Games with new words in English class. English for children: didactic games. How children can learn English by playing

Of course, you may well ask a reasonable question: what other games are there in an English lesson? You need to remain serious at school, because education is not just anything, but a serious matter in the life of any person. And, naturally, you will be right, but if you think about it, is it really easy to convince a child of this? Is every parent (and, especially, a teacher) able to explain to a student how important this is? That's right - no.

Doesn't anyone talk about how childhood ends too early, that children are given too many responsibilities when they want to have fun? No, conversations about this are ongoing, and not without reason! But, of course, this does not mean at all that there is no need to learn, especially when developing cognitive abilities are so conducive to this. But the big question is how to do this so as not to frighten him with the seriousness of the responsibilities assigned to him?

The beauty of outdoor games for children in English is that they are not played for the sake of splashing out energy - like, for example, tag. In fact, their main goal is to teach, without involving the child in the not-so-pleasant and necessary (in the student’s opinion) memorization of phrases, for example. Knowledge still remains, because the brain does not stop working and remembers everything, especially when repeated. How it works - let's look at examples.

Games for memorizing common phrases

Of course, to learn English at the proper level, memorized phrases are not enough - and no one will argue with that. But it is very difficult for a child to remember a massive grammatical block and comprehend the difficult rules of composing sentences - why, some adults even have problems with Present Simple, let alone children?

But this does not mean at all that this should not be done. A child should speak it from the very beginning of learning a language - at least in order to get used to the sound of his speech in a foreign language (possible foreignness of speech is a common reason that people cannot speak quickly), and for this, dialogues must be maintained - like with classmates and with the teacher. Active games in English for children such as, say, “What time is it, Mister Wolf? ", they help perfectly with this.

Games for instant translation

Everyone is familiar with the game “Edible - Inedible”. Of course, in the native language, the goal pursued is clear: to let the child understand what he can and cannot eat - this is good for his health. But what about games for learning English? , then the pursued goal is somewhat different: to make the child remember how this or that word is translated, and quickly, while the ball is flying, make a decision whether to catch it or not. If he doesn’t remember, his classmates are guaranteed to laugh, and not a single child can stand that. As a result, the skill of rapid translation, which is so necessary for spontaneous speech, is trained, and vocabulary is consolidated. You can, of course, use any variations of the game, focusing on different lexical blocks - and you can be sure that the child will definitely learn the words, knowing that he will have to be a participant in such a game again. Again, no one wants to become a laughing stock!

Or, for example, a game to memorize numerals - a very important aspect in any language. Competitiveness, the desire not only to be the first, but also to do it in general, help the child to quickly remember the required numeral and stand in his place. Fortunately, with proper organization, no confusion arises, and therefore the game can be fun, carefree - and useful.

In a word, outdoor games in English for schoolchildren are not at all as meaningless as they might seem at first glance. Remember that any immersion in the language environment, even such a small one, always helps to learn the language and greatly simplifies the learning process, without in any way affecting its quality.

In this section you will find various active games for learning English with children.

With a little effort and imagination, you can turn language learning into a fun and exciting activity. Children will love English and will study with pleasure.

Teaching foreign languages is a very exciting and very responsible activity. New times require teachers to take a new approach to this problem. A significant role in teaching foreign languages, in particular English, belongs to the use of educational games or game exercises. The game sharpens the mental activity of students; It is through play that children learn social functions and norms of behavior; develop comprehensively. The developmental significance of play is inherent in its very nature, because play is always about emotions. Where there is emotion, there is activity, there is attention and imagination, there is thinking.

According to the purpose of use, games can be entertaining, which are played to relieve fatigue; training conducted with the aim of forming, deepening and improving practical skills in the language, and testing them.

You can use various visual aids, for example: diagrams, pictures, tables, slides, lotto. Games can be organized individually, in pairs, or in groups. The power of the game is in its universality, versatility, in the ability to easily and fruitfully, freely achieve significant results in the formation of a child’s personal qualities.

Younger schoolchildren enjoy learning tongue twisters, coming up with various situations using dialogic and monologue speech, playing games such as: “Are you paying attention?”, “Ball game”, “Find an object”, “Guess the name”, “Story based on a picture” ”, “Who is bigger?”, “Cubes”, “Picture”, etc.

Students in fifth and sixth grades prefer games and competitions. During the lessons, interest in new material increases, and there is an incentive to do homework, because only deep knowledge gives students the opportunity to prove themselves and defeat their opponents. The spirit of competition and the desire to assert oneself are excellent motives for learning languages. Quizzes, competitions, travel - these are the game forms that can be used for this.

High school students enjoy participating in discussions on proposed topics, expressing their opinions on films and plays they have watched, and composing and solving crossword puzzles.

At this age, students have a need to communicate, to have close contact with each other, and game moments break down barriers between them and create conditions for equality in speech partnerships.

It is also important that the teacher knows how to captivate and infect students with the game. The teacher's speech should be emotional and expressive.

As for mistakes during the game, it is advisable to analyze them after the game so as not to distract students. Encouraging students and encouraging their activities are necessary to create correct interpersonal relationships in the team.

The role of games in English lessons is enormous. It is a good way to activate vocabulary, grammar, practice pronunciation, and develop speaking skills. You can play not only during lessons, but also during breaks, evenings, matinees, and English language clubs.

Thus, an educational game is a type of student activity in a lesson during which educational tasks are solved in a playful way. The game arouses the interest and activity of children and gives them the opportunity to express themselves in activities that are exciting for them, promotes faster and more durable memorization of foreign words and sentences.

Play is the way for children to understand the world in which they live and which they are called upon to change.

I will describe the educational language games that I use in my work with students.

Game 1.

The game is used when working on any topic. Children stand in a circle. The teacher throws the ball to one of the students and says a word on the topic in English or Russian. The player, having caught the ball, pronounces the equivalent of this word accordingly and returns the ball to the teacher. The teacher throws the ball to another student and says a new word.

T.: Car.

P2.: A car. Etc.

Game 2.

Equipment: cards with numbers.

Two teams take part in the game. Cards with numbers are laid out on the table. One representative from each team approaches the table at a time. The teacher calls the number in English. The players' task is to quickly take the right card.

The team with the most cards wins.

Game 3.

Equipment: watch. (This could be a toy clock made from cardboard with arrows.)

The game involves two teams. The teacher, moving the hands on the clock, each time turns to the students with the question: “What time is it?” The team that answers the most questions correctly wins.

Game 4.

Equipment: a toy clock on the table for each student.

The teacher says, for example: “It’s one o’clock.” Students place arrows at the indicated time and show it to the teacher. Anyone who completes the task correctly receives a token. The one with the most tokens at the end of the game wins.

Game 5.

Equipment: pictures showing various objects, flowers, animals, etc.

The teacher, addressing the students one by one, shows one or another picture. The student names in English what is depicted on it and selects a word for this word that rhymes with it, for example: knife - life, cat - hat, ball - wall, lamp - camp, rose - nose, etc. The one who names the most words wins.

Game 6.

Equipment: two dolls and two sets of clothes for them (can be made of paper).

