German language in the form of a game. Games for German lessons in primary school. Games to develop memory and attention
German language
Children learn best through play. They are especially attracted to outdoor games. Therefore, this is a wonderful opportunity to learn foreign languages on the move and while playing.
Game No. 1 All my things - Alle meine Kleider
This game helps you learn colors:
All children stand in a circle. Each child who wears an item of clothing in the color of the song stands in a circle, dances and jumps. Then the next child comes into the circle.
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Game No. 2 Colors – die Farben
Another game for learning colors
The meaning of the game:
There are things, paper, pictures of different colors on the floor. As soon as the corresponding color is called, the players (even if there are only two of you) choose an item of the desired color.
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Game No. 3Kitten play – Das Kätzchen-Spiel
Children sit in a circle. “Kitten” sneaks around blindfolded, stops in front of any other child and says:
Having heard MEOW, the kitten must guess the name of the mouse.
Game No. 4 Butterfly - Schmetterling
The child stands in the center of a circle of chairs. After the first two lines of text, he selects a teammate. Both holding each other's hands dance to the song. At the end of the song, the “old” butterflies sit down, and the “new” ones begin a new game. The rest of the children sing.
Game No. 5 Snake - Die Schlange
In the first part of the text, one of the children is a snake. He's running in circles. Everyone says the first part of the text.
Then the snake chooses one of the children and says the second part of the text alone. After “Hey,” the snake claps its hands and spreads its legs apart.
The second child should crawl between the first child's legs and then climb onto the first child's back. This way the snake will gradually regain its tail. The game ends when the snake falls or loses part of its "tail" again.
Game No. 6 Bunny in the hole - Häschen in der Grube
One child sits like a bunny in the middle of a circle of children and holds his hands to his face as if sleeping. The rest of the children take each other's hands and dance in a circle. At the words “Jump, bunny,” he jumps out to one of the children from the circle. This child becomes the new bunny and sits in a circle.
Game No. 7 Cat and Mouse (Die Mause und die Katze)
Game options:
Younger children can be placed on your lap and rocked to the beat.
For kindergarten children:
1. One child is a mouse, the other is a cat, the other children stand in a circle (but do not hold hands) and begin to run in a circle while singing. The cat is outside the circle and the mouse is dancing in the center of the circle. Then the cat begins to hunt for the mouse, that is, the cat enters the circle and the mouse quickly runs out.
2. In the second stanza, the mouse returns to the center of the circle, and the cat stands in the circle with the rest of the children.
3. In the third stanza, all the children start going crazy and dancing
4. In the fourth stanza, everyone joins hands and dances in a circle.
Game No. 8 Lion Hunt - Löwenjagd
Place the child between your legs or sit on your lap. If there are a lot of children, have them stand around and repeat the words and movements.
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Game No. 9 Ten little pumpkin gnomes – Zehn kleine Kürbiszwerge
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Methodological development in the German language
Topic: "Games in the classroom German language V primary school"
German language teacher
Bondarenko Svetlana Vladimirovna
2016
HOW TO MAKE A GERMAN LANGUAGE LESSON INTERESTING?
Great importance when teaching German in initial stage have gaming technology. Thanks to games, the quality and effectiveness of learning and ease of learning increase educational material. Any game, when used correctly and competently, arouses students’ interest in the language and country of the language being studied, strengthens motivation and improves the quality of language acquisition.
The game in the lesson must meet certain requirements:
1) Be sure to comply with the program material.
2) Don’t distract from educational process generally.
3) Solve at least one of three tasks: educational, educational, developmental.
4) Do not take a long time.
5) Be accessible to students (take into account their psychological and age characteristics).
6) Intensify the educational process.
7) Bring pleasure to the students and teacher.
To develop language skills, games are divided into phonetic, spelling, lexical and grammatical. These games facilitate training in the use of linguistic phenomena at the pre-communicative stage of mastering a foreign language.
Phonetics games:
1. Long and short vowels.
Target : Skill building phonemic hearing.
Progress of the game : The teacher names the words. Students raise their hands if the sound is pronounced for a long time. If the vowel is pronounced briefly, you cannot raise your hand. The team that made the fewest mistakes wins.
