Teacher: Welcome to “Word association”. Today’s competitors are... What’s your name? (Children call their names) And now I’ll tell you the rules of the game. I say a word and you must say another word associated with the first word and then another word associated with the second word. And so on. For example, I say “dog”. Then you say “cat”, “black”, “white”, etc. Ready?
C1: August. C1: Seaside.
C2: summer. C2: Boat.
C1: Sun. C1: Mother.
C2: Beach. C2: Father.
C1: Orange.
C2: Er... Er.. I don’t know.
Teacher: I’m sorry, but we must congratulate the winner.
2. “Don’t say four”.
It’s difficult for children to count up to the big numbers in correct order and not to make a mistake.
Teacher: Children, can you count well?
Ann: Of course, we can.
Teacher: How far can you count?
Paul: Up to one hundred. (Up to ten, etc.)
Teacher: Let’s count up to one hundred.
Masha: It’s not interesting.
Teacher: No? But…
And he tells the rules of the game. Pupils begin to count, but when they come to number with figure “4”, they must say the word “stop”. For example: one, two, three, stop, five…, thirteen, stop, fifteen…etc. The person who makes a mistake goes out of the game.
“How many pages”.
The teacher brings to the class English books for children with colored illustrations. So it’s clear that they’ll be allowed to see the illustrations if they guess the quantity of book’s pages.
Teacher: How many pages are there in the book?
Nick: Twenty-five.
Teacher: No, more.
Helen: Forty-eight.
Teacher: No, less.
Victor: Thirty-three.
Teacher: Let’s right.
So, Victor gets the first right to read the book.
“This is my nose”.
This game helps us to consolidate the topic “Human body”.
It’ll be very amusing for children when the teacher makes a mistake. So he may use it.
Teacher: Oh, something is wrong with my foot. (he shows the hand) Oh, something is wrong with my nose. (he shows the ear)
Everybody laugh. Then pupils choose “It”. “It” shows a foot and says: “This is my nose”. After that “It” shows the concrete pupil, who must quickly answer, showing the nose: “This is my foot”. It comes out on the contrary. Teacher must count till 5. If pupil doesn’t answer during this time he’ll go out of the game. If the pupil answers correctly he’ll become “It”.
“Fruit basket”.
This game helps to consolidate the topic “Fruit” or “Vegetables”. The teacher can begin the game with the talk about fruit.
Teacher: Autumn is my favorite season, children. I like autumn, because
I like fruit. What fruit do you like?
Ann: I like melons.
The teacher gives her the picture of a melon.
Andrew: I like watermelons.
The teacher gives him the picture of the watermelon.
So the talk goes on and the teacher gives pictures for all pupils. Then all pupils make a circle. “It” may be chosen with the help of counting rhymes. “It” says: “Apple, change place with the orange”. “Apple” and “orange” change their places and at that time “It” tries to take one of the places. Pupil, who lost his place, becomes “It”. It’s possible to ask all “fruit” to change places at the command “Fruit basket, upset!”
Colour of pens, pencils, notebooks, books, houses near school, etc.
“I have a cat”.
It is a wonderful and a bright day. The teacher comes into the class and says: “What a wonderful day it’s today! What do you think of it? Let’s think of different words about this day”.
Victor: It’s a bright day.
Masha: It’s a happy day.
Nick: It’s a long day.
Kate: It’s a wonderful day.
Jane: It’s a difficult day.
Teacher: You are very resourceful, you see how much you can say about one day.
So, the teacher may begin the game in order to train pupils in using of adjectives. It’s possible to choose any sentence. For example, “I have a cat”. The point is given for one correct sentence with the adjective.
7. “What kind”.
This game is also useful for training to use of adjectives. For the game teacher must prepare two sets of cards “A” and “B”. Cards “A” contain the nouns. Cards “B” contain the adjectives. Class is divided into two teams. Team “B” reads the adjectives in turn. Team “A” must quickly name suitable noun. When all adjectives are read, the teams will change their roles. For every right answer team scores a point.
Exemplary list of nouns and adjectives.
Soldier clean, calm
River brave, fearless
Mother grey, rainy
Day loving, patient
Bee busy, buzzing
Cat white, small
Girl red, beautiful.
8. “Lotto”.