The game involves two teams. They are given the task: to dress their doll, naming the items of clothing in English. For example: She has a blouse on. She has a dress on. She has a skirt on. etc. The team that correctly composed the most sentences wins.

Game 7.

The game involves two teams. The teacher calls one player from each team in turn.

Students give various orders to each other. Each of them carries out the order of his opponent. For example:.

P1 –> P2.: Write the date on the blackboard.

P2 –> P1.: Clean the board.

The one who failed to complete the task, that is, did not follow the opponent’s order or was unable to give his own order, is eliminated from the game. The team with the most students left at the end of the game wins.

Game 8.

The teacher (or one of the children) says: “Let’s fly, fly, fly.” Nose.” The guys pretend to be flying birds. When they hear the word “nose,” they touch their nose. The one who made a mistake, did not understand the word by ear, is eliminated from the game.

T.: Let's fly, fly. Eyes.

Let's fly, fly, fly. Face. And so on.

Game 9.

First version of the game.

The group is divided into two teams. Team representatives take turns performing an action. Opponents call this action and comment on what the participant in the game is doing in Present Continuous Tense. For example, a student from one of the teams goes to the board. The opponent comments on what the participant in the game is doing: “He is going to the board.” If he fails to formulate a sentence correctly, he is eliminated from the game. The team with the most participants left at the end of the game wins.

Second version of the game.

The teacher, throwing the ball to one of the players standing in a semicircle, gives him an order. The student performs it and comments on what he is doing in Present Continuous Tense. Then he returns the ball to the teacher.

R1.: I’m coming.

T.: Look at your friend.

R2.: I’m looking at my friend.

Players who do not follow the teacher’s instructions or make a mistake in a sentence are eliminated from the game. The one who remains in the game until the end wins.

Game 10.

Students form a semicircle. The teacher, throwing the ball to one of the players, gives him an order and asks a question. After following the instructions and answering the question, the student returns the ball to the teacher. The teacher throws the ball to another student.

T.: Turn to the right. Are you turning to the right?

The one who remains in the game until the end wins.

Game 11.

Equipment: on a substitution table or on a magnetic board - pictures and signal cards (see Fig. 1).

P1.: Are they eating?

P2.: Yes, they are.

The teacher shows a card with a minus sign. Representatives of the other team ask a question and answer it.

P5.: Are they eating or playing chess?

P6.: Yes, they are eating.

Who

P7.: Who is eating?

P8.: The bears’ family is.

What

P9.: What are they doing?

P10.: They are eating.

Where

P11.: Where are they sitting?

P12.: They are sitting in the room.

For each correctly composed question and answer, teams receive one point (or a token). The winning team is determined by the number of points.

Game 12.

Collect a fruit basket. The teacher whispers in each student’s ear or writes the name of the fruit on a piece of paper. Two “gardeners” are called. They take turns calling the names of the fruits, the students whose fruit was named go to their “gardener”. The “gardener” who collects the most fruit wins.

Duty letter. Students are given cards and asked to write as many words as possible in which the indicated letter is in a certain place.

For example, the teacher says: “Today we have a duty letter “O”, it comes first. Who will write the most words in which the letter “O” comes first?”

October, office, orange, oral, etc.

A couple of words. Players are informed that this game was invented by Lewis Carroll, author of the book “Alice in Wonderland.” Any word is written on a piece of paper. Below on the same sheet another word is written with exactly the same number of letters. The players must gradually turn the top word into the bottom one. To do this, you first need to come up with another word that is spelled the same way as the first, with the exception of one or two letters, and write it under the first word. Then, in the same way, this word turns into another. You can only change one or two letters each time. You need to continue until you get a word that can be turned into a lower word by changing one letter.

For example:

Game 15.

Insert letter. Two teams are formed. The board is divided into two parts. For each command, words are written, each of which has a missing letter. Team representatives take turns going to the board, inserting the missing letter and reading the word.

For example: c..t, a..d, a..m, p..n, r..d, c..r, s..t, r..n, t..n, o.. d, l..g, t..a, h..n, h..r, h..s, f..x, e..g, e..t, b..d (cat, and , arm, pen, red, car, sit, ran, ten, old, tea, leg, hen, her, his, fox, egg, eat, bed).

Game 16.

Who is bigger? Two teams are formed. Each team must write down as many words as possible on the following topics: a) names of sports games; b) animals; c) colors, etc.

Game 17.

Who is faster? Students are given 3-5 cards with letters and asked to look at them carefully. Then the teacher names the letter, and those who have a card with the named letter quickly pick it up and show it to the others. A late participant in the game does not have the right to pick up a card.

The teacher walks between the rows and collects cards. The winner is the one who remains without cards faster than others.

Game 18.

One letter. The teacher offers to find and remember all the objects in the room whose names begin with the letter ..., while he counts to 30. The one who names the most words starting with this letter, or the one who names the last word with this letter, wins.

For example: letters “b”

Book, blackboard, bin, bookcase, bag, ball, etc.

Game 19.

Words with a specific letter. Students are asked to quickly scan a list of words and then name words that contain a given letter. The one who can name the most words wins.

Game 20.

Alphabet-dictionary. For the game, you should prepare approximately 100 cards with letters (for example, 10 each with the letters a, e, i; 1 each with the letters j, z, q, x; 5 each with the letters n, t and 4 cards each with capital letters A, B , P, K, N, L).

The teacher distributes several cards to the students. The student who has the capital letter A on the card starts the game. He goes to the board and, holding the card so that everyone can see, names the letter. His desk neighbor comes out behind him with a letter, which may be a continuation of the word. If he does not have a suitable letter, then the word must be continued by the student sitting at the next desk, etc.

The one who finishes the word reads it and gets the right to start another word. Used cards are returned to the teacher. The one who took part in composing the largest number of words wins.

Game 21.

The last letter. Two teams are formed. A representative of the first team names a word, students from the second 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 say the word wins.

For example: arm, map, pen, nose, eye, ear, etc.

Game 22.

A story based on a drawing. The players form pairs. Each couple receives a drawing depicting a room in which there are various things and objects that characterize its owner. You need to make up a story about what the owner of the room does. The pair with the most interesting story wins.

Game 23.

Modal verbs. Two teams are formed. One team comes up with a sentence with a given modal verb. The other team must guess this sentence. To this end, questions like: Can you...? Should you...? Then the second team completes the same task, and the game continues.

Game 24.

Ball game. Two teams are formed. The representative of the first team comes up with a sentence with the studied verb. He throws the ball to his partner from the second team and says the sentence, omitting the verb. The person who catches the ball repeats the sentence, inserting the correct form of the verb, throws the ball to a partner from the first team and says his sentence, omitting the verb, etc.

At first glance, it may seem that the words “adult” and “game” are not at all compatible in one sentence. But this opinion is wrong, since adults really love to play. Therefore, if you use games in the educational process in English lessons, your adult students will answer you with great gratitude. Firstly, because the lesson will be more fun, interesting and exciting, and secondly, because you will be able to combine useful and enjoyable things in this way, bringing more fruit in learning English.

