English assignments about animals. Topic “Pets and Beasts” in English for children: necessary words, exercises, dialogue, phrases, songs, cards, games, tasks, riddles, cartoons for children in English with transcription and translation

29.06.2020

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“The kite rose from the clearing...” F

The purpose of the lesson: Formation of communication skills on the topic “Animals”.

Tasks:

activate studied and introduce new vocabulary;
develop the ability to generalize and systematize;
cultivate a love for animals.

Providing a lesson: UMK “English Language”, 2nd year of study, I. N. Vereshchagina T. A. Pritykina Moscow “Enlightenment” 2006; CD “Correct English without boring rules” (basic interactive textbook) AURALOG S.A.; multimedia projector.

During the classes

1. Organizational moment.

T: Good morning, children.

P: Good morning, good morning
Good morning to you.
Good morning, our teacher
We are glad to see you.

T: I’m glad to see you, too.

2. Speechcharger.

Let's get acquainted! Following Shchurkova’s method, the teacher approaches each student and touches the student’s palm with his palm.

T: My name is Galina Alekseevna. And this is my dog which can talk. His name is Compic. He wants to make friends with you. He likes to give his paw. He is very friendly.

– What is your name?

T: How are you today?

– I’m fine, thanks.

– I’m OK.

T: I’m glad to meet you. Give me your hand, please.

– Nice to meet you. Are you so so? I hope, it’ll be OK. Don't worry.

3. Goal setting.

We have an unusual lesson
And also have the computer
Let's travel to animals square
And I’ll be your teacher and tutor.

Compic has lost his mother and family. Let's help him. Do all tasks and the funny dogs will come to everyone for your right answer. It helps you to give only excellent marks. It helps us to make friends with a lot of animals. Do you agree with me?

– Yes, we do
We are going today
To read and to write
To speak and to play

4. Presentation of vocabulary.

Using a multimedia installation, an image of an animal and its name are projected onto the board. Children repeat after the speaker in chorus.

I have a friend. Do you have friends among animals? What are they?

Children name the animals they know.

Compic has a lot of friends. Do you want to know their names? Look at the black board.

There are a lot of animals. Some of them you have already known and some of them are unknown to you. Let's play together. Our computer will help us. Will you listen to it carefully and repeat in chorus, please.

(Bear, bird, butterfly, cow, duck, frog, grasshopper, hedgehog, hen, horse, mouse, pig, rabbit, sheep, snail, spider, swan, camel, crocodile, elephant, giraffe, lion, monkey, snake, tiger , zebra, hamster)

Compik invites you to remember the names of his friends whom you do not yet know.

I also want to know the names of Kompik's friends. Let's check me out. I'm reading it correctly. Support me. I am first, and you are behind me (words are posted on a magnetic board)

– Who are they?

P: They are animals:

T: Who can help me to write this word on the black-board.

– Sasha, go to the blackboard.

(The child collects the word “animals” from scattered letters and attaches it to a magnetic board).

T: This is the topic of our lesson. That's very good, Sasha. This is your dog, take it, please.

– Well done, children. You've already found one dog. Let's go on.

The announcer reads. Children repeat after him loudly, then quietly.

5. Game"Fencing”.

Animals are depicted on the board using a multimedia installation. Two students come out and take pointers. They both must indicate the word that the third student reads.

6. Game“Move overriver”.

7. Game “Translators”.

Children read the word from the column on the magnetic board again, and the teacher turns the word over, and vice versa.

8. Game“Find a home”.

Children, will you help me, please. Our animals have lost the way to their homes. Work in pairs, please. Classify the words.

- Ready! Fine!

The teacher distributes envelopes to each desk containing cards with the names of animals. Students must sort the cards into two categories: 1) pets; 2) wild animals. Each student builds his own chain according to two categories. The teacher checks the consistency of the names by category.

