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Group; 19.96
Student: Sattorova Munisa
Grammar games
The main tasks of grammar games are: to teach children to use speech patterns that contain certain grammatical difficulties; Apply grammar knowledge in practice, create a natural situation for the consumption of grammatical institutions in cases of natural communication
1. Hidden - and look for the picture.
Objective: to improve skills before the place.
You need to have a big picture of the room. Driving “hiding” somewhere in the picture, hiding it there on paper and giving it to the teacher. Asking children about irrigation issues is “looking” in the picture. To do more like real hide and seek, you can read a sharp book: Wheat, clover bush,
Not everyone can hide, can’t hide.
All eyes opened! I came.
Where are your toys?
Are you under the bed?
Are you behind the door?
Are you in a chair?
Are you in the box?
2. Act as you say.
purpose: to prepare to use The present continuous tense.
Task Execute Com commands with comments. 3 Take: 1 - gives to the team, 2 to the team, 2 to the team and tells what they are doing, 3 - describes the actions of the other.
Daily life.
1 - Play volleyball. 2 - I play volleyball. 3 - He plays volleyball.
1 - Wash your face. 2 - I wash my face. 3 - He washes his face.
1 - Exercise. 2 - I'm exercising. 3 - He exercises.
3. Magic box.
Objective: To strengthen the use of learned time forms.
In the bright box, the teacher lies with the cards. The children extend one card. Task: You have to tell a story using a verb written on a card (you can joke), in familiar temporal forms. The teacher first draws a card and performs the task as an example. If possible, all actions can be described by facial expressions, gestures. Taking a shower!
I take a shower every day. I'm taking a shower now. But I didn’t take a shower in the evening because I was walking with my dog and came home late. Tomorrow I will exercise because I will exercise.
They respond to the first strong disciples. Once you have completed your task, they can help the weaker students or write another card and assignment.
4. Theater.
Objective: To teach the positive, dubious, negative forms of the periods studied.
The class is divided into two teams. Each member of the team is divided into roles - sentences with the components of the sentences. Using these “roles,” participants ask questions to the contestants, and the contestants answer them and form a proposal.
5. Play with a picture.
Current gift for better assimilation of students in structures.Continued. You can use the game with a picture. School children are invited to guess this
perform one or the other character depicted in a picture they have not yet seen.Guys ask a question, for example: p 1: Is it a girl sitting at a table?
T: No, it is not.
P. 2: Did the girl sew?
The student who demanded the action shown in the picture was defeated. He turns to lead and takes another picture.
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Students take turns attending, for example: I.aM.sitting .. I stand. I go to the window.
The teacher gives the students a card for each action found to be correct. The winner becomes the one who enters more cards.
7. What to do. You. Do the same. ?
The goal is to activate in general matters.
One of the students likes to do it, the others ask him the question: Do.you.like.to swim? Do.you.like.a.game.football.? As you guessed. Assumptions become the leader.
8. You are there. …
Objective: To teach students to use common problems with verbs. Toys on the teacher's desk. Students are invited to look at and remember them. / Pre-students can repeat all the names in English. The students then turn around, take the lead from any toy, and hide it behind it. The toys are covered in newspaper. Students ask leading questions: Borsiz.a.mushuk.? Borsiz.a.it? and others. And as long as it doesn’t bother the students ’secret toy. It replaces lead.
9. Changes. .
One student leaves the class. At this time, some changes take place in the classroom: one or two students change their seats behind the parties, the chair moves, the window opens, and so on.
When the management returns, it must answer the question “What has not changed.” I.E. Call everything that has changed in the classroom.For example: the window was shat, now it is open. Pit was at the first table, now he is at the third table.The count can be command or individual. For each relevant offer, the command / or student / receives an idea.
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