Peculiarities

By and large, the choice of games for adults should be based on the individual characteristics and preferences of a particular student. Some people are more open and creative, easily adapting to new roles and performing creative game tasks. Others prefer a more serious atmosphere in class and feel somewhat withdrawn and constrained, but you can also find an approach to them. It’s great if the theme and essence of the game is related to the student’s work or hobbies, he knows something about this topic. Unlike games with children, there is no need to use physical activity - just mental activity is enough. The game must be fun and exciting; if you see that students are not interested, it is better to stop it as soon as possible. Make sure that the rules of the game are very clear, you can do this by writing them down on the board or in the chat.

Role-playing games

These are the most common and effective games, as they are easy to adapt to any lesson topic. Imagine and describe a situation in which students will need to play the role of another person. Thus, you can build dialogues when working in pairs, build discussions when working in group, and also come up with mini-presentations when working individually with a student. To make it more realistic, come up with foreign names that students should call their friend during the game. During such games it is very good to work on new vocabulary. You can write, for example, a list of words that need to be used during the game.

Amnesia

It is also a very popular game among adult students. Here, students have pieces of paper with the names of famous personalities attached to their foreheads. By asking Yes/No questions, they must guess who they are. In this way, you can study and consolidate vocabulary to describe appearance and character, actions and habits, and train the construction of questions and answers to them. This game can be played in a group or alone. When taking classes online, you can upload several photographs and take turns choosing one famous person, guessing it in your mind, while another student or teacher must guess this person using the same experience.

Hat

This game is somewhat similar to the previous one, but it is designed to be played in pairs and also stimulates competitive interest. The essence of the game is to take out of a hat (real or imaginary) pieces of paper with the names of objects or names of people, professions, etc. and describe them to each other until your partner guesses right. Whichever pair guesses the most words wins. It would be great to come up with a kind of prize for the winner, so that the game would be logically completed. This game can be used to activate vocabulary both on a specific topic and to develop speaking skills in general. This practice has a good effect on the development of spontaneous speech and fluent speaking.

Hangman

This is a well-known game, somewhat similar to “Field of Miracles”. The word is encrypted here and you need to guess it by substituting the letters. When naming the wrong letter, it’s as if a “gallows” is built up, element by element, and if, after using all attempts, the person still fails to guess the word, the entire gallows is built, and he loses. It may sound a little creepy, but nevertheless, this is a good way to train semantic guessing, memorize the “spelling” of English words and simply consolidate vocabulary on a certain topic.

Crossword

Many people enjoy solving crossword puzzles in their native language, so they will likely enjoy solving them in English as well. This is a type of vocabulary game. You can choose a crossword puzzle on a specific topic and, reading the definitions of words to students, try to solve it. You can also create it yourself, for example, write some answers in the crossword puzzle and leave some words missing. Then students need to take turns coming up with definitions for those words that are already included in their version of the crossword puzzle in such a way that their partner guesses. You need to do this one by one until the entire crossword puzzle is solved.

T-shirt

For this game you need to draw a T-shirt, and inside it are different dates, exchanges or other words. All these words are data about one of the students. The rest of the group or his partner must guess what all these words mean. For example, “30, London, football etc.” Students should ask questions to try to guess what the data means: “Is your birthday on the 30th of July? Have you studied in London? Do you like playing football? etc." This game promotes closer and very unobtrusive acquaintance between students in a group or between a student and a teacher, helps to establish stronger connections and warmer relationships and, of course, trains the skill of constructing questions.

As you can see, there can be a great variety of games in an English lesson. If you approach the issue of planning an English lesson and using games in it wisely, then you can choose something to suit the taste of almost every person, regardless of his age, profession and hobbies. Everyone is united by the English language and the desire to have fun learning it.

Big and friendly EnglishDom family

WORD SCRAMBLES(Words mixed up)
GOAL: Increase vocabulary and improve spelling.
DESCRIPTION: Students are given a list of jumbled words on the board, projector, or paper and asked to unscramble them. The first one to cope with all the words wins. The words should be familiar. For example: HYPAP, OAPIN, POSA, MECARA, SIFH
The length of the list depends on how much time you can give for the game, as well as how interesting the game will be for the students.
OPTIONS: The list can be limited to a category of word meaning, such as profession only, or capitals of the world, or political leaders, or furniture.
TIPS: You can divide the class into teams of 3-5 people and arrange a competition between them. Working as a team allows students to learn from each other and gain confidence.

DO (Verb "to do")
GOAL: Learn or practice asking questions with DO and distinguishing actions in the right time (Present Continuous/Progressive, Future, Simple Past, Present Perfect).
DESCRIPTION: This game can be called:
WHAT AM I DOING?
WHAT AM I GOING TO DO?
WHAT DID I DO?
WHAT HAVE I DONE?
The name depends on how long you will repeat or practice.
THE PRESENT CONTINUOUS: showing any action, the performer of this action asks: “What am I doing?” The one who correctly answers the question (for example, “You are walking”) either becomes the driver or earns a point for himself or his team (if you are divided into teams).
THE FUTURE TENSE: (going to) The leader is preparing to perform some action by asking: “What am I going to do?” The correct answer might be “You’re going to sit down.”
THE SIMPLE PAST TENSE: Having completed any action, the presenter asks: “What did I do?” The answer might be “You drank some water.”
THE PRESENT PERFECT TENSE: Having done something, the presenter asks: “What have I done?” The one who gives the answer, for example, “You have written on the blackboard,” gets a point.

COMMANDS
PURPOSE: To repeat the imperative mood.
DESCRIPTION: The class is divided into two groups (A and B). Students take turns giving commands to their opponents from the second group. One point is awarded for a correctly given command and one for a correctly performed action. The difficulty of the command depends on the level of knowledge of your students. For example:
A: “Touch your toes!”
B: Performs the action.
B: “Point to the window!”
A: Performs the action.
A: “Laugh quietly!”
B: Performs the action.
B: “Untie your shoe!”
A: Performs the action.
TIPS: Commands must, of course, make sense and be such that they can be carried out in a classroom environment. To encourage creative thinking in students, you can give 2 points for originality and 1 point for an ordinary team.

SURPRISE SACK
OBJECTIVE: To practice identifying words.
MATERIALS NEEDED: Each student brings a small household item to class: a comb, a coin, a sock, a cup, etc. You can use a canvas bag.
DESCRIPTION: One by one, students describe in detail what they brought, and everyone else tries to guess what it is. For example:
“My object is about 4 inches (10cm) long. It weighs about 6 ounces (150 g). It is oblong in shape. It is made of nylon. It is flexible, and is dull black. What is it?”
TIPS: Before playing this game, you need to familiarize students with the vocabulary that will be needed to describe size, weight, shape, color, texture, material, etc. (size, weight, shape, color, texture, material, etc.) of the item being described. To make the process easier, you can allow students to write down a description of their subject in advance.

WHERE WAS I? (Where have I been?)
GOAL: To practice using the verb TO BE in the Simple Past tense in interrogative, affirmative and negative sentences.
DESCRIPTION: The student writes where he was at a certain time in the past, and the whole class guesses.
For example:
“Where was I at noon yesterday?”
“Were you at the dentist?”
“No, I wasn’t at the dentist.”
OPTIONS: The driver can ask questions not only about himself, but also about anyone else in the class.
“Where was Gary last Tuesday?” or
“Where were Joan and I last Sunday?” or
“Where were you and I last night?”
TIPS: I limit the number of guiding questions to twenty, or the number of questions should be equal to the number of students divided in half. If after all the questions the place is not guessed, the driver must name it himself, and another student becomes the new leader.

