Грамматические игры

Грамматические игры

1.Where is the pen?

Today the teacher is very “absentminded”. He can’t find the pen.

Teacher: Where is my pen, children? Where is my pen? Is it in the table or under the table or on the table? Where is my pen, Jane?

Jane: It is in your bag.

Teacher: Let me see. No, it isn’t. Where is my pen, Andrew?

Andrew: It is in your table.

Teacher: Let me see. No, it isn’t. Where is my pen, Masha?

Masha: It is under the book.

Teacher: No, it isn’t…

And game goes on. Of course, children understand, teacher is playing.

Variant: ”It” asks pupils to shut their eyes while he hides the thing. After all pupils are allowed to ask the questions and “It” must answer the questions. Teacher must change “It”.

2. Hide-and-seek in the picture.

Teacher, using the game can consolidate speech model Are you..? and prepositions.

Teacher: Let us play hide-and-seek today! Let’s choose “It”. But our

game will be unusual. You must imagine that one is hidden

inside of the picture. You must hide yourselves behind one of

the room’s objects.

Class reads rhyme: Bushel of wheat, bushel of clover;

All not hid, can’t hide over,

All eyes open! Here I come.

After that it’s allowed to begin “It” asks questions.

“It”: Misha, Are you in the wardrobe?

Misha: No, I’m not.

“It”: Sweta, Are you behind the wardrobe?

Sweta: No, I’m not.

And so on.

3. Who is he (she)?

This game lets the teacher consolidate speech model He is.. or She is.. and names of animals.

Teacher: Children, you know the English names of many animals. Let’s

name them (children name one by one). Wait a minute. Don’t

say the animal you know but play it. Kate, please. What is she?

Lena: She is a fox.

Teacher: Now, Oleg, please. What is Oleg?

Jane: He is a tiger.

Oleg: No, I’m not a tiger. I’m wolf.

And teacher can go on.

4. What is this?

This game helps to consolidate the model of the question Is this a …?

Variant 1: It's need for this game the teacher must make special cards. A sheet of paper must be folded in post card, and the picture must be placed inside it. On the picture one can see an animal or a flower, etc. Pictures must be bright and interesting. After that teacher cuts out a small hole on the first side of the card and children are able to see only a small part of the picture. Pupils tried to guess what it is and ask the questions: “Is this a cat?” etc. The teacher answers: “No, it isn’t” or “Yes, it is”. The teacher is allowed to give his role to a pupil. The leader will show the picture inside the card if children guess what it is.

Variant 2:The teacher prepares colored envelopes with openings. The pictures of one subject group (for instance, animals) must put into the envelope of the concrete color. So pupils see only one part of an animal and try to guess the whole object. Children who guess the object must use the model of speech Is this a …?

5. What can you do with a …?

Teacher: You have a good imagination. Now let’s play a team game and decide whose imagination is richer. For example, I ask you: “What can you do with a book?” You answer me: “We can read it”. Or: “We can open it” etc. And now my real team question: “What can you do with a ball (chalk, sugar, water, etc.)?” The team, which forms the correct answer, scores a point.

6. Do you like …?

Teacher shows the following cards:

1. I like History best of all.

2. I like sport best of all.

3. I like ice-cream best of all.

4. I like Mathematics best of all.

After that the teacher offers pupils to choose concrete sentence. The class must guess what he (she) has chosen.

Pavel: Do you like History best of all?

He (she): No, I don’t.

Helen: Do you like ice-cream best of all?

He (she): Yes, I do.

Helen scores a point. Then the next pupil chooses the sentence. Surely the teacher is allowed to change the content of the cards. For example:

1. I walk to school in the morning.

2. I drink milk every day.

3. I often read interesting books.

4. I go to the cinema every week.

7. “What are you drawing?”

Every child has a sheet of paper and a pencil. One by one they guess what their classmate (neighbor) is drawing.

P1: Are you drawing a horse?

P2: No, I’m not drawing a horse.

P1: Are you drawing a pig? Etc.

8. “I took…”

This game helps to repeat Past Simple tense.

Teacher: Children, do you like to travel? Let’s imagine we were on a trip.

What did you take along?

Pupils: I took a book. I took a cap.

I took a food basket. I took a game.

I took a clock. I took a pen.

Teacher: Very good. That was very unusual trip. Misha took only a clock.

Helen took only a pen, etc. I want to ask: What did you eat? Remember that you took only one thing with you.

Helen: I ate a book.

Sveta: I ate a pen.

Misha: I ate a book. Etc.

The system of teacher’s questions:

• What did you put on your head?

• What did you put on your feet?

• What did you see during a trip?

This game is conducted in a funny manner.

9. “Three forms of a verb.”

This game helps pupils during learning three forms of irregular verbs. The teacher prepares cards, on one side of which he writes 3 forms of the verb correctly (ring-rang-rung). On the another side of the card teacher write these forms in the wrong way (rngi-rgna-rgnu). Pupils should guess the right forms, and only after that they are allowed to read three forms which are written correctly.

10.”Forfeits.”

The leader stands behind of the judge. The leader keeps a forfeit under the judge’s head and says:

Heavy, heavy hangs over your head,

What will this forfeit do?

The dialogue between the leader and the judge must be in different grammatical models. Teacher must proceed it from learning material.

For example:

The leader: The judge:

What must this forfeit do? This forfeit must dance.

What will this forfeit do? This forfeit will sing.

What do you want this forfeit I want this forfeit to jump.

to do?

Teacher must take part in this game. It helps pupils to overcome their constraint.

11. “Who is the last to finish the sentence?”

The teacher writes on the blackboard a simple sentence: “People go.” Pupils must enlarge the sentence, but it must be correct from the grammatical point of view. Every child adds one word. A winner is the person, who said the last word. The teacher follows the pauses.

Teacher: People go. One, two.

Victor: People go to…

Ann: People go to Scotland…

Teacher: One, two…

Masha: Many people go to Scotland.

Teacher: One, two…

Sveta: In summer many people go to Scotland.

12. “The teacher’s mistake.”

The teacher calls numbers, writing on the blackboard or on the cards. And what’s more, he has to name the numbers incorrectly. The teacher says: “35-it’s forty one.” Class corrects him immideatly: “It’s thirty five.”

13. “Game”.

This game may be useful while learning the possessive case of nouns. It’s competitions. Pupils are allowed to carry their own dolls. Every doll has her name, which is written on the doll’s card. Every pupil must evaluate hair-do or haircut of the doll and express his opinion.

C1: I like Ann’s hair-do.

C2: I like Mike’s haircut.

So the teacher counts points, which were scored by a concrete doll.

14. “What is there in the bag?”

The teacher carried to the class the “magic sack”.

Teacher: Children I’ve been to a shop and look! I’ve bought many things.

Now, what is there in the bag?

C1: A toothbrush.

Teacher: Yes, you are right. There is a toothbrush in the bag.

C2: There is a spoon in the bag.

Teacher: No, you are not right. Etc.

Gradually children guessed all objects. A child will score a point if he guessed an object.