Domestic animals:	wild animals:
1.cat 2.chicken 3.cow 4. dog 5.duck 6. hen 7.horse 8. kitten 9.parrot 10. puppy 11.sheep 12. turtle	1.bear 2. crocodile 3. elephant 4. fox 5.frog 6. giraffe 7.hare 8. lion 9. monkey 10.owl 11. snake 12.zebra

9. Computera game(Vpark).

– Who can help us to find other dogs? It may be the computer?

– Let’s have a computer game! Let's begin. The rule is the following: everyone of you must feed the frog.

You must find a word in the crossword puzzle and use the mouse to select it by letter by pressing the left key.

– Where does a cow live? Is it a domestic or wild animal?

10. Physical education minute.

Let's have a break. Let's have a rest for our eyes, for our hands.

I'm afraid that your eyes are tired.

Wink, wink, wink your eyes,
Win your eyes together.
Wink, wink, wink your eyes,
Win your eyes together.
Wash, wash, wash your face,
Wash your face together.
Wash, wash, wash your face,
Wash your face together.

T: I think the animals are always very active. Let's move a little bit. Please stand up.

Jump like a hare!
Climb like a monkey!
Go like a bear!
Swim like a frog!
Fly like a bird!
Thank you. Sit down.

11. Letter.

Students are given cards with phrases. The task is to make a sentence by guessing which animal we are talking about. Each student must make two phrases.

And now it’s time for the next task. Can you write? I hope you can. I'll give you a very difficult task. Make up the sentences.

For example:

A cat
A dog
A hen
A bear
A cow
A monkey
A giraffe
A bear
A fox
A hare
A snake
A frog
A zebra
An owl
A horse
A grasshopper
A snail
A butterfly
A hedgehog

likes milk.
likes bones.
is a domestic bird.
sleeps in winter.
gives milk.
can jump.
has a long neck.
is brown or white.
is red.
has long ears.
hasn't got legs.
is green.
has black and white stripes.
doesn't sleep at night.
can run very fast.
jumps in the grass.
carries its house.
sits on flowers.
can transform into a ball.

12. Game “Who is more”.

Children take turns going to the board and using crayons of different colors to write words.

Work in groups. You must write the names of animals.

13. Riddles.

It can jump. It can run. It's funny. It lives in a house. What is it? (a cat)
It may be black or white. It lives in the forest. It likes berries. What is it? (a bear)
It can run very fast. It has black and white stripes. What is it? (a zebra)
It lives in Africa. It has a long neck. What is it? (a giraffe)
It likes milk. It is cat's baby. What is it? (a kitten)
It likes bones. It is dog's baby. What is it? (a puppy)
It likes seeds. It is hen's baby. What is it? (a chicken)
It lives in the river. It is green. What is it? (a crocodile)
It is pink and dirty. It is very fat. It has a nose-button. What is it? (a pig)
It has a bell on the neck. It gives milk. What is it? (a cow)

14. Homemadeexercise.

At home, you must write the names of animals into your copy-books and learn it by heart.

15. Summing up.

– It’s time to count your “dogs”. How many dogs have you got? Who has got more than five dogs?

– Your marks are excellent.

– You’ve found a lot of dogs and helped to connect the family. Put all the dogs into this basket (the board shows a basket into which children take turns putting dogs).

T: Dear children! I'm glad to work with you. I’m happy to make friends with you today. Thank you! (the teacher approaches the children and holds out his palm).

– Thank you, Nata.

– Nice to work with you!

– Glad to work with you!

T: Our lesson is over. Stand up. Clap your hands. (Children applaud their work in class)

The purpose of the lesson: Formation of communication skills on the topic “Animals”.

Tasks:

activate studied and introduce new vocabulary;
develop the ability to generalize and systematize;
cultivate a love for animals.

During the classes

1. Organizational moment.

T: Good morning, children.

P: Good morning, good morning
Good morning to you.
Good morning, our teacher
We are glad to see you.

T: I’m glad to see you, too.

2. Speechcharger.

Let's get acquainted! Following Shchurkova’s method, the teacher approaches each student and touches the student’s palm with his palm.

T: My name is Galina Alekseevna. And this is my dog which can talk. His name is Compic. He wants to make friends with you. He likes to give his paw. He is very friendly.

