);
do not leave any student passive or indifferent, stimulate student activity.
At the same time, the game will be desirable and effective only if it is carefully designed by the teacher. It is important to be confident in the feasibility of the game; you need to think through all the details of its preparation, as well as confidently manage it. In order for a teacher to effectively manage the game, he himself needs to know and clearly imagine the desired result. At the preparation stage, it is important for the teacher to repeatedly ask the question “why?” in order to determine the feasibility of using gaming techniques in the lesson. The simplicity and complexity of organizing and conducting a game depends on the type of game, and on the audience, and on the nature of the relationship between students and the teacher, i.e. from many factors. At the same time, it is obvious that games in the classroom are capable of simulating real verbal communication, which is so important for the communicative approach to teaching foreign languages.
The game will achieve the desired effect if it is expected as relaxation and entertainment against the backdrop of difficult and sometimes intense work. Therefore, it should not take up most of the lesson in terms of time.
Thus, the game is a powerful incentive for mastering a foreign language and an effective technique in the arsenal of a foreign language teacher. The use of games and the ability to create speech situations make students ready and willing to play and communicate. The pedagogical potential of any game is to arouse students’ interest, stimulate their mental and speech activity aimed at consolidating new lexical units, and create an atmosphere of competition and cooperation during the performance of a particular exercise. The game can be not only a pleasant pastime, but also one of the dominant educational technologies.
Currently, there are different approaches to the classification of games in foreign language classes. All classifications are quite arbitrary and differ in the characteristics underlying them. As part of the stated topic, we will get acquainted with a wide range of lexical games.
Among the principles of teaching a foreign language, a special place is occupied by the principle of clarity, which is important in game-based learning. When teaching foreign language vocabulary using gaming technologies, the use of visualization is advisable at all stages of learning. In this case, visual clarity is of paramount importance here, which, unlike auditory and motor, is used mainly to limit the range of phenomena to be discussed and to create visual support in constructing a logical sequence of statements. In connection with these visualization functions, various reference, support-semantic diagrams, maps, etc. have become widespread.
Goals lexical games at various stages are:
Introducing students to new words and their combinations;
Training students in the use of vocabulary in situations close to natural settings;
Activation of speech and mental activity of students;
Development of students' speech reactions.
Game "Edible - Inedible"
To play you will need a ball.
The players line up at some distance from the driver. The driver throws the ball to each player in turn, naming something edible or inedible. If the object is edible, the player must catch the ball and take a step forward, and if it is inedible, the player does not catch the ball and also takes a step. If the players make a mistake, they stay where they are. The one who reaches the driver first wins.
This game is suitable for practicing vocabulary on any topic.
Game "Relay"
Goal: consolidation of vocabulary on the covered topic.
The game is played using all the studied vocabulary of the topic.
Divide the board into two halves and write the studied lexical units in a column on each side (the set of words is the same, but the sequence is different). The class is divided into two teams. Each team has its own half of the board. Participants take turns coming to the board and writing the corresponding Russian version opposite each English word. If one of the participants notices an error, then he can spend his approach to the board correcting this error, but then he will not be able to write another word. The team that is the first to complete the task correctly wins.
Game "Numbers"
Two teams are formed. The same number of digits is written scattered on the right and left. The teacher calls out the numbers one after another. Team representatives must quickly find and cross out the named number on their half of the board. The team that completes the task faster wins.
Game "Numerals"
Goal: consolidation of cardinal and ordinal numbers.
Two teams are formed. The teacher names an ordinal or cardinal number. The first team must name the previous number, the second - the next one (an ordinal or cardinal number, respectively). For each mistake, the team receives a penalty point. The team with the fewest penalty points wins.
Game “How many pages?”
Goal: repetition of cardinal numbers.
The teacher brings several interesting books. And asks: “How many pages are there in the book?”
P.1: There are three hundred and fifty pages.
P.2: Three hundred.
P.3: Two hundred and fifty.
P.4: Two hundred and eighty.
That's right.
The one who guesses correctly gets the right to be the first to look at the book.
Game "Colors"
Goal: consolidation of vocabulary on covered topics.
The task is to name objects of the same color. The team that can name the most objects, animals, etc. wins. one color.
A game"This is my nose"
Goal: consolidation of vocabulary on the topic, development of attention.
Showing his hand, the teacher says: “Oh, something is wrong with my foot!” The student corrects “with your hand!” But the teacher continues: “I don’t hear, something is wrong with my nose!” (pointing to the ear, for example). Children laugh and correct. Next, the role of the leader is played by the student, who turns to his classmates in turn. If the called student corrects correctly, he becomes the leader.