GUESSER (Guessing Game)
PURPOSE: To allow students to practice describing people.
DESCRIPTION: The presenter stands with his back to the board, and the teacher writes on the board and immediately erases the name of any student present in the class at that moment. The presenter asks the students from the class to describe to him whose name was written on the board. The most general information is given first, then detailed and specific. When the host guesses correctly, you can start a new game
TIPS: In order to give general information first and then more specific information, we encourage students to first tell what gender this person is, what color his eyes and hair are, how tall he is, whether he is thin or fat, etc. It is also a good idea to write all this information on the board as it comes up, so that students have an idea of what has already been said and what has not yet been said.
To make the game more difficult, you can blindfold the leader.

YES/NO PING-PONG (Yes or no)
OBJECTIVE: To practice asking and answering common questions.
DESCRIPTION: The class is divided into two teams (A and B). Students take turns asking their opponents questions that can be answered “Yes” or “No.”
For each correct question and for each correct answer - a point. By answering a question, the student gets the right to ask a question to the person who just asked him.
For example:
A: “Do you speak English?”
B: “Yes, I do.”
B: “Can you ride a bike?”
A: “Yes, I can.”
A: “Is your sister here?”
B: “No, she isn’t.”
B: “Do you know my name?”
A: “Yes, I do.”

HERE AND THERE (There - here)
GOAL: To consolidate the understanding and correct use of the words HERE THERE.
DESCRIPTION: All objects brought by children are collected and divided into two equal groups, which are placed at opposite ends of the classroom. One half of the class looks for their things in one pile, and the other half - in another. (If something is not in the first pile, then that thing is in the second.)
In turns, students must say where the things that belong to them are, for example:
“My pen is HERE” (that is, in the pile that he examined).
“My shoe is THERE” (he points to a pile at the opposite end of the class).

FISH! (Search!)
OBJECTIVE: Repeat the verb TO HAVE in the PRESENT INDICATIVE tense, using interrogative, affirmative and negative forms. In addition, learn the names of playing cards.
MATERIALS NEEDED: One deck of playing cards for every 4-5 students. (They can bring the cards themselves.)
DESCRIPTION: Students are divided into groups of four to five and each is dealt five cards. The remaining cards in the deck are turned face down and the deck is placed in the center. The first one, clockwise from the dealer, asks someone in the group if they have cards of a certain value in their hands. His goal is to collect four cards of the same value, for example, four queens or four threes, etc. The game continues until someone manages to collect four cards of the same value. Another player can give them to him, or he can find them in the deck. You need to remove cards from above. The queue moves clockwise. At the end of the game, all cards are shuffled again, dealt, and a new round begins. Let's consider a possible course of the game: ‘
Student A: “Do you have any s?”
Student B: “No, I don’t have any s.” Fish!”
(After this, the first student draws a card from the top of the deck. If it is the card he asked for, he continues to ask the players for a card of any value if he already has cards of that value in his hands. If he draws unsuccessfully, the turn goes to the next one clockwise arrow.)
Student C: “Do you have any s?”
Student D: “Yes, I do.”
Student C: “How many s do you have?”
Student D: “I have 1/2/3 (s).”
Student C: “May I have them/it, please?”
Student D: “Here you are.” (Hands with the card/s.)
Student C: “Thank you.”
Student D: “You’re welcome.”
(Student C, having received the cards he needs, continues to drive, that is, ask the players for the cards he needs.)
TIPS: Students tend to confuse words such as “ace” and “eight” and have difficulty distinguishing between singular and plural. To make the game more interesting, you can give each student 5 paper clips. At the beginning of each round, students throw in one paperclip; at the end of the round, the winner takes all the paperclips for themselves.

PROFESSIONS
OBJECTIVE: Repeat the names of professions.
DESCRIPTION: One of the students leaves the class, and the rest agree on what profession to choose. When he returns to class, his comrades each speak one sentence describing the profession, and the leader tries to guess it. Nag example:
1st student: “Don’t work with many people.”
2nd student: “Don’t talk a lot.”
3rd student: “Doesn’t write a lot.”
4th student: “Don’t get angry a lot.”
5th student: “Don’t laugh a lot.”
6th student: “Does not use a lot of chalk.”
(the answer is “teacher”).
1st student: “Don’t fix things.”
2nd student: “No charges a lot.”
3rd student: “You call him for emergencies.”
4th student: “He comes to your house.”
5th student: “He works with water.”
6th student: “He uses wrenches.”
7th student: “He fixes sinks and toilets.”
(answer - “plumber”)

WHO HAS IT? (Who has the item?)
GOAL: To consolidate the skill of using the verb TO HAVE in the Simple Present tense (affirmative, interrogative and negative forms).
MATERIALS NEEDED: A small object such as a button, coin or paper clip.
DESCRIPTION: The class is divided into two teams (A and B). Team A leaves the classroom, after which one of the players from team B is given a small object. When team A returns to class, its players begin to ask the players of team B one by one - WHO HAS IT? For example:
A: “Do you have it, Paul?”
Paul: “No, I don’t have it.”
A: “Does Mary have it, Robert?”
Robert: “No, Mary doesn’t have it.”
A: “Does Carl have it, Linda?”
Linda: “No, Carl doesn’t have it.”
A: “Do you have it, Sharon?”
Sharon: “Yes, I have it.”
You can ask a limited number of times. Namely, the number of questions is equal to the number of players in the team, divided in half.
If they can find who is the keeper of the item, team A is given a point, and if not, team B gets a point. When the keeper is found or when the number of questions is exhausted, the teams switch places.

FAMILY (Family)
OBJECTIVE: To repeat the names of family relationships.
DESCRIPTION: Students break into pairs and interview each other. For example:
1st student: “John is Louise’s uncle.” Who is Louise?
2nd student: “Louise is John’s niece.”
2nd student: “Carol is Susan’s mother.” Who is Susan?”
1st student: “Susan is Carol’s daughter.”
For each correct answer - a point.
TIPS: The game is more dynamic and interesting if the questions are written on paper in advance. This way you can avoid confusion and long thoughts.

BODY STRETCHER (Charging)
GOAL: Repeat the names of body parts.
DESCRIPTION: The class is divided into pairs. One player names three body parts, the other must touch them in the named order. Then they change roles. A point is given for the correct answer. For example:
“Touch your nose, knee and elbow.”
When both players have completed three words, 4 words are called, then 5, 6, etc.
A point is only awarded if the player touches the named body parts in the same order in which they were named.
TIPS: To avoid arguments and foul play, students can first write a list of words for themselves. For example:
(1) nose (2) knee (3) elbow
(1) ear (2) toes (3) shoulder (4) wrist
(1) chin (2) back (3) thumb (4) ankle (5) eye
(1) finger (2) arm (3) leg (4) shoulder (5) foot (6) mouth

PREPOSITIONAL PICTURES (Pictures with prepositions)
OBJECTIVE: Review the use of prepositions of place.
DESCRIPTION: The teacher describes a scene to the class, and the students draw by ear what is being described. For example:
“In the center of the page, there is a house. There is a chimney on the left side of the roof, and a window on the right side of the house. In the upper right hand corner of the page, there is a cloud. There is a tall tree to the left of the house, and a side walk in front. A small dog is standing on the grass, to the right of the sidewalk. He has a big bone in his mouth..."
TIPS: Once 10-15 details have been dictated, you can divide into groups of 5-7 and have one student in the group dictate two of their details while the rest of the group draws them. Then everyone takes turns asking questions about the picture. For example:
“Where is the dog? What is in the tree?”
This way everyone has the opportunity to speak while playing.