– What is your name?

T: How are you today?

– I’m fine, thanks.

– I’m OK.

T: I’m glad to meet you. Give me your hand, please.

– Nice to meet you. Are you so so? I hope, it’ll be OK. Don't worry.

3. Goal setting.

We have an unusual lesson
And also have the computer
Let's travel to animals square
And I’ll be your teacher and tutor.

– Yes, we do
We are going today
To read and to write
To speak and to play

4. Presentation of vocabulary.

Using a multimedia installation, an image of an animal and its name are projected onto the board. Children repeat after the speaker in chorus.

I have a friend. Do you have friends among animals? What are they?

Children name the animals they know.

Compic has a lot of friends. Do you want to know their names? Look at the black board.

Compik invites you to remember the names of his friends whom you do not yet know.

I also want to know the names of Kompik's friends. Let's check me out. I'm reading it correctly. Support me. I am first, and you are behind me (words are posted on a magnetic board)

– Who are they?

P: They are animals:

T: Who can help me to write this word on the black-board.

– Sasha, go to the blackboard.

(The child collects the word “animals” from scattered letters and attaches it to a magnetic board).

T: This is the topic of our lesson. That's very good, Sasha. This is your dog, take it, please.

– Well done, children. You've already found one dog. Let's go on.

The announcer reads. Children repeat after him loudly, then quietly.

5. Game"Fencing”.

Animals are depicted on the board using a multimedia installation. Two students come out and take pointers. They both must indicate the word that the third student reads.

6. Game“Move overriver”.

7. Game “Translators”.

Children read the word from the column on the magnetic board again, and the teacher turns the word over, and vice versa.

8. Game“Find a home”.

Children, will you help me, please. Our animals have lost the way to their homes. Work in pairs, please. Classify the words.

- Ready! Fine!

Domestic animals:	wild animals:
1.cat 2.chicken 3.cow 4. dog 5.duck 6. hen 7.horse 8. kitten 9.parrot 10. puppy 11.sheep 12. turtle	1.bear 2. crocodile 3. elephant 4. fox 5.frog 6. giraffe 7.hare 8. lion 9. monkey 10.owl 11. snake 12.zebra

9. Computera game(Vpark).

– Who can help us to find other dogs? It may be the computer?

– Let’s have a computer game! Let's begin. The rule is the following: everyone of you must feed the frog.

You must find a word in the crossword puzzle and use the mouse to select it by letter by pressing the left key.

– Where does a cow live? Is it a domestic or wild animal?

10. Physical education minute.

Let's have a break. Let's have a rest for our eyes, for our hands.

I'm afraid that your eyes are tired.

Wink, wink, wink your eyes,
Win your eyes together.
Wink, wink, wink your eyes,
Win your eyes together.
Wash, wash, wash your face,
Wash your face together.
Wash, wash, wash your face,
Wash your face together.

T: I think the animals are always very active. Let's move a little bit. Please stand up.

Jump like a hare!
Climb like a monkey!
Go like a bear!
Swim like a frog!
Fly like a bird!
Thank you. Sit down.

11. Letter.

Students are given cards with phrases. The task is to make a sentence by guessing which animal we are talking about. Each student must make two phrases.

And now it’s time for the next task. Can you write? I hope you can. I'll give you a very difficult task. Make up the sentences.

For example:

A cat
A dog
A hen
A bear
A cow
A monkey
A giraffe
A bear
A fox
A hare
A snake
A frog
A zebra
An owl
A horse
A grasshopper
A snail
A butterfly
A hedgehog

12. Game “Who is more”.

Children take turns going to the board and using crayons of different colors to write words.

Work in groups. You must write the names of animals.