2. What word does it sound like?
Target : Formation of the skill of establishing sound-letter correspondences.
Progress of the game : The teacher writes 10-20 words on the board. Then he begins to read them at a certain speed in random order. Students should mark on the list only those words that were spoken by the teacher. Or find words in the list and put a serial number next to each of them as the teacher pronounces them.
Spelling games:
1. Insert a letter.
Target : Checking the mastery of spelling within the studied lexical material.
Progress of the game : 2 teams are formed. Words are written on the board for each team, each with a missing letter. Students go to the board one by one and fill in the missing letters.
2. Five cards.
Target: Control of alphabet mastery.
Progress of the game : The teacher shows each of the game participants 5 cards with letters. The winner is the one who names all 5 letters correctly and without pauses.
Lexical games:
1. Antonyms.
Target: Formation of lexical skills.
Progress of the game: 2 teams are formed. The teacher names adjectives from a paired series. The players must name a word with the opposite meaning.
2. Numerals.
Target: Consolidation of cardinal and ordinal numbers.
Progress of the game: 2 teams are formed. The teacher names an ordinal or cardinal number. The first team must name the previous number. The second is what follows. For each mistake, the team receives a penalty point.
3. Snowball.
Target: Consolidation of lexical units.
Progress of the game: The teacher asks a question, the answer to which involves the use of the vocabulary covered. The first student answers the question, the second must repeat his answer and add at the endyour word, etc.
4. Crossword.
Target: Activation of lexical skills.
Progress of the game: The teacher draws a crossword puzzle on the board. 2 teams are formed. The players receive a card with questions, then take turns going to the board and solving the crossword puzzle. For each word guessed, the team gets a point.
1. Picture of actions.
Target: Automation of the use of verbs in oral speech.
Progress of the game: The presenter goes to the board and depicts the actions. The players must comment on it using the verbs they have learned.
2. Ball game.
Target: Automation of the use of prepositions before geographical names.
Progress of the game: The teacher names the sentence, omitting the preposition before the geographical names. The person who catches the ball must repeat the sentence, inserting the correct preposition and article form where necessary.
The following games are available to teach skills and abilities in the design of speech statements:
Psychological games:
1. Important guest.
Target: Formation of skills of lexical and grammatical design of speech utterances in dialogical speech.
Progress of the game: Students should imagine what they are expecting to visit famous person from the country of the language being studied. One of the participants in the game, a foreign guest, enters the class, greets everyone in turn, introduces himself and answers questions from the participants in the game. The guest answers them and asks questions himself.
2. Playing with dolls.
Target: Formation of skills in the design of speech statements in the process of interaction.
Progress of the game: Several toys are required to play. Each student must decide who this or that doll represents. In the process of communication, the dolls should say hello, introduce themselves, ask about interests, etc.
1. Travel to the country of the language being studied.
Target: Activation monologue speech in the proposed situation and the practice of generating a coherent, detailed statement.
Progress of the game: The players are given the situation of an excursion around one of the German-speaking countries. Each student is asked to first name the sights of the country, then select those that they would like to see, and also explain their choice. In this game, each student can try himself as a tour guide.
Conclusion:
Play activity at the lesson foreign language not only organizes the communication process, but also brings it closer to natural communication. Games enliven lessons and always bring pleasure to younger students.
Application
Deutschsprachige L ä nder
By horizontal :
1) Auf diesem Platz befindet sich die Weltzeituhr.
2) Dieser Hund ist der Nationalstolz von der Schweiz.
3) Die Heimatstadt von Mozart ist...
4) Die Hauptstadt von Österreich heißt…
5) Diese Berge sind bei Skifahrern sehr beliebt.
6) In dieser Stadt gibt es das Schokoladenmuseum.
By verticals :
1) Diese Stadt liegt an der Elbe.
2) Das Brandenburger Tor ist das Wahrzeichen von …
3) In diesem Park gibt es die älteste Kindereisenbahn.
4) Die Straße Berlins heißt Unter den…
5) Die Stadtmusikanten sind aus der Stadt…
6) In diesem Garten kann man laufen oder Fahrrad fahren.