WHERE IS IT? (Where is the item?)
GOAL: To consolidate the skill of using IT IS in questions, negations and affirmative sentences; consolidate the skill of using prepositions.
MATERIALS NEEDED: A small object such as a coin, button or paperclip.
DESCRIPTION: A student leaves the classroom, and at this time the class hides this small object. When the leader returns, he tries to find what was hidden and to do this he asks the students questions like:
“Is it under the desk, Rob?”
“No, it isn’t under the desk.”
“Is it in your shoe, Jackie?”
“No, it isn’t in my shoe.”
“Is it behind the door, Cary?”
“Yes, it is behind the door.”
The number of questions should be limited, and if the item cannot be found, the presenter is told where the object was hidden, and another presenter is chosen instead.

WHAT HAPPENS? (WHAT'S HAPPENED?)
GOAL: Repeat the Simple Past tense in affirmative, interrogative and negative sentences.
MATERIAL NEEDED: Cards, each with a simple sentence written on it in that tense. For example:
Last night I had a terrible accident.
Yesterday I screamed at my children.
My brother sold his new car last week.
We went to a Japanese restaurant for dinner.
DESCRIPTION: The student takes a card and reads the sentence to the whole class. Others take turns asking him questions to which he must come up with an answer. For example:
“Where were you?”
“Who was with you?”
“What time did it happen?”
“What did you do?”
“Why did you do that?”
“How did you do that?”

SOUND OFF (Phonetics)
GOAL: To develop listening comprehension skills.
MATERIAL REQUIRED: Each student has 2 cards on his hands (each has a word with one of the paired sounds; the words form a contrasting pair). For example, the sounds [ae] and [e], and the words VET and VAT
DESCRIPTION: The class is divided into two teams. The teacher reads aloud words that contain either one or the other sound, and the students pick up the card on which the word with the same sound is written. For example:
Teacher: “met” Students raise BET
Teacher: “mat” Students raise BAT
Teacher: “fat” Students raise BAT
Teacher: “set” Students raise BET
The team that picks up the most cards (that's right!) gets 1 point for that round.

DESCRIPTION
OBJECTIVE: To practice describing people.
DESCRIPTION: The class is divided into two teams (A and B). Team A describes someone from the opposing team without saying that person's name. Each team member gives one detail of the person's appearance, and the players on team B try to guess who they are talking about. After each detail, they can make one guess.
Account can be maintained in two ways:
(1) The team that gives the description earns one point for each detail until the opponents guess the person's name
OR
(2) the team that guesses initially gets 10 points, but loses one point after each clue. When they lose all points, the person's name is called and the teams switch places.

DARTS (Darts)
OBJECTIVE: Revise cardinal numbers.
MATERIALS NEEDED: A dart board (with five targets) and a pencil for each student.
DESCRIPTION: Students are divided into pairs. One player, blindfolded, touches the target board 10 times, and his result is counted out loud. Then they change places. The one who scores more points wins.

RHYME MIME (Rhymes)
GOAL: To repeat and increase your vocabulary.
DESCRIPTION: The class is divided into two teams. A player from one of the teams comes up with two rhyming words and acts them out in front of his team. There is a time limit (1-2 minutes, depending on the abilities of your students), and one point is awarded for each word guessed within the time limit. When team A finishes, it is team B's turn.
For example:
NOTE - MOUTH SEW-THROW SIGN-SHINE SNOB-SLOB
TIPS: If a team fails to guess one or both words before time runs out, the other team can try to guess instead and receive one point for each word guessed correctly. This way you can spur an inactive team. .

NAME THE NOUNS (Name the nouns)
OBJECTIVE: To practice identifying nouns in context.
DESCRIPTION: The class is divided into pairs. One player in a pair reads the sentence he has composed to his partner, and he must name all the nouns in it. A point is given for each correctly named noun. The sentences are read one by one.
TIPS: If your students can, have them name the type of noun. For example, common (dog), proper (France), abstract (fear), collective (crowd).

ALPHABET DASH (Letter - words)
GOAL: Repeat the words covered.
MATERIAL: Cards with numbers from 1 to 20.
DESCRIPTION: The class is divided into two teams of 10 players each. Each player is given a card with a number. The teacher calls out a number and a letter, and the student, who has a card with that number, must name as many words as possible starting with that letter in 20 seconds. His team gets a point for every correct word.
TIPS: Sometimes you can play this game with certain restrictions. For example, verbs and proper names cannot be named, or words must be longer than 2 letters.

TWENTY QUESTIONS (Twenty questions)
GOAL: To consolidate the ability to ask and answer general questions.
DESCRIPTION: One student comes up with a specific noun (for example, boat). The class can ask him no more than 20 general questions to understand what kind of word is hidden. The one who can guess the word becomes the leader. If, after asking 20 questions, the word cannot be guessed, the presenter names it himself, and the teacher chooses a new leader.
TIPS: You can suggest that the presenter write his word on a piece of paper to avoid foul play or the possibility of forgetting it.
Note: Questions should only be general, that is, those that can be answered with Yes/No. For example, the question might be: “Is it bigger than this desk?” The question should not be special like: “How big is it?” You also cannot ask alternative questions, that is, questions like: “Is it big or small? “I draw students' attention to this because the answers can only be Yes/No. The presenter cannot give any additional information. We also do not take into account questions with the word “Maybe” (they can also be answered Yes or No). This way you can ask clearer questions and guess the Word faster.

HEADS AND TAILS (Heads and tails)
GOAL: Expand vocabulary.
DESCRIPTION: The class is divided into an arbitrary number of teams of equal strength. A player from one of the teams names any word, a player from the other team must, in turn, name a word that begins with the last letter of the previous one. And this continues until someone can come up with a word that has not been mentioned before. His team loses a point, and the team whose player comes up with the right word at that moment receives 2 points.
For example:
ELEPHANT
TREE
EAT
TONGUЕ
EAS N
HAPPY
OPTIONS: To make the game more difficult, especially in strong classes, you can name only the names of countries, or only verbs, or the names of singers.
TIPS: It should be emphasized that each word can only be used once. It’s easier to keep track of this if you write down all the named words on the board or on the projector. This can be done by a teacher or a student.

