Методичні рекомендації на тему "Ігрові технології на уроках англійської мови в 5 - 6 класах""
Activities Index
Activities for Children
Speaking : 
Frozen ‘Tableaux’, Puppets and Dubbing
Listening : 
Jump-up Dictation, Run for the World, Spot the Difference, Sounds on the Wall, Whistling Dictation
Reading : 
Picture Gapfills, Spot the Difference, Upside-Down Writing
Writing : 
Body Spelling, Graffiti Wall, Half a Word, Join the Dots, Letter Games, Picture Gapfills, Syllable Squares, Write on Your Friend’s Back, Upside Down Writing
Grammar : 
ChangeYour Places, For and Against Kinaesthetic Warm-up
Vocabulary : 
Copy the Right Word, Letter Games, PictureGapfills, Syllable Squares,
Whistling Dictation
Fun : 
The Birds and the Bees, Body Spelling, For and Against Kinaesthetic Warm-up, Frozen ‘Tableaux’, Funny Groupings, Graffiti Wall, Jump-up Dictation, Letter Games, Puppets and Dubbing, Run for the Word, Sounds on the Wall, Whistli Dictation, Write on Your Friend’s Back, Upside - Down Writing
Cooperation : 
The Birds and the Bees, Body Spelling, Change Your Places, Frozen ‘Tableaux’, Letter Games, Puppets and Dubbing, Write on Your Friend’s Back
The Birds and the Bees 
- Before a group activity or a group quiz tell the class to get into groups.
- Then ask them to invent funny names for their groups e.g. 'The Birds' or The Bees.' Put the names on the board.
- You may also ask the teams to invent their own slogan to shout out each time they score a point
e.g. "We are the best" or "Power is ours.
This activity will help your students identify with the other members of the group and work as a team.
- Tell your students that each of them is a letter and they have to form a word together.
It encourages co-operation and can be used as a 'stirrer' to raise the activity level in a class. Good with lower levels up to about 11 years of age. Would be great if the teacher brought a camera to the class to take a picture of the different words.
Buzz 
- Sitting in a circle, the players start going around the circle counting out loud from 1.
- Each time the number said has a four in it or is a multiple of four the person must say “Buzz!”
- Get all the students to sit in a circle, with one person standing in the middle.
There is one less chair than students.
- The person in the middle says e.g. "Change places if you're wearing trousers."
- Students change places and a new person is left in the circle. The group continues the same way.
Good way of drilling a structure e.g. "Change your places if you've had breakfast today" (present perfect) "... if you can't speak Japanese." (can) "... if you went to the cinema last weekend." (past simple) etc.
- Give students pictures and a few words accompanying each picture.
- They should copy the right one next to the picture.
Elephant, Giraffe, Palm Tree 
Form a circle with one person in the middle. The middle person points to an individual and the person pointed to along with the persons on each side will have to form what was called out. The three choices are Elephant, Giraffe and Palm Tree.
Elephant – the middle person (one pointed to) will form an elephant trunk by putting arms straight in front with arms crossed at the wrists. Persons on each side will form the ears of the elephant by facing forward but bending towards the middle person, cupping around their mouth with their hands as if whispering to the middle person.
Giraffe – person pointed to raises arms over head, arms extended and fingers closed pointing forward. While bending over, side people grab the middle one’s waist.
Palm Tree – the person pointed to raises arms above their head in a “Y” formation, fingers open. Side people do the same but lean toward the outside, away from the middle person.
The object of the game is to try to keep changing the formations required. This game is to be played quickly. As soon as an object is formed, the person in the middle of the circle has to point to someone else.
For and Against Kinaesthetic Warm-Up 
- Ask the students to come into the middle of the classroom.
- Explain that two opposite walls in the classroom are two opposing points of view.
- When you give your students your point of view on something they should either go to one wall or the other depending on their views.
e.g. When the teacher says: "I think Chinese is more difficult than Italian", students who agree with the statements go to one wall, and those who don't, go to the other.
Once the students have understood how this activity works you may involve them in giving their opinions. They can take turns to express how they feel about school, family, holidays, the world etc. and see whether their friends agree or not. (You might ask them to write their 'opinions' on slips of paper beforehand)
The opinions may be very simple e.g."/ like bananas" or more complicated.
With higher-level groups a discussion of a given topic may follow.
Variation:
- You may ask one of the students to make statements about something that is true for him or her.
- Then get the rest of the group to go to opposite walls depending on whether the statement is true for them.
e.g."/ went with my Mom and Dad to the cinema last Sunday." (to practise past tense) . "I'd like to go to Paris" (to practise "would like to") etc.
- The teacher calls out a subject, all the students must quickly together form a frozen 'tableau' of that scene.
e.g. The teacher calls out "airport", the students take different positions. Some are check-in clerks, some become desks, some become planes taking off, and some become tourists, until the room becomes an airport.
- An amusing variation is to divide the class in two. One half has two minutes to make their scene, while the other waits outside the room.
- When they return to view the tableau they must guess what the scene is. They are only allowed to ask questions that would have yes/no answers (e.g. "Are you a table?" – "No." "Are you holding something?" - "Yes.")
Funny Groupings
This activity can be used as a warm-up before any other cooperative task. Its aim is to prepare students for group work.