13. Riddles.

It can jump. It can run. It's funny. It lives in a house. What is it? (a cat)
It may be black or white. It lives in the forest. It likes berries. What is it? (a bear)
It can run very fast. It has black and white stripes. What is it? (a zebra)
It lives in Africa. It has a long neck. What is it? (a giraffe)
It likes milk. It is cat's baby. What is it? (a kitten)
It likes bones. It is dog's baby. What is it? (a puppy)
It likes seeds. It is hen's baby. What is it? (a chicken)
It lives in the river. It is green. What is it? (a crocodile)
It is pink and dirty. It is very fat. It has a nose-button. What is it? (a pig)
It has a bell on the neck. It gives milk. What is it? (a cow)

14. Homemadeexercise.

At home, you must write the names of animals into your copy-books and learn it by heart.

15. Summing up.

– It’s time to count your “dogs”. How many dogs have you got? Who has got more than five dogs?

– Your marks are excellent.

– You’ve found a lot of dogs and helped to connect the family. Put all the dogs into this basket (the board shows a basket into which children take turns putting dogs).

T: Dear children! I'm glad to work with you. I’m happy to make friends with you today. Thank you! (the teacher approaches the children and holds out his palm).

– Thank you, Nata.

– Nice to work with you!

– Glad to work with you!

T: Our lesson is over. Stand up. Clap your hands. (Children applaud their work in class)

Game teaching techniques in English lessons on the topic “Animal World” in 4th grade

Author of the work: Dolgikh Marina Sergeevna, English teacher, Municipal Educational Institution “School No. 62 in Donetsk”
Description of work: Vocabulary games are intended for 4th grade students on the topic “Animal World”; they can be used as part of a creative project for the English subject week. Game teaching techniques are one of the main means of increasing the effectiveness of the educational process. Students become familiar with a large number of lexical items. Lexical games provide great assistance in mastering these words. The material will be useful to English teachers working in primary classes, as well as parents of students.
Target: development of lexical skills on the topic “Animal World”
Tasks:
-activate students' vocabulary,
-develop all types of speech activity, memory, attention, thinking,
- develop the ability to work in a team.
Equipment: Handout.
Lexical games
Lexical game“Stepping stones”
Each team receives handouts with pictures of animals. The main task for the teams is to cross the river and get to land. When crossing the river, you can use “stepping-stones”. The team that can quickly write down the names of the animals correctly and use each stone to cross the river wins. Every wrong move by the team is a return.

Lexical game “The word search”
Teams receive handouts and find the names of the animals.
The next task is to make sentences with them. The team that has the most correct sentences wins.

Key: rhino, parrot, deer, monkey, lion, snake, giraffe, crocodile, elephant, hippo, bear, zebra

Key: octopus, stingray, shark, starfish, crab, shrimp, whale, lobster, seahorse, eel

Key: lizard, rabbit, mouse, dog, turtle, fish, hamster, cat, frog, bird, parrot, snake

Key: butterfly, ladybug, fly, dragonfly, spider, mosquito, caterpillar, wasp, grasshopper, scorpion, ant, bee

Key: calf, duckling, fawn, kitten, chick, puppy, cub, colt, tadpole, lamb, kid, piglet

Vocabulary game “Find missing letters” and “Guess riddles”
Teams receive handouts, insert the missing letters, and write down the names of the animals. The next task for the teams is to compose riddles. Each team reads and guesses each other's animal riddles.

Group1: It is a large gray animal. It has got very big ears, a long nose. It likes to eat friut.
Group2: Is it an elephant?
Group1:
Group2: It has got two wings. It has got colorful feathers. It can copy what people say.
Group1: Is it a parrot?
Group2: Yes, it is.
Group1: This reptile has got a long mouth and sharp teeth. It is green. It likes to eat meat.
Group2: Is it a crocodile?
Group1: Yes, it is. Now it's your turn.
Group2: This animal is funny. It has got a long tail. It can climb trees. It likes to eat bananas.
Group1: Is it a monkey?
Group2: Yes, it is.
Group1: It is a wild animal of the cat family. It has got yellow and brown fur.
Group2: Is it a tiger?
Group1: Yes, it is.

Lexical game “Vocabulary matching”
Teams receive handouts and find matches between the pictures and the names of the animals. The team that finds matches faster and correctly wins.