THREE WORDS (Three words)
GOAL: Repeat the alphabet and strengthen the ability to spell words.
MATERIALS NEEDED: Paper, pencil, dictionary (or thesaurus) for each student.
DESCRIPTION: Students write down three words of 4-8 letters. Then each of them in turn names 1 letter and everyone crosses out this letter in all the words they write. The first one to cross out his three words wins.
VARIATIONS: This game can be played with numbers. Each student writes down three numbers, each with 4-8 digits. And they are called not words, but numbers.
TIPS: To avoid misunderstandings, I often ask students to name not just letters, but also some word starting with that letter. For example:
G as in George; J as in John; E as in Elephant; I as in Intelligent

LOST AND FOUND (Lost and Found)
OBJECTIVE: To practice describing objects.
MATERIALS REQUIRED: Students' personal items such as pens, rulers, notebooks, combs (inexpensive and durable), etc.
DESCRIPTION: Half the group places 2 (or more) objects on a desk in the center of the room. Then the students take turns describing their items to their comrades from the other half of the group, and they try to find the narrator’s things and return them to him.
When all the items have been found and returned to their owners, the teams switch places.

INTERROGATION (Interrogation)
GOAL: To strengthen the skill of asking questions.
MATERIALS NEEDED: Pen and paper for each student.
DESCRIPTION: The class is divided into two teams of 5-7 people each. One player makes up as many questions as there are players on his team, excluding himself. Questions must relate to a specific topic. He then whispers questions to his companions and writes down their answers. By combining all the answers, the player writes down the resulting story. When everything is ready, he reads the story to the whole class. Then all the team players do the same in turn.
Note: Each player only hears the question addressed to himself and does not know what his comrades were asked. For example:
1st student: “What do you want?”
2nd student: “I want I car.”
1st student: “Why do you want it?”
3rd student: “Because it’s delicious.”
1st student: “What will you do with it?”
4th student: “I’ll sleep with it.”
1st student: “Where will you put it?”
5th student: “I’ll put it in the bathtub.”
1st student: “How much does it cost?”
6th student: “It costs a million dollars.”
1st student: “What will you do with it after that?”
7th student: “I’ll eat it.”

QUESTIONS AND ANSWERS (Questions and answers)
OBJECTIVE: To practice asking and answering questions.
DESCRIPTION: The class is divided into two teams (A and B). Players take turns asking each other special questions using the words WHO, WHEN, WHERE, WHY and HOW and answering them. One point is given for a grammatically correct question and one point for a grammatically correct answer.
For example:
A: “Where did Jack go last night?” (1 point)
B: “He went to the movies.” (1 point)
A: “How are you going to France?” (1 point)
B: “I’m going by ship.” (1 point)
A: “What did you eat for supper last night?” (1 point)
B: “I ate pizza for supper.” (no points)
A: “Why said you good-bye to me?” (no points)
B: “I said ‘good-bye’ because I was leaving.” (1 point)
TIPS: The teacher evaluates the game and gives points. Errors are immediately corrected either by the students themselves or by the teacher if no one can give the correct option.

MAKE A SENTENCE (Make a sentence)
OBJECTIVE: Review the use of difficult words and expressions.
MATERIAL NEEDED: 30 cards with a noun, conjunction, verb, adjective or expression written on them.
DESCRIPTION: The deck of cards is turned word side down. Students sit around this deck and take turns taking one card at a time. You need to come up with one sentence with the word from the card so that the meaning of the word becomes clear. For example:
UNLESS - You can’t go out unless you have finished your homework.
DIFFERENT FROM — Your hair is different from mine. Yours is longer and mine is short.
NEVER — I never drive after drinking alcohol.
FEWER - John has two pencils and Carol has three. John has fewer pencils than Carol.
I USED TO — I used to smoke, but I stopped four years ago.
(You will, of course, choose the words and expressions to repeat with your students.)
Scoring: 2 points for a good suggestion.
1 point for a good sentence with few errors.
Nothing for nonsense.
TIPS: You can give 1 point to anyone who can correct the mistakes of the previous student. This forces students to listen carefully to each other.

ALPHABETICAL ADJECTIVES (Adjectives in alphabetical order)

DESCRIPTION: The teacher writes a short sentence on the board containing an adjective beginning with the letter “a”. The adjective should be underlined. Have students rewrite your sentence, replacing the adjective you suggested with others that begin with subsequent letters of the alphabet. For example:
Teacher: I saw an ancient house.
1st student: I saw a big house.
2nd student: I saw a cheap house.
3rd student: I saw a dumpy house.

SUITABLE ADJECTIVES
GOAL: Increase vocabulary.
MATERIALS NEEDED: List of nouns on the board or projector.
DESCRIPTION: The class is divided into two teams - team A and team B. The first player from team A chooses any noun from the list and comes up with an adjective to define this noun. A player from team B gives his definition of the same noun. So, in turn, players from both teams come up with definitions for the same noun. If a player repeats a previously used adjective, gives an inappropriate adjective (for example, “a delicious house”), or cannot come up with a definition at all, then the other team gets the point. The losing team starts the next round of play.

DEAFMAN (Deaf)
OBJECTIVE: To practice indirect speech.
DESCRIPTION: Students are divided into groups of three. The first one asks a question or pronounces an affirmative sentence. The second pretends that he did not hear him and asks the third what the first said. The third one tells him what was said.
“It’s cold outside.”
“What did he say?”
“He said it was cold outside.”
“Where did you go last night?”
“What did she ask you?”
“She asked where I went/ had gone last night.”
“My brother is fifteen years old.”
“What did he say?”
“He said that his brother was fifteen years old.”
TIPS: It is necessary to ensure that students rotate and can perform all roles. The last one starts a new round.

CHAIN STORIES
GOAL: To teach students to follow and participate in the story. This helps improve listening comprehension and expressiveness of speech.
DESCRIPTION: The teacher begins the story (using the active vocabulary and tenses that have already been studied and understood by the students), and then calls on any student to continue it. For example:
Teacher: “Several years ago, as I was walking home from the theater, I saw a large, white dog... Robert, would you like to continue the story?”
Robert: “It was trying to cross the street from the other side, but the traffic was too heavy. It started to cross several times, but ran back, afraid of the cars…”
Teacher: “Then what happened, Susan?”
Susan: “I yelled to it to sit and it sat down immediately on the Curb. I crossed the street when it was safe, and patted it gently, while I spoke softly to it…”
Teacher: “Jack, please, continue.”
Jack: “As I spoke and patted it, it calmed down and began to lick my hand. When the traffic became lighter, I led it across the street...”
Teacher: “What happened next, Grace?”

PREDICAMENTS
OBJECTIVE: Review First and Second Conditional Tense.
DESCRIPTION: One student leaves the class, and the others come up with some unpleasant situation, for example: being caught asleep in class. When the student returns to class, he asks his peers in turn: “What would you do?” (or “What would you have done?” if the Second Conditional Tense is repeated). Each answer must be original and such that it is impossible to guess what situation is being discussed. For example:
2nd student: “I would say ‘I’m sorry.”
3rd student: “I would leave the room.”
4th student: “I would go home and go to sleep.”
5th student: “I would make up and excuse.”
6th student: “I would yawn and apologize.”
7th student; “I would stretch and ask if I could splash some cold water on my face.”
8th student: “I would quickly state that it wasn’t because the lesson was boring.”
The student tries to guess what event we are talking about. Here are some successful situations that my students handled well:
The big strong and rude taxi driver claims that you gave him a ten-dollar bill, not a twenty.
A very attractive person has accidentally tapped your car at a stoplight.
At a very posh restaurant, the waiter accidentally drops your salad in your lap.
A man in the crowded elevator has lit up a cigarette and the smoke is bothering you.
You are driving alone down a dark, lonely road and a man tries to flag you down.