Luchnikova Antonina Petrovna
MBOU secondary school No. 5
G. Lermontov
Games and gaming techniques in foreign language lessons
(German) language in primary school.
The game, as one of the effective methods of teaching schoolchildren a foreign language, is increasingly used in German lessons. The game arouses the interest and activity of students 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. During the game, you can not only better assimilate what you have learned, but also acquire new knowledge, since the desire to win forces you to think, remember what you have learned and remember everything new that you encounter in the game. Therefore, various games can be used in the classroom both when explaining and reinforcing new educational material, and when questioning and monitoring knowledge and skills. Game form classes helps students avoid additional workload purely training sessions, and in addition creates conditions for the strong assimilation of language material in an environment close to natural.
Teaching a foreign language in primary school is a justified social order. Children 7-8 years old have a number of psychological characteristics that allow them to successfully master another language:
They are still intensively developing their cognitive interests,
Faster (compared to children 10-11 years old) memorization of language information,
The ability to imitate is more developed,
There is (virtually) no language barrier.
But not only the listed psychological characteristics will have to be taken into account when working with children of this age: the leading type of activity for elementary school students is GAME. Therefore, classes (especially) at the first stage of education (i.e. 2nd grade) should be considered and prepared by the teacher not as a lesson, but as an organization of a joint activity with the children. For these purposes, it is necessary to widely use group and collective forms of work and, as an important methodological technique, play. In this case, it is necessary to use not only role-playing games, but also moving facial and board games.
What's good about the game? Because during the game (if, of course, it is interesting for the child), involuntary memory turns on and works at full capacity, which allows children to remember much more, much more firmly than if they memorized it on purpose.
There are a lot of games - you don’t need to use them all, it takes a lot of time to explain the rules of the game, and as a result, the effort spent does not always pay off. A teacher needs to have about 10-15 games in his baggage, which can be diversified by practicing lexical (grammatical) material, varying tasks within the same game, and the degree of difficulty.
To help and for a more detailed acquaintance with games in elementary school - the book by Yulia Sergeevna Reinecke “Games in German lessons in elementary school”, Astrel publishing house, 2006, Moscow. (circulation 5000 copies)
Below are some game techniques that I used at different stages of learning German.
GAMES for consolidating letters and letter combinations.
To play you will need cards with letters and letter combinations
(their production can be given as homework as you learn letters)
Find a pair - the teacher shows a large (small) letter, the students show its pair.
1.1. A more difficult option is for the teacher to name the letter. Students - show
A more complex option: a piece of paper with a word is passed from student to student.
Another option: the student with the word given to him plays the role of the teacher, spelling the word, the rest write it down (one at the board)
Third option: The teacher says a word, the students make it up from cards on their desks. The results are summed up after composing a few words.
It's the same with numbers.
Distribute to students sheets where one word is written, students pronounce this word, naming each letter. The teacher writes it on the board.
4. Field of Miracles: a word is written on the board (made up of cards), where only the first letter is indicated: I - - -. Students at their desks lay out their version of this word. Then they read. The one who guesses the word guessed by the teacher wins.
4.1 a more complex option: playing in groups of 3-4 people. 2-3 sets of letters are mixed, divided into 3 parts and distributed to each group (3). The participants’ task is to put together as many words (names) as possible from the letters they have; the results are written down in a notebook. After a few minutes, students exchange cards and do the same with the second and third set of cards. The group that comes up with and writes down the most words correctly wins.
5. (the game is possible for pair work) Where is the pair?
The cards are laid out face down. The players' task is to find as many pairs as possible within a certain time. You need to pick up 2 cards one at a time. If they are not paired, they take their places. At the same time, the players try to remember the locations of the letters, which trains visual memory very well. OPTIONS: (capital - small letter, printed - written), (number - its name in German), color - name of the color, (picture - word),
ABC-Ups! Front or individual work. Students name the German alphabet (counting), only instead of every fourth (third) letter they say: Ups! The next student names the next letter. Those who make a mistake give away their forfeit (more on this later). The game requires a lot of attention and concentration.
Option – working out the account.