Teacher with the children must prepare big cards with 5 or 6 words on each card. All words, which are on the cards, must be written on the separate small cards. These cards are put into the teacher’s sack. The game begins the teacher takes out the small card from the sack and reads the word in Russian. Children find this word in English in their big cards and cover this word with the small disk, saying this word in English. The child, who covered all words first, is the winner.
Фонетическиеигры.
“Lapping milk”.
You know, it’s difficult to teach pupils to pronounce sounds ( ) and ( ). It’s difficult for children to show their tongue during the lesson.
Teacher: Children, have you ever seen a kitten drinking milk? In fact, it doesn’t drink milk it laps milk. Could you show it? What a nice kittens you are! Now I’ll recite a rhyme about it and when I say “lap, lap, lap”, please, make you kittens lap milk.
Little kitty laps her milk,
Lap, lap, lap!
Her tongue goes out,
Her tongue goes in,
Lap, lap, lap!
Little kitty likes her milk,
Lap, lap, lap!
Oh, see her tongue
Goes out and in,
Lap, lap, lap!
This exercise is funny and useful. After words “lap, lap, lap”, the teacher has to do a pause in order to give pupils an opportunity to represent how a cat drinks milk.
“Little brown rabbit”.
Sounds ( ) and ( ).
Teacher: Children, can you show how the rabbit hops? Let’s one of you hop like a rabbit and we shall say “Hippity hop”, but let us say it very softly.
Little brown rabbit went hippity hop,
Hippity hop, hippity hop.
Into the garden without any stop,
Hippity hop, hippity hop.
He ate for his supper a fresh carrot top,
Hippity hop, hippity hop.
Then home went the rabbit without any stop,
Hippity hop, hippity hop.
Pupils train to pronounce sounds [ ], [ ], repeating words “hippity hop”.
“Little sleepy head”.
This poem may be used for training the pronunciation of the sound [ ].
Pupils must represent a boy, which always yawns.
They call me little sleepy head!
I yawn at work, I yawn at play!
I yawn and yawn and yawn all day!
Then take my sleepy yawns to bed!
That’s why they call me sleepy head.
4. “Playing airplane”.
Sound [v].
Teacher: Do you try to imitate a flying plane? I think you stretch your arms apart, inline your body a little, and here you are… flying. And how about English children? They do just the same, with a little difference: instead of the Russian sound [ ]. They say [v]. Try and do the way English children of your age do.
The plan is travelling up the sky,
vvv-vvv-vvv.
Moving so fast, and ever so high,
vvv-vvv-vvv.
Over the land, and over the see,
vvv-vvv-vvv.
But we always come back in time for bed,
vvv-vvv-vvv.
Pupils, playing in “plane”, learn to pronounce the sound [v] correctly.
5. “The motor – boat.”
The sound imitation seemed affective and the teacher decided to work with the sound [t] in the same way.
Teacher: And now could you imitate the work of a motor boat? How do English children imitate it while playing? They believe that the sound [t] suits here best. You are surprised, aren’t you? It’s no wonder because the Russian sound [ ] wouldn’t do here. But only try and say “putt, putt, putt” and motor will start, and you will be gliding over the raves. Let’s try and do it together!
I have a little motor boat.
It turns around the day.
And when I start my motor boat
It always seems to say:
Putt-putt! [p t-p t]
Putt-putt!
But when the boat is under way
And running fast, it seems to say:
Putt-putt-putt-putt!
Putt-putt-putt-putt-putt-putt-putt!
6. “An old black crow.”
Sounds [ ] and [ ].
Teacher: Do you know that English crows never say “ “? What do they say? Caw, caw, “They say. Try and say “caw” and you will easily imagine that a crow is cawing.
And old black crow flew on the tree.
“Caw, caw, caw!”
And what do you think that he could see?
“Caw, caw, caw!”
He saw the sun shines on the lake.
“Caw, caw, caw!”
And tiny splash fishes make
“Caw, caw, caw!”
So the teacher memorizes an interesting poem together with pupils and trains pronunciation of sounds [ ] and [ ].
7. “Go, my little pony, go!”
Sound [ ].
Teacher: Have you ever seen a pony? Of, course, you have ponies are very popular in England. That’s why when English children play hobby – horse they imagine a pony before them. Now let’s divide into twos: one will be a rider, the other one – a pony.