Game “Theater”
Teams receive the text “A hare and an apple”, cut into paragraphs. Teams must correctly arrange the parts of the fairy tale and read it by role. The next task is to write down the names of animals, regular and irregular verbs, and make up your own sentences with them.

A hare and an apple

It was late autumn. The sky was grey. There were no leaves on the trees. But one red apple hung on the top of an apple-tree.
A hare was running by and saw the apple. But he couldn't get it! Suddenly the hare heard: “Crow, crow!” The hare looked up and saw a big black crow. Wasn't sitting on the top of the tree.
“Hey Crow!” said the hare. “Pick that apple for me, please.”
The crow picked the apple, and it fell to the ground.
“Thank you, Crow!” said the hare. He wanted to take the apple, but the apple began to run away!
The hare opened his mouth: “What is it?” Suddenly he saw a hedgehog. The apple was on his back.
The hedgehog stopped and said: “It is my apple.” I caught it when I was sleeping under the tree.”
“But I saw it first!” sried the hare. “The crow picked it for me.”
“No! “It is my apple,” said the hedgehog.
The hedgehog and the hare began to fight.
The crow heard the noise and flew down to the ground.
“It is my apple because I have picked,” he said.
The bear heard the noise and came up to them.
“Shame on you,” he said. “What are you fighting for?”
The crow, the hare and the hedgehog said to him: “Mr Bear! You are the biggest and the cleverest in the forest. Tell us what to do. Who must have the apple?”
And they told the bear about the apple. The bear thought and thought.
“Well,” he said, “each of you must have the apple.”
“But we only have one apple!” cried the crow, the hare and the hedgehog.
“Then you must cut the apple into equal pieces,” said the bear.
“Thank you, Mr Bear,” they said. And the hedgehog cut the apple into four equal pieces.
“This piece of the apple is for you, Hare, because you first saw the apple.”
“This piece of the apple is for you, Crow, because you picked the apple.”
The hedgehog put a piece of the apple into his mouth and said: “This piece of the apple is for me because I caught it.” And this is for you, Mr Bear.”
“For me?” cried the bear. “What for?”
“Because you taught us not to be greedy,” said the crow, the hare and the hedgehog.
List of used literature
1. Gallskaya N.D. Modern methods of teaching foreign languages / N.D. Gallskaya - M.: ARKTI, 2003. - 129 p.
2. Belova L.V., Rakhmankulova L.K. Some techniques for working with pictures in English lessons // Foreign languages at school. - 1991. - No. 2.-p.72-75.
3. Zhukovskaya R.I. The game and its pedagogical significance. M., 1975.

Presentation on the topic: Game-based teaching techniques in English lessons on the topic “Animal World” in 4th grade

A wonderful topic that rarely has problems mastering.

In this topic we cover the following animals: cat(cat), dog(dog), mouse(mouse), duck(duck), horse(horse), bird(bird) rabbit(rabbit), cow(cow), sheep(lamb), pig(pig), chicken(chicken), chick(chick).

Depending on the level, you can exclude several animals or, on the contrary, add them.

1. Flashcards. According to my observations, children (even at 6 years old) like such beautiful cartoon images of animals. If you take a photo of an ordinary horse and a picture of a horse with big eyes and a smile, which one will the children choose? But of course it's up to you to decide.
Each lesson can be presented in different ways, thereby making the child look forward to the next lesson.
Where would we be without him? Children communicate with dolls and soft animals with greater pleasure than with an adult. Therefore, each lesson you can “invite a new hero to visit.”
Today we have a guest. This is a mouse. Let's say hello to the mouse. –HELLO – I wonder what her name is. Let's ask her. What's your name? My name is Adele (in a different voice). Oh, hello, Adele.

Adele greets every child. He may ask short questions.

For example:

What's your name?
How old are you?

At the same time, the hero must react vividly to the child’s answers.

For example:

Oh, hello, Oleg. My name is Adele. Let's be friends(shaking hand).

You are 3?! You are a big boy/girl! I am 2. I am a little mouse.