Game "Schoolboy's Morning"
Goal: consolidate vocabulary on the topic.
A group of children comes to the board and each of them imitates some action with gestures and facial expressions.
Teacher: Guess what each pupil is doing.
P.1: This boy is doing his morning exercises.
P.2: That girl is washing her face.
P.3: This boy is putting on his red scarf. etc.
A game"My aunt went to town"
Goal: repetition of vocabulary on the topic, memory development.
The teacher explains that students must complete the phrase My aunt went to town and bought... with a word denoting a school item or clothing.
P.1: My aunt went to town and bought a book.
P.2: My aunt went to town and bought a book and a bag.
P.3: My aunt went to town and bought a book, a bag and a ruler.
If a student cannot say his word, he is eliminated from the game.
Game "Time"
Goal: consolidate vocabulary on the topic.
Children are divided into two teams. The game has several options:
1. Take a model of a clock with hands that are easy to move. Moving the arrows, the teacher takes turns asking students from both teams What time is it now? For each correct answer, the team receives one point.
2. The teacher begins the story, but does not finish the last sentence. For example, I have a friend. Her name is Anna. She gets up at…. And sets the hands to 7 o'clock. The student repeats the last sentence and ends it with the words seven o’clock in the morning. If he makes a mistake, the team gets a minus. The team whose players made the fewest mistakes wins.
3. The teacher sets the clock to 7:15 and asks everyone to say what they are doing at this time. Answers might be: I open the window and do my morning exercises at 7:15. My mother lays the table at 7:15.
4. Using the clock layout, you can repeat or reinforce the use of verbs in the past or future tense. The teacher, moving the arrows, asks: What did you do yesterday at half past four? What will you do on Tuesday at a quarter to 5?
Game "Crossing the river"
A stream is shown schematically on the board. Two teams cross it in different places using pebbles designated by squares (10 squares for each team). To step on a stone, you need to write a word from the topic covered in each square. If the word is spelled incorrectly or does not correspond to the topic, the team misses a turn. The team that gets across the stream the fastest wins.
Game "Last Letter"
Goal: to activate vocabulary on the topics studied.
Two teams are formed. A representative of the first team names a word, students from the other team must come up with a word starting with the letter that ends the word named by the first team, etc. The last team to name the word wins.
Games using flashcards:
Game "Tower"
To play you will need disposable cups and cards.
Goal: consolidation of vocabulary on the topic, development of coordination.
The cards are thoroughly mixed and turned face down. Players take turns drawing cards. If the word is named correctly, then the player gets the right to build a tower: he places a glass and puts a card on it. Gradually the tower grows, it becomes more and more difficult to keep it in balance. As a rule, the game is very stormy, the guys try not to drop the tower. They especially enjoy the end of the game: if the tower is completed and not destroyed, all builders get the right to destroy it by blowing on it.
A game"Cloth"
Goal: consolidate vocabulary on the topic.
The teacher gives the student 5-7 cards depicting items of clothing. He shows them to the class, naming them in English. Then the presenter guesses one of the objects, and the children, taking turns asking questions, try to guess this object.
Game "Make a word"
Goal: consolidation of vocabulary on the topic, development of attention and concentration.
Each of the playing students is given a piece of paper with a drawn chain of squares and a set of cardboard squares with letters of the alphabet. The teacher (leader) names a word in Russian or shows a drawing depicting an object. Students say the word in English and then spell out the word from the given letters. The game can be complicated if you give the task to make a sentence with this word. The winner is the one who completes the task first.
Game "Flower-seven-flowered"
Goal: consolidate vocabulary on the topic.
To play you will need daisies with removable multi-colored petals.
The class is divided into three teams. Schoolchildren, one after another in a chain, name the color of the petal. If the student makes a mistake, all the petals return to their place and the game starts over.
P.1: This is a blue leaf.
P.2: This is a red leaf., etc.
Game "Collect the picture"
Goal: consolidation of vocabulary, development of attention.
Each team is given an envelope containing 12 pieces of the picture. You need to quickly assemble a picture and give its description using the structures I see... This is... He has got... ....She has got.... It is blue (grey, etc.)
List of used literature
Anikeeva N.P. Education by play: book. For the teacher. – M.: Education, 1987. – 144 p.
Vygotsky L.S. Game and its role in the psychology of child development // Questions of psychology, 1966, No. 6.
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