What letter is missing? Who will fill in the missing letters faster and more correctly? (Annex 1 ) At a later stage, you can offer students whole words, for example, GE...T
(with missing H)
Names. (with a ball) the teacher names a letter, the student comes up with a name (the name of an object on a specific topic) for this letter.
Tongue twisters (from the textbook) for training and pronunciation practice. First, one at a time (the accuracy and speed of reading is assessed), then several tongue twisters proposed by the teacher.
Give an example: To practice and consolidate the rules of reading, students select (write out) from the words proposed on the cards those indicated by the teacher.
10.1 More complex option: Based on these words (3-4 words), you need to remember the reading rule.
GAMES for practicing difficult words.
A more complex option: there are 3 groups on the sheet: parts compound word and article.
Connect: parts of complex words are written (mixed up) on a piece of paper. For a certain time, you need to connect them and then read / write the resulting complex words. At first, the words should be the same for everyone, that is, there should be one variant of connections. Later – there should be several connection options.
12. Vocabulary hedgehog. During the lesson, the teacher collects words named by the students and writes them on the board (offers a partially completed form. Appendix 3. Children write down the resulting words (following the teacher’s example) in class for a certain time or as homework, speed and accuracy are taken into account.
12.1, a more complex option: For homework, students prepare “The Hedgehog” - they select words for a specific topic. In class, they exchange their “hedgehogs” and work with a blank from a neighbor at their desk or one they accidentally got into.
13. Komische Gerichte/ Dinge From the words suggested by the teacher, students come up with their own, strange dishes or things. For example, Kartoffelsalat Zwiebelsuppe Ananasmarmelade can be grouped like this: Kartoffelsuppe Zwiebelmarmelade Ananassalat You can unexpectedly get both completely new, non-existent dishes and quite real ones.
In addition to the “Food” theme, the following themes can be used: Furniture, clothing, school supplies, etc.
GAMESonworking offvocabulary
a more complex option: using a possessive pronoun or genitive case name: Ist das mein/ dein Heft? Ist das Tanjas Bleistift?
Option: Meine Lieblingsfarbe ist ROT. Students look for something red from themselves and their classmates (supplies, things, clothes). They say: Mein Bleistift ist rot. Lenas Bluse ist rot. Items cannot be repeated; the one whose item is the last one in the list wins.
Ich habe eine Farbe gern. The “driver” goes to the board and tells the teacher his favorite color (pulls out a card with a certain color). The others guess what his favorite color is by asking the questions: Ist das Grau? You can answer Ja| Nein. At an advanced stage, when this question and answers are already well worked out, you can add nicht, falsch, richtig to the answer
Ichsehewasunddasistrot. The teacher (leading student) makes a wish for some object in the class. The rest guess the hidden object: Ist das eine Blume?
Mathematics in German. Written on the board simple examples. The student “solves” them by saying the condition: 2+5 = 7
This technique allows even very weak students to cope with the task.
16.1 A more complex option: the teacher dictates an example, students write it down in their notebooks. The results are summarized after several examples.
16.2 Make up an example Option: Each student has 1-3 cards for which he is “responsible.” The teacher dictates an example in German, students who have these cards with numbers or signs go to the board and illustrate this example.
16.3 Option: team game (make an example) Which team will quickly illustrate the example dictated by the teacher, having the same sets of cards?
16.4 Option: IMMERMINUS (plus) 3 (4,5,...) Students are given the task of subtracting the same number (adding) out loud from the initial number (given by the teacher). Until they reach zero or a certain number.
What's your phone number? After introducing themselves, students take turns dictating their phone numbers.
(tasks on cards). The rest write down the phone number and name. The teacher (student) checks. Can be carried out as a test of listening skills.
A more complex option. Play in pairs. Each pair of students receives “their own” phone number. For a certain time, you need to “get to know as many couples as possible, writing down their names and phone number, while being constantly together. To do this, it is reasonable to form weak-strong pairs. The weaker student calls “his” name and dictates the number (first in numbers, later in tens. The stronger student writes down the name and phone number of “new acquaintances”
A more complex option: there are more words written on the piece of paper than the teacher dictates, i.e. some words should remain without a number.
A more difficult option: after memorizing for a minute, students write down all the words they remember in their notebooks.