So our topic is “Animals,” and we need the child to hear the names of animals in English as many times as possible during the lesson. There are certainly options here.
For example, the hero can bring a bag with toy animals (preferably small ones). The following dialogue is possible:

— Adele, what do you have?

- Do I have a bag?

—What’s there in the bag?

— There are animals in the bag.

- Let's see. What is this?(the teacher says, taking out the toys, or the children can take turns getting the toys themselves)

- This is a dog.

— What color is the dog?(teacher asks the children)

— Brown.(children)

- Yes, it is. This is a brown dog.

And so we get all the animals. Then…

You have many animals, Adele! Children, let's count the animals. 1,2,3,4….

Another option is more suitable when children are already familiar with the words on the topic.

We show the cards (or the toys themselves), and ask Adele:

Teacher: What is this, Adele?

Cookie: Hmmm…. Dog(speaks incorrectly)?

Children: No! Cat!

Teacher: Adele, this is not a dog. This is a cat!

6. Fairy tale-sketch

about a mouse and a cat. I liked the fact that, at your discretion, you can replace animals with those that you are studying at the moment.

If you find the material interesting, share it with your friends on social networks.

Methodological development for English lessons in 2nd grade

at the stage of monitoring oral and written speech skills

on the topic: "Animals".

Methodological development

1. Listening games

Goal: to develop students’ auditory memory.

Guess the animal

Option 1. The driver thinks of the name of the animal and begins to describe this animal, composing one sentence at a time. Stops after every sentence. The rest of the students try to guess who they are talking about. They describe the animal in a strict order: color, action, adjective.

Example: Driver: It is green. It can swim and jump. It's funny.

Answer: It is a frog.

IN Option 2. The teacher shows the driver a picture of an animal. The driver describes it in the same way - one sentence at a time, and the rest of the players guess.

Example: The teacher shows the driver a picture of a tiger. Driver: It is black and orange. It can run and jump. It is very beautiful animal.

Whose sun is brighter?

The class is divided into two teams. One participant from the team goes to the board on which two circles are drawn and describes the animal from the picture. Each correctly said sentence is one ray to the circle and one point. The winner is the team whose sun has more rays, i.e. more points.

Example: Describing the parrot, students make up sentences:

It can repeat the words.

Riddles about animals

The teacher reads riddles to the students, the students must guess them. For example:

1. It is a domestic animal. It likes fish.

2. It is a wild animal. It likes bananas.

3. It is very big and grey.

4. This animal likes grass. It is a domestic animal. It gives us milk.

Cheerful artists

The teacher shows the student a picture of an animal. The student, closing his eyes, draws an animal, while the teacher names the main parts of the body:

Draw a head, please.

Draw a body, please.

Draw a tail, please.

Then the rest of the students must guess which animal was guessed.

Let's clap our hands

Students stand in a circle. The leader is in the center of the circle. He names domestic and wild animals alternately. When children hear the name of a wild animal, they clap once; when they hear the name of a domestic animal, they clap twice. The one who makes a mistake is eliminated from the game. The winner is the one who has never made a mistake.

2. Lotto

The game is played in pairs or individually. Each player receives signs with the words:

The driver (this can be first the teacher, and subsequently any of the students) has cards with descriptions of these animals in accordance with the material studied. For example: It is big. It is green. It can swim and run. It can't jump. (It is a crocodile) In front of each player there are chips (or cut paper) to cover the cells of the table. The winner could be:

Who will be the first to cover three animals in any vertical row;

Who will be the first to cover three animals in any horizontal row;

Who will be the first to close the diagonal row;

Who will be the first to close the medical cross;

Who will be the first to close the diagonal cross;

Who will be the first to cover the entire card?

Before the game starts, the teacher informs you of its rules.

Find a house

The teacher asks the children to help the animals find their houses. In front of the children lies a lined sheet of paper with the letters of the alphabet arranged horizontally and vertically. The teacher names the coordinates of the houses: a bear - AF, a cat - DF, a hare - CG, a tiger - AJ, a frog - DJ, a lion - BJ, a monkey - CL, a cow - AL. The children’s task is to place pictures of animals in cells with the corresponding coordinates.