- Distribute pieces of plasticine among your students and ask them to make 4 sets of plasticine balls of different colours (4 red ones, 4 green ones etc.).
- When they are ready ask the students to put all the balls into a basket or a box.
- In order to divide students into groups, ask them to take one ball from the basket. They should choose the balls at random.
- When all the students have a ball, ask them to get together into groups according to what colour ball they have.
- You are now ready to start a group activity with your class.
Variation 1:
- Instead of balls, use pieces of simple 4-piece puzzles. If you have 16 it will be fun for the students to find other members of their group.
Variation 2:
- You can also use pictures of objects belonging to different categories. In your basket you could have 4 pictures showing means of transport, 4 with different fruit, 4 with different jobs etc. Students should get into groups according to their thematic category.
This activity is also great for asking questions such as: "What have you got?"
Graffiti Wall 
This idea comes from the streets and may help keep classrooms from being vandalized!
- Provide a big poster or book for graffiti. Learners can write their thoughts for the day and maybe a small picture or logo.
- Give a time limit, or have it as something early finishers do.
This is an ongoing project and is suitable for 9-10 year-old beginners and more advanced learners.
- Show the learners half a word written on a card or the board.
Then ask them to visualize all of it and write it. The activity helps train visual memory.
You can use this activity to teach young beginners writing.
- Before the lesson prepare sheets with dots signaling words.
- At the lesson students reproduce the words by joining the dots.
- Play a tape or read a text in which several key words are used very frequently
(e.g. a song in which the words love, baby and want often occur).
- The teacher assigns one of these words to different students.
- The students have to stand up and then quickly sit down every time they hear their word.
This works particularly well if there is one moment in which one of the words is repeated over and over or if you assign one word that doesn't come in until later on in the text - some students spend more time out of their seats than in them and others are beginning to think their word isn't there at all and miss it when it finally does come along!
Before the lesson prepare five sets of letters of the alphabet (one set per group) that you may keep in small jars or envelopes. Make sure the most common letters (A, E, I, O, U) repeat more often. They will often save your life if you keep them at hand.
Once you have divided your class into small groups and equipped them with a letter set you can do the following:
- Ask the groups to spell out the word you are dictating; the students negotiate the spelling together (practising spelling).
- Ask the students to write the opposites of the word you give (revising vocabulary).
- Ask the groups to write the past tense of the verb you give them (revising grammar).
- Give a time limit and ask groups to write the word belonging to a lexical set e.g. food.
You need to record the score on the board.
Letter sets will be very helpful in all sorts of group competitions.
Before the lesson write a sentence or a story with pictures in-place of some of the words e.g. words you want to revise with the students.
In class, get the students to identify the words and write them down.
Alternatively you may involve the students in producing their own sentences or mini-stories to be worked out by their friends.
Puppets and Dubbing 
Variation 1: Puppets
- Two people (A and B) sit opposite or next to each other. Two other people (C and D) sit directly behind them.
- A and B now hide their arms behind their backs while C and D put their arms right in front, so they look as if they were A and B's real arms.
- A and B attempt to carry on a conversation while C and D move their arms and hands appropriately.
Can be hilarious.
Variation 2: Dubbing
- This time C and D sit slightly to one side of A and B.
- They provide the words that A and B speak by whispering into their ears.
- A and B are not allowed to say anything except for what they are told to say.
- Before the lesson write 10-12 words from a popular pop song on separate cards.
- In the lesson attach the cards to the board, and then ask the students to listen to the song and run up to the board and pick up the word they hear.
- The student who collects the biggest number of word cards wins.
Depending on level you may choose to work on the song in detail or just use it as a warm-up activity.
- Type up the tapescript of a song, poem or story introducing a few changes.
- The students listen to the tape and have to spot the differences.
This kind of activity is best used after students have listened to the recording to get the gist first.
Stop!
It is very easy to fall into a predictable routine, e.g. students listen once or twice, they compare answers and then the teacher nominates students to give the answers to the task. Try this follow-up:
- After students have listened and compared answers the teacher plays the tape again.
-The students shout 'stop!' when they hear the answer to a question.
- Before the lesson prepare a few cards with sounds you want to practice e.g. [i] and [i:].
- When in class, attach them to the walls in different places of the classroom (or hall).
- Then ask the students to stand in the middle of the room and listen to the word you're reading out.
- When they hear the word with one of the sounds on the wall they should run up to the wall.
This activity will help your students let off steam - they should be able to concentrate on a quieter activity afterwards.
- Give the learners syllable squares and ask them to work out the words.
|
RA |
GER |
ON |
DON |
|
TI |
LI |
KEY |
BBIT |
- They should then record them as a lexical set with pictures to aid memory.
- e.g. rabbit, lion, tiger...
This activity can be graded for any level.
- Show your students a card with a word or a sentence written upside down.
- Learners have to guess/work out the word and then copy it. Appeals to learners who like puzzles.
This activity should be used after students have worked on a text.
- The teacher (or a student) reads the text slowly replacing some of the words with a whistle or another activity.
- When the students hear a whistle they need to recall the word that was used in the text and shout it out.
- Students have to draw words on the back of another student with their finger, the other learner guesses the word.
Good with low levels.
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