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Picture Bingo: Use pictures on the Bingo card and call out the words that relate.
Synonym Bingo: Get those brains working by giving students a word that means the same thing as a word on their card.
Antonym Bingo: This is just as it sounds. Call out the antonyms of words on their cards and see how many students get it.
Video Bingo: Instead of calling out individual words, make the game more challenging by playing a video that has the words on students’ bingo cards. This will encourage students to listen closely and provide a more natural way to practice.
You can use FluentU for this variation of the Bingo game, since the program has a few features that’ll make prep easier for you.
FluentU has many videos created for native English speakers like movie trailers and inspirational talks. You can find videos that use specific words just by searching for the word you want to include. Each video also has a key word list before you play it, which you can use to populate your Bingo boards.
You can even assign a variation of this to students for homework: You can import all the words students are learning into flashcard decks that students can then study with personalized quizzes. Or, you can ask students to pick a video and add five new vocabulary words to their flashcard list as they watch—to do this, they just have to click on any word in the subtitles then click to add the word to their words.
This term paper presents actual problem as activation of lexical skills in primary stages of teaching English language. As the solution of this problem we offered usage of games activities.
Vocabulary and lexical skills were studied. We defined the purpose of learning vocabulary, which is the formation of lexical skills, the ability to combine the word according to the lexical rules. According to speech psychologies speech lexical skills substantially differ from grammar. Lexical skills are characterized by greater awareness.
We studied the objectives and stages of activating the lexical material and considered ways of teaching vocabulary. Working on vocabulary is traditionally divided into three main stages: introduction, initial consolidation, developing the ability to use skills in different kinds of speech activity. Also, we revealed the methods of semantization.
We explored the techniques of the general classification of educational games in foreign language teaching. We found out general classification of the educational games according to Danilovich’s criteria and M.F. Stronin’s classification, who classifies educational games according with aspects of language.
The results of the analysis of psychological and pedagogical literature led to the following conclusions: in the process of teaching English language for younger schoolchildren teacher should take into account the age and individual psychological characteristics of students.
Methodological characteristics of games were provided on the basis of the analysis of pedagogical and methodological literature, were determined:
• place of games in the educational gaming system;
• Functions of didactic games;
• the characteristics of the components of language, communicative games;
• Methodical requirements for the organization of games;
Lesson development plan with using games and activities were introduced. All the games were organized according to the stages: preparation, the game and debriefing.
The game promotes the development of cognitive activity of students with learning a foreign language. It carries considerable moral principle, for mastering a foreign language makes a joyful, creative and collective. The game delivers an emotional impact on students, activates the spare capacity of the individual. It facilitates the acquisition of knowledge, abilities and skills, contributes to their actualization. Besides creating necessary diversity in the classroom and being a good method for teaching, we must not forget that games are fun and that helps get students active in their learning.
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