FINISH IT! (Finish it!)
GOAL: Learn to use comparative constructions.
DESCRIPTION: Students are divided into pairs and each of them comes up with 10 sentences with comparative constructions (five with as, five with like). Then he invites his partner to complete his sentences the way he composed them. For example:
as light as…he laughs like…
as juicy as… she runs like…
as funny as... we cried like...
as happy as… he bled like…
as tall as… it flew like…
as fast as… he yelled like…
as bright as… she kisses like…
as loudly as… he swims like…
as soft as… she drives like…
as carefully as… it rained like…
Scoring: Matches score points. The most interesting proposals are read out to the class.

HOW MANY WORDS? (How many words?)
GOAL: Increase vocabulary.

DESCRIPTION: Divide the class into five teams. Define a few questions: HOW MANY WORDS CAN YOU FIND…
that rhyme with ‘ball’?
that mean the same as ‘heavy’?
that start with 'b'?
that describe temperature?
that are names of insects?
that mean the opposite of ‘strong’?
that end in 'ion'?
what are the colors?
The team that finds the most words wins.

MISFITS (An extra word)
GOAL: Repeat words.
MATERIALS NEEDED: Dictionaries, pen and paper.
DESCRIPTION: The teacher reads a series of four words. Three words in each quadruple are somehow related to each other, but the fourth is not. Students must find and write down a word that stands out from the general row. A point is given for each correctly found word. Here are a few categories into which you can make a series of words: musical instrument, appliances, religions, wild animals, vegetables, grammatical terms, sports, tools, fruits, car parts, furniture, writing tools, materials, languages. (The students are not told the category of the series, of course.) For example:
trombone, chair, saxophone, piano lion, tiger, elephant, football verb, fork, noun, adjective apple, screwdriver, wrench, hammer
TIPS: Dictionaries may be needed if the game uses more complex words and they are not perceived by ear, but written on the board or on a projector.

OUT
GOAL: Revise active vocabulary and learn to spell words.
DESCRIPTION: The first player comes up with a word (more than 3 letters) and says the first letter of this word; the teacher writes it on the board. The second player comes up with his own word (also more than 3 letters) starting with this letter and says the SECOND letter of his word, which is assigned to the first. The third player comes up with his word (more than 3 letters), which begins with the first two letters written on the board, and barks the third letter of his word.
Each person takes turns adding a letter that they hope will continue the word but not end it. If the player completes the word, then he receives one letter from the word OUT. The one who receives all three letters leaves the game: “You are OUT.” If a player suspects that the player in front of him does not have a single word in his head and is bluffing by placing the next letter, he can ask him: “What is your word?” If he was really bluffing and doesn't have a word, he gets one letter from the word OUT. If he can name the word, then the one who suspected him gets the letter.
The new round begins with the one who received the letter from the word OUT in the previous round.
Note: Only words with more than 3 letters are allowed.
Words shorter than 4 letters will make the game too short.
Here are some sample rounds:
Player 1 thought of POOL and said “P”.
Player 2 thought of PLACE and said “L”.
The 3rd player thought of PLANE and said “A”.
The 4th player thought of PLANT and said “N”.
But PLAN is itself a word of more than 3 letters, so the fourth player gets O, the first letter of the word OUT, because he finished the word, and he is on the way to elimination, with only 2 more letters left to type.
Next round: (The player who received the letter in the previous one starts.)
The 4th player thought of THREE and said “T”.
The 5th player thought of TREE and said “R”.
The 6th player thought of TRIM and said “I”.
The 7th player thought TRICK and said “C”.
The eighth player sees that everything is going towards the word TRICK, but he knows that K will complete the word, so he tries to think of another word to continue, rather than complete the word, he decides to bluff and says the letter L.
The ninth player can't think of a single word that starts with TRICL, so he asks the eighth player what word he meant, and he has to admit that he doesn't have any word. The eighth player receives the O from OUT and begins the next round.

WORD EXPLOSION (Single root)
GOAL: Increase vocabulary.
MATERIAL REQUIRED: Dictionaries. List of words like: rain, game, heart, self, strong, ball, weak, water, thick, etc.
DESCRIPTION: Each student chooses one word (at a time) and tries to write as many cognates of it as they can. For example:
RAIN: rains, raining, rainproof, rainstorm, rain shower, raincheck, rainbow, raindrop… .
TIPS: Usually you are given 2 minutes to think, then 3 minutes to look up words in the dictionary. I ask students to separate the words they come up with from those they find in the dictionary so they can focus on the new words.

TRAVELOG (Travel stories)
GOAL: Repeat Simple Past tense.
MATERIAL REQUIRED: Slides of the last journey of the teacher or students, a device for viewing slides.
DESCRIPTION: The group is shown slides of the trip, and students take turns commenting on them, trying to create an oral history of the trip. For example:
1st student: “This is where we stopped to go swimming.”

Verbitskaya M.V. Forward. English for 11…

Games for summer language camp:

"Painting". Topic: Vocabulary + Listening. This fun exercise will help you determine the English vocabulary of your new charges when they first meet the group. So, draw a “picture frame” on the asphalt with height = 2m and width = 0.5m x number of people in the group. Divide the "picture" in height into three approximately equal parts: label the top "sky", the middle - "sea" and the bottom - "land". Invite the children to “color the picture” with birds, waves, flowers, etc. When the “picture is completed,” line up your students outside its perimeter. First, ask, for example: “Where"s fish?". Children should jump together into the "sea" sector. Then say, for example: "Where"s the sun?" and the competitors jump to the "sky" sector. After you ask, suppose: "Where are trees?" , children need to deftly jump into the “land” sector without stepping outside the boundaries. Once you are sure that the participants are familiar with the rules, begin the elimination competition. In this case, after each of your questions, the child who jumped into the desired sector last or stepped beyond its boundaries leaves the playground. If you see that the participants cope with the task easily, begin to complicate the lexical material, using words such as “clouds”, “boats”, “grass”, etc. The competition continues until there is only one winner left.

"Rainbow". Topic: Vocabulary + Listening. This entertaining competition will help you determine the English vocabulary of your new charges when meeting the group for the first time. So, ask the children to draw a rainbow, each stripe is about 0.5 meters wide. When everything is ready, you announce, for example: "River!" and all the children run into the blue sector. Then you say, let's say: "Apple!" and the children jump into the red, yellow or green sector. Once you are sure that the children understand the rules, begin the elimination competition, while simultaneously increasing the complexity of the vocabulary. In this case, the child who was the last to jump into the desired sector or step beyond its boundaries is eliminated from the competition, which continues until there is only one winner left.

