Мастер – класс «Коммуникативные игры на уроках английского языка»

Мастер – класс

 «Коммуникативные игры на уроках английского языка»

(по материалам книги для учителя

 “Teacher`s resource pack” УМК “Inspiration” издательствa “Macmillan")

Introduction

A game is an activity with rules, a goal and an element of fun. There are two kinds of games: competitive games, in which players or teams race to be the first to reach the goal and cooperative, in which players or teams work together towards a common goal. Games also can fall into two types: linguistic games and communicative games. In linguistic games the goal of the game is the linguistic accuracy, i. e. producing a correct structure. Communicative games are activities with a goal or aim that is not linguistic. Successful completion of the game will involve carrying out of a task such as drawing a route on a map, filling in a chart, or finding two matching pictures, rather than a correct production of a structure. In order to carry out this task it will be necessary to use language. In communicative games the emphasis falls on fluency.

Language practice activities

Game “Compare the planets”

  1 Activity:             text completion,

  2 Aim:                     to place adverbs in a text and compare two planets;

  3 Interaction:         pairs;

  4 Language focus: comparison of adverbs, adverbs of degree;

  5 Skill focus:          reading, speaking

  6 Procedure:

1. Teacher is drawing a rocket on the board and is revising vocabulary on the topic "Space"(the names of the planets) with the students.

 Students are revising vocabulary

2. Teacher is pre-teaching some words: atmosphere, barren, crater, orbit, probe, rocky, to spin. Students are getting acquainted with the words.

3. Teacher is writing on the board:" Neptune is far from the Sun. As a result of this it takes Neptune 165 years to compete the orbit. (incredibly, approximately). Where should the adverbs of degree go in this sentence?"

Students:" Neptune 1 is incredibly far from the Sun… approximately165 years to compete the orbit ".

5. Teacher is giving the new task, is monitoring and giving assistance:"I’m going to divide all of you into two teams: A and B. Group A is going to read about Mercury and Group B is going to read about Neptune, but a number of words have been taken from the text. Work with a partner of the same group and place the adverbs in the correct place".

Students are   reading the text about planets, working with a partner of the same group and are placing the adverbs in the correct place.

6. Teacher is giving the new task:"If you finish, find a new partner from the other group and tell the new partner about your planet."

Students are telling their new partners about their planets.

7. Teacher is giving the final task: «Now write, please, 5 sentences comparing 2 planets."

 All the students are writing 5 sentences comparing 2 planets.

Game “Future inventions”

1 Activity:              jigsaw reading

2 Aim:                    to read a text and describe the contents to a group

3 Interaction:       pairs; groups

4 Language focus Future Continuous; Future Perfect

5 Skill focus:        reading, speaking

Procedure:

1.Teacher:"Look at the board. We will be working longer in 2020. We won’t have got rid of cars."What tense is in the first sentence? In the second sentence?

 Students:" Future Continuous is in the first sentence; Future Perfect is in the second sentence".

2. Teacher: «Divide into pairs and think of two or three future inventions” (is getting feedback from each pair);

3.Teacher is writing the following questions on the board: “In the year 2020:

1.What people be doing?

2 What will have been invented?

3Who will have invented it?

4 What will the invention do?"

and giving one reading to each pair.

 Teacher:"You are going to read about a future invention and answer the questions on the board"(monitoring to help with any difficulty)

 Students are in pairs. After answering the questions on the board teacher is getting feedback from different pairs.

4. Teacher:"Divide into groups of three, read one of the texts about inventions. (each student is reading about a different invention) Describe the different future invention and decide which one is the best".

Students are working in pairs

7. Teacher is doing open class feedback to see which invention the class prefers.

Conclusion

 Games should be regarded as an integral part of the language syllabus, not as an amusing activity for Friday afternoon or for the end of the term. They can provide as much concentrated controlled practice as a traditional drill or an opportunity for real communication at the freer end of the spectrum and thus constitute a bridge between at the classroom and the real world. These games can be used at all the stages of the progression from controlled to free practice, serving at one end of the range as a memory aid and repetition drill, at the other, as a chance to use language freely. They can also be used as a diagnostic tool for the teacher who can note areas of difficulty and take appropriate remedial action.