Who is faster?

Students are given cards on which words in English are given in the first column, and their translation in the second. The teacher pronounces the words in random order. Students must connect a word and its translation with a continuous line. The winner is the one who establishes all the matches faster and better.

3 . Lexical games

Train students in the use of vocabulary in situations close to natural settings;

Activate the speech and thinking activity of students;

Develop students' speech reactions.

Who lives in this house?

Each participant in the game chooses the name of an animal and designates a “house” (chair, desk, drawn circle...). The driver approaches the “house” and guesses who lives in it.

Who lives in this house? Are you a cat?

This is my house, but I am not a cat.

Who lives in this house? Are you a bear?

Yes, I am. Come in, please.

The one who guesses takes a place in the “house”, and the player becomes the driver and goes to another “house”.

Teacher and pupil

The student in the role of the teacher asks questions to the student, showing a picture of an animal, to which he answers. Then the players change places.

Name the animal

The first one writes or names an animal starting with the last letter of the previous one, etc. For example: cat – tiger – rabbit…

At the pet store

IN
The pet store has various animals (pictures) that you can buy. Students go to a pet store and buy what they need.

P1: Good morning!

P
2: Good morning!

P1: Have you a rabbit?

P2: Yes, I have. Here it is.

P
1: Thank you very much.

P1: Have you a green parrot?

P2: Sorry, but I haven`t.

Auction

Students take turns pronouncing the names of animals: a fox, a dog, a monkey, etc.

The last one to name the animal wins.

Collect a picture

Each team is given an envelope containing 12 pieces of the picture. You need to quickly assemble a picture and describe it using the structures I see... This is... It is blue (grey, etc.)

guess a riddle

Jumped from a puddle right onto the threshold,

The goggle-eyed one croaked with joy...

English Mrs., German Frau -

In the morning everyone milks the wet nurse...

His legs are very thin,

He is very stubborn...

He almost butted me

Burenka's husband, formidable...

Fruit compote eats from a jar

In the circus arena...

Why are there no sausages?

The redhead dragged them away...

I went to sleep in my den,

I am the owner of the forest, my name is...

It does great harm,

Need to get out of the basement...

She wants to eat every moment,

This one loves to sleep in puddles...

Free outside the brick walls

Ours loves to cluck...

Poodle, dachshund and bulldog.

There is a name for them...

He is a circus intellectual -

Huge, important...

A game " Concentration »

There are 20 sheets attached to the board. Each one is numbered. On the reverse side of the sheets are written 10 pairs of words (Russian word - English word).

On the desk:

Back side:


				monkey

Students are divided into two teams. Since this game develops memory and imagination, players should not write anything down during the game. The task of the teams is to find matches between Russian and English words. Children in teams can deliberate, but answers are accepted only on a first-come, first-served basis.

Teams take turns calling two numbers each, and if the pair is correct, they receive a point and the right to take the next move. When the teams name pairs of numbers, the teacher opens the sheets. If the pair matches, the teacher leaves it, and if not, then turns it back.

The team that discovers the most paired words wins.

Who is this?

1. It is a wild yellow and black animal.

2. It is big and grey.

3. It is my friend.

4. It is brown or white. It is big.

5. It is very high. It is yellow and brown.

6. It is the dog’s son.

7. It is small. It is gray or white.

8. It is funny and brown.

9. It is the cat’s daughter.

4 . Spelling games

Purpose: checking the mastery of spelling of the studied material.

The letters fell apart

The teacher writes in large letters on a piece of paper a word - the name of the animal, and, without showing it, cuts it into letters, saying: “I had a word - the name of the animal. It crumbled into letters." Then he shows the letters and scatters them on the table: “Who can guess what word it was faster?” The first one to spell the word correctly wins. The winner comes up with his own word, tells the teacher or writes and cuts it himself and shows everyone the scattered letters. The action is repeated.