What word is this? Students receive cards with words written on them (from 10 to 20) in in no particular order. The teacher dictates all the words several times; students must write its serial number next to the word when dictating.
Remember the items! Some objects (pictures on a specific topic) are laid out on the teacher’s table. The driver remembers them for 1-2 minutes, then turns away, and the teacher removes one object (picture). Then he asks the student: Was fehlt hier?
Domino Appendix 4 The cards are shuffled and the game follows the domino principle.
20 . 1 A more complex option: cards are signed randomly, for example - 1- drei, 2- sieben, etc. d. Thus, several players will have the opportunity to make a move at once. The one who gets his bearings faster wins.
20 . Option 2: number - picture, picture - word, word - color.
21. Bingo Cards are prepared with several words (5-7 words), in different orders, as well as tokens for covering words. The presenter pulls out one card from the box and says the word. Participants cover the words they have on the card as they read them. The winner is the one who did not miss a single word and was the first to close his card.
21.1 is a more complex version: with a different set of numbers and words.
21.2 An even more difficult option: the participants have cards with pictures, and the presenter reads the words.
22. Time in a circle! Students tell the time by adding
(decreasing) from the designated even hour one and the same period, for example, half an hour:
Es ist zwei Uhr- es ist halb drei- es ist drei uhr- es ist halb vier…
At an advanced stage, you can add 15 minutes, 10 minutes, 5 minutes.
23. Obstsalat. Students are given cards (from 1 to 3) with the names of fruits (vegetables). The presenter interferes with the salad Alle Äpfel tauschen ihre Plätze! Pupils who have a card with apples
(word or picture), change places. The presenter at this time tries to take the vacant seat. .
24. Who's wearing what? The teacher asks to look at each other carefully for 1-2 minutes. Then the presenter goes to the board, turns away and the teacher asks a question, for example, Hat Lena einen Rock an? Wie ist ihr Rock (Farbe)?
24/1 More difficult option: The student must list all the things the designated student remembers.
25. A trip to the sea.(snowball) The teacher starts the game (children sit in a circle):
Wir fahren ans Meer. Ich nehme einen Badeanzug mit.
Each next person pronounces the previous phrase and adds his own: Wir fahren ans Meer L.N. nimmt einen Badeanzug mit. Ich nehme einen Sonnenschirm mit. Wir fahren ans Meer L.N. nimmt einen Badeanzug mit. Lena nimmt einen Sonnenschirm mit. Ich nehme ein Buch mit. E.t.c.
25/1 Other options: We go to a birthday party and buy gifts,
We plan the weekend, When I’m big (profession), etc.
26. Rhymers. Appendix 5
Using the existing rhymes compiled by the teacher, students make up simple sentences. Who is faster and more correct?
26.1 Option: For homework, students prepare their own rhymes, and in class exchange them and write sentences based on a classmate’s work.
27. Puzzles and riddles. Appendix 6 For homework, students prepare cards with pictures, encrypting their name or a word.
Grammar games.
28. Who is this? EXAMPLE Practicing a simple question
Ist (sind) das..., answers yes, no, right, wrong, particles not.
28.1 More difficult option: guess the pair.
28.2 Variation: numbers
29. A cat in a poke (indefinite article training).
Objects on a specific topic are collected in a bag (or large box) - Animals, school supplies); These can also be pictures depicting a particular object.
The presenter (teacher) approaches the students one by one and they take one object without looking into the box, identify it by touch, pull it out, and say: Ich glaube, das ist ein Igel. Then he or his classmates evaluate the accuracy of the guess: Das stimmt (nicht).
29.1 Option: 1 item is wrapped in several layers of paper. ALL students feel it and guess what it is. The guesses are then tested when the item is deployed.
30 Nonsense.(training of generic endings of the indefinite article and particles kein)
The teacher shows various objects or pictures and speaks, deliberately making mistakes. The students' task is to notice and correct the error: Das ist ein Tisch. Students who notice a mistake correct: Quatsch, das ist kein Tisch, das ist eine Tafel.