"Flower Meadow" Topic: Vocabulary. This exciting activity will also help you determine the lexical level of knowledge of the English language of your new students, but only when they are older. So, ask each child: "What"s your favorite subject?". Help those who find it difficult to name their favorite school subject in English. If the answers are the same, ask questions like: “What"s your second choice?", etc. As a result, each participant should receive an individual object as a task. Then the children disperse around the site and each draws a circle that represents the core flower. Next, they write the name of the given object in a circle. Help those who do not know how to spell it. When everyone is ready, give the children the task of adding petals to their “flowers,” each of which contains a word associated with the given object. For example , for "Maths" this associative series might look like this: number, ruler, square, plus, calculator etc. In the final, the “petals” are counted and the winner is determined.

"Hunters". Topic: Animals. Draw both ends of the site with lines: write “village” behind one, “forest” behind the other, and write “field” in the space between them. Line up the children behind the starting line, i.e. "on the edge of the village." The first participant in the lesson takes a step “towards the forest”, for example with the following words: "I'm going to the forest to hunt a bear". The second child walks while saying, say, the following phrase:"I"m going to the forest to hunt afox”, etc. After all the participants in the competition take one step, they also step along the chain a second time, etc. If “the hunter finds it difficult to name the animal he is going to hunt,” then he skips his turn, but does not drop out of the competition. The winner is “the hunter who reaches the forest the fastest.”

"Cat and Sparrows" Topic: Vocabulary. Draw a circle with a diameter of approximately three meters. Select the “cat” that stands in the center of the circle. The rest of the children, in the role of sparrows, line up outside the perimeter of the circle. You set a lexical topic, for example: “Clothes!” One of the “sparrows” located behind the “cat” jumps into the circle with both feet, pronounces a word of a given category (for example: “T-shirt!”) and jumps back. The “cat” must catch the “sparrow” before it enters the territory outside the circle with both feet. At this time, another “sparrow”, who happens to be behind the “cat”, jumps into the circle, saying a word on a given topic, etc. Each “sparrow” must name three words that have not been spoken before, and then step aside. If the “sparrow” repeats the word already named, then the round ends early. The mistaken "sparrow" becomes a "cat" in the next round, where you assign a new lexical category. If the “sparrows” manage not to repeat themselves, then the caught participant becomes the “cat” in the next round. If the “cat” was unable to catch the “sparrow” during the entire round, then he continues to lead the next one. The fun continues until each participant plays the role of a cat at least once.

"Stitches-tracks". Topic: Vocabulary + Spelling + Alphabet. To conduct this competition, you will need multi-colored crayons according to the number of children in the group, as well as a small box. So, draw two houses measuring approximately 1m x 1m at a distance of approximately ten meters from each other. Give each child a chalk of a certain color and ask them to draw a winding path about ten centimeters wide from one house to another. When everyone is ready, put all the crayons in a box. Then, taking out one crayon at a time, write, for example, “Family” in red crayon, “Jobs” in blue, “Countries” in green, etc. After this, Student A, without looking, takes one crayon out of the box. Let's say he gets a blue crayon. Then he stands in the first house at the beginning of the blue path. At your command "Ready!... Steady!... Go!" , it names the first word of a given category, for example: "Hairdresser!". Next, he steps to the beginning of the path, placing his heel to the border with the house and saying: “H!” . Then he takes a second step, placing the heel of the other foot close to the toe of the previous one and saying: “A!” etc. until he spells the word completely. Then it is Student B’s turn to take the chalk out of the box, stand at the beginning of his path, etc. When all participants in the competition name one word, Student A says the second, etc. The winner of the competition is the participant who reaches the second house first.

"Creek". Topic: Colors + Listening + Alphabet. Here is the original version of the popular "Twister". So, in the middle of the site, draw a stream about three meters wide. Ask each child to draw with colored chalk “a pebble at its bottom” with a diameter of about fifty centimeters. When everything is ready, stand “on one side of the stream.” Invite the children to line up on the other side in that order. in which the first letters of their names appear in the alphabet. After the participants line up, you give Student A, for example, the following commands: “Green!... Red!... White!... Blue!... Yellow!” . He, jumping “from stone to stone” of the flowers you named, “moves to the opposite bank of the stream.” Once next to you, he names five colors for Student B. If he was able to get to the “other side of the stream” without stepping outside the boundaries of the colored circles, then he, in turn, gives commands to Student C, etc. If Student B was unable to cross “to the opposite bank over the stones” of the indicated colors, then he is eliminated, and Student A continues to be the leader, etc. The round continues until there is one participant on the opposite side of you, who begins the second round by giving commands to Student A, etc. To complicate the task, presenters can give commands with their backs turned “to the stream.” The competition continues until there are two winners left.

"Carpets". Topic: Geometric shapes + Listening. At one end of the site, draw two rectangles measuring approximately 2m x 3m. At the other end of the site, mark the starting line and line up the children behind it. For grades 1-2, before the starting line, draw geometric shapes and sign their English names; for grades 3-4 - just write the names without making any drawings; for grades 5-6, do not write or draw anything. After introducing new words to the children, divide them into two teams, each of which lines up in a column behind the other. Give a chalk to the team members standing in front. When everything is ready, you announce, for example: "Circle!" . The first players run to their “carpets” and draw a circle on them. Then they return and pass the crayons to their comrades. You give the following command, let's say: "Triangle!" etc. You'll want to stand in the middle of the course to ensure both that competitors stay within the starting line and that they're drawing the correct shapes. If there are few participants in a team, then everyone runs the distance two or three times. The team that finishes the relay first wins, provided that its participants did not make any mistakes in drawing the figures. Otherwise, victory goes to the opponents.

"Compote soup." Topic: Products. Draw two huge pots on the asphalt. Divide the group in half. One team will have to “cook soup in their saucepan,” i.e. Write as many names of vegetables as possible into the form. The other team will “cook compote in their saucepan”, i.e. write down the names of fruits in the template. At the end, the words are counted and the winning team is determined to “put the most ingredients into their pan.” To give the lesson a more active character, you can conduct it in the form of a relay race, i.e. draw pots at one end of the site, and draw a starting line at the other. Team members take turns running up to their “pots” and writing one word into them.

"Architects". Topic: Vocabulary + Listening. Here is the original version of the relay race. So, at both ends of the site, draw one square on the asphalt measuring approximately 1m x 1m. Divide the site with two parallel lines running at a distance of about two meters from each other. Divide the group into two teams, which line up behind the starting lines with their backs to each other, and you between them. Provide each group with a piece of chalk, which will also act as a baton. At your command, for example: “Draw a roof!”, one participant from each group runs towards their “house” and finishes drawing the roof. When they return, you give their comrades something like this command: “Draw a door!” etc. If groups have a lot of participants, you can add nouns like "tree", "road", "bicycle", etc. The team that draws their house faster and better wins.

"Crocodile". Topic: Listening. Here is the favorite pastime of English children. So, draw a river on the asphalt so wide that the children can easily jump over it. Line up your students “on one bank”, and yourself, in the role of a crocodile, stand “on the other”. Children shout to you: "Who can cross the river, Mister Crocodile?" You answer, for example: "Someone whose name begins with the letter V." Participants whose names begin with the announced letter jump “to the opposite bank.” Next, the children again ask you the same question, to which you answer, for example: “Someone who"s wearing something orange" etc. The round continues until one participant remains “on the other side”, who will become the “crocodile” in the next round. The exercise continues until each child plays the role of a crocodile.