Picture

The class is divided into two teams. Each participant receives a picture of animals. Representatives of the teams go to the board, divided into two parts, and write down words corresponding to the names of the animals shown in the picture. After the student has written a word, he must read it and show his picture. The team that writes down all the words faster and with fewer errors wins.

Who is bigger?

Two teams are formed. Each team must write down as many words as possible on the topic animals on the board.

Remember the items

The teacher lays out soft toys on the table, lets the children look at them for one to two minutes, then covers them with paper and asks one student to name all the objects that he remembers. Then all students write down their names in English.

Find the animals

Letters are written on the board. Students must find six encrypted animal names.

Who is bigger?

All students are divided into pairs. All pairs are given a sheet with the task: Remember the names of the animals, write down which of them can do what:

Run_________________________________

Jump_________________________________

Swim_________________________________

Pairs are given the same amount of time and then the task is checked. The one who writes the most correct options wins.

Decipher the names of animals

The words are written on the board:

god mekyno tac ogrf omuse owc ypon ipg sohre

Assignment: decipher the words and write them down on a card prepared in advance by the teacher.

Thematic dictionary

Animal – animal;

Bear – bear;

Bull - bull;

Cow - cow;

Dog – dog;

Domestic animal - domestic animal;

Donkey - donkey;

Elephant - elephant;

Fish – fish;

Fox - fox;

Frog - frog;

Giraffe - giraffe;

Hare – hare;

Hen – chicken;

Horse – horse;

Kitten - kitten;

Lion - lion;

Monkey - monkey;

Mouse – mouse;

Parrot - parrot;

Pig - pig;

Pony – pony;

Puppy – puppy;

Rabbit - rabbit;

Rat – rat;

Tiger - tiger;

Wild animal - wild animal.

Answers to the exercises

1. Games By listening

Puzzles O animals

1.cat, 2.monkey, 3.elephant, 4.cow.

2. Lotto

Who is faster?

B ear

L ion

Find house

3. Lexical games

Collect a picture

Guess riddle

1.FROG, 2.COW, 3.DONKEY, 4.BULL, 5.MONKEY, 6.CAT, 7.BEAR, 8.RAT, 9.PIG, 10.HEN, 11.DOG, 12.ELEPHANT.

A game " Concentration »

1 – 9; 3 – 15; 5 – 19; 7 – 18; 8 – 2; 10 – 16; 11 – 13; 14 – 4; 17 – 6; 20 – 12.

Who This ?

4. Spelling games

Find the animals

Decipher titles animals

Dog, monkey, cat, frog, mouse, cow, pony, pig, horse.

Bibliography

E.V. Alesina - “Educational games in English lessons” (magazine “Foreign languages at school, No. 4 - 1987)

I.P. Gladilina - “Some methods of working in English lessons in elementary school” (magazine “Foreign languages at school No. 3 - 2003).

M.V. Janitor - “Game and game situation at the primary and secondary stages of education” (magazine “Foreign languages at school”, No. 6 - 1980).

E. V. Dzyuina - “Theatrical lessons and extracurricular activities in English: grades 1 – 4.” (Moscow, 2006)

O.A. Zaikova – “Fascinating English. 2 – 9 grades: extracurricular activities” (Volgograd, 2010).

E. Kashina - “Role-playing and linguistic games” (Samara, 1992)

I.E. Koptelova - “Games with words” (magazine “Foreign languages at school”, No. 1-2003).

T.G. Lyubimova - “Developing creative activity” (Cheboksary, 1996)

I.A. Parosova - “Game in German lessons” (magazine “Foreign languages at school”, No. 4 - 2003).

T.V. Pukina – “English language. 2nd – 3rd grades: gaming technologies in the classroom and at leisure.” (Volgograd, 2008)

Z.P. Romanova - “KVN for second grade students learning English from first grade” (magazine “Foreign languages at school, No. 2 - 2002).

M.F. Stronin - “Educational games in the English lesson” (M., “Prosveshcheniye”, 1981).