One, two, three – go! Only don’t forget to say “Go” property, otherwise your pony wouldn’t move.
Go, my little pony, go!
Go! Go! Go!
Go, my little pony, go!
Go! Go! Go!
Gallop, pony, gallop, and go!
Gallop, gallop, and go!
Go my little pony, go!
Go! Go! Go!
The correct pronunciation of the sound must be condition for pony’s motion.
8. “The old grey goose”.
This game – poem is used for training the sound [ ].
The teacher must prepare a picture of a goose.
Teacher: Children, look at the goose: it’s stretching out its neck and trying to say something. Can you hear anything? No, nothing but hissing. Play a goose.
An old grey goose I am (children are stretching their necks).
Th! Th! Th!
I stretch my neck and cry.
At puppies passing by!
I like to make them cry!
Th! Th! Th!
When puppies jump and run,
Th! Th! Th!
I think it’s lost of fun!
I’m sure they’d like to be,
An old grey goose like me!
Th! Th! Th!
It’s very interesting for children to imitate this bird and they with great pleasure learn this poem.
“Monkey talk”.
This game – poem may be used as a model for training pupils’ pronunciation of sound [ ]. The teacher has to prepare the pictures of two monkeys.
Teacher: I am sure you can show a monkey very well: it makes faces, when it speaks. Monkeys in English zoo speak English. They pronounce the sound [ ] property. This monkey is angry with the children. They may have hurt him. That’s why the monkey says: “They, they, they.” And it’s a learned monkey, and he speaks like old poets “Thee, thee, thee!”
Little monkey in the tree,
This is what he says to me,
“Thee, thee, thee,
Thee, thee, thee.”
Monkey jumps from limb to limb
While I chatter back to him:
“Thee, thee, thee,
They, they, they”.
Орфографические игры.
Цель этих игр - упражняться в написании слов. Часть этих игр направлена на развитие памяти детей, а другая часть на запоминание написания английских слов.
1.”The alphabet”.
The teacher must have two sets of cards with letters. Class divides into two teams. Every team receives one set of cards. Pupils must be placed far from the blackboard. When the teacher pronounces word “pencil”, pupils with suitable letters must run to the blackboard and form this word. Team which the first makes up the word scores the points according to quantity of letters in the word.
2.”The comb”.
Class splits into two and three teams. The teacher writes down some long word. For example:
Exercise exercise exercise
The players in turn run to the blackboard and write the words which begin with letters forming this word. But they write the words vertically. The words mustn’t be repeated.
The point is given for every written word. Additionally 3 points are given to team which the first fills in comb.
3.”Change a letter, make a new word”.
Two words with equal quantity of letters are written on the blackboard. The pupils task is to change the word in such a way that only one letter is changed.
SAND…MEAT.
SAND – SEND – SENT – SEAT – MEAT
The team that writes the last word first wins.
4.”A letter longer”.
The teacher writes the short word on the blackboard. The next written word must be one letter longer. It’s possible to change any letters except the first one. For example:
He red me
Her read man
Here ready moon
Heart reader month
receive mother
remember morning.
5.”Use a letter, make a word”.
Teacher must choose a letter and it’s place in the word. For instance, “The letter “I” is the second in the words”. The quantity of conditions depends on the quantity of teams.
Kite port done
Light turn come
Bite girl gone
Bit corn kite
Fight hurt bite
Right
The point is given for every word.
6.”4 x 4 = 16”.
The teacher writes on the blackboard the word consisting of 4 letters. Pupils must write four words on every letter during concrete time. They write words on a sheet of paper. The first pupil writes all the words on the blackboard. Every column for the pupil scores 4 point. The pupil loses a point for a mistake in the word. The pupils, who correct the mistake, scores one point.
F A R M
Fall apple river meet
Field April rose meat
Food arrive railway milk
Fast anybody rich mouse
7.”Anagrams”.
The teacher offers pupils to change the order of letters in the word in order to form a new word. This task must be done during concrete time. For every correctly changed word the pupil scores one point. The player must know the meaning of the words. The game may be conducted between two teams.
Tale – late tea – eat
Team – meat act – cat
Shelf – flash state – taste
Take – Kate saw – was
Post – stop race – care
8.”Add consonants”.
The teacher writes the vowel letters. He gives the following task: to add consonant letters in order to form a word. The pupil who has written the last word is the winner.