31. How much of what is there in the class? Testing the design esgibt.
The teacher asks:Wie viele Stühle gibt es in der Klasse? The students' task is to count the number of named objects as quickly as possible. The check is carried out in chorus, counting in German.
32. Multi-colored clothes. Possessive pronoun training. (modeled on the Snowball) Students take turns naming their clothes and all previously listed items, indicating the color. Things can be repeated if they are different colors, the same with flowers. For example, 1Meine Hose ist grau. 2 Deine Hose ist grau und meine Hose ist blau.3 Seine Hose ist grau; deine Hose ist blau, und mein Pulli ist weiß.
33. What I have? The teacher (leader) holds an object (a picture of something) behind his back and asks you to guess what it is. Was it ich? He can only answer questions asked Ja, Nein, ich weiß nicht.
Students ask (templates of questions can be written out on the board first) Ist das groß? Is it das blau? Kann das gehen? Kann das schreiben?... When the picture becomes more or less clear, you can ask directly: Hast du ein Heft? After an incorrect answer, the student is eliminated from the game for a while (hands over his forfeit to the presenter)
34. Pfä nderspiel(forfeits) Appendix 7 Usually, you can end any game with forfeits. But at first you can play it as an independent game. As homework, students write on a piece of paper (card) some action that the owners of this or that forfeit will have to perform. The presenter takes out one forfeit, asks Wessen Pfand ist das? After identifying the owner of the phantom, he takes out a task (action) from another box and says: Dieser Pfand soll... miauen. The owner of the forfeit is completing the task.
35. Magic cards. For the game, cards are made with verb forms (particular2) or with infinitives (depending on the level of preparedness of the students). The teacher explains to the students that these magic cards can tell what the students did yesterday. The teacher shuffles the cards and says: Magische Karten, zeigen Sie uns, was Lena gestern gemacht hat. The student draws one card, reads it and says: Das stimmt (nicht). Ich habe gestern gelesen.
In this game you can train Presentation, modal verbs wollen, können, expression gern haben.
36. I have no… training Ich habe ein|kein, gib mir ein, good listening skill training.
This game will require the number of cards on a specific topic (for example, Clothes) in the number of participants in the game, multiplied by 3. For example, there are 9 people in a group, which means 27 cards are needed (3 identical or with a slight difference in the set) The cards are mixed and distributed to students 3 cards each. The game goes in circles. The student decides which set he will assemble and turns to the neighbor on the left: Dima, hast du eine Hose? If he has this card (Ja, ich habe eine Hose), they change, if not (Leider habe ich keine Hose), the turn goes to the next student. On the second round, the student can already turn to any student with the same request. The first one to complete his kit wins.
German games for children.
37. Stadt, Land, Fluss. Depending on the topic being studied and the level of preparation of students, this game can be varied. In the original it sounds like this: Stadt, Land, Fluss The student says the alphabet to himself and can be stopped at any place - a letter is obtained. For this letter you need to come up with 3 names - cities, countries, rivers (option - name, profession, country, there are many options - even the most primitive ones) After a certain time, for example, 3 minutes, completing the task is scored 2 points - if no one else has the word not repeated, 1 point – if someone else wrote the same thing. Next letter, etc. After 3-5 tasks you can sum up the results.
38. OnkelOttositztinderBadewanne- this game has been loved and popular in Germany for many generations. A piece of paper is required, which is then folded 5 times.
First we write WHO (various degrees of relationship, profession, just a designation of a man or woman), pass it on to the neighbor, on the 2nd strip - NAME, pass it on to the neighbor, on the third - WHAT DOES
(can be a phrase), on the fourth there is a PREPOSITION combined with the dative case, on the fifth there is a NOUN in dative case. Again we pass it on to our neighbor. Then we voice the proposal that came out.
39. “Ringlein, Ringlein, du musst wandern!”
40 "Häschen in der Grube".
I wish you success and joy in your work! Use the proposed games for your and your children's pleasure! What else do you need for games? Besides the already mentioned preparation? Of course, counting rhymes! Appendix 8
Annex 1
Appendix 2
| Schnee... zimmer Haus...schreiber Der, das, der, der, die, die Schnee... zimmer Haus...schreiber Der, das, der, der, die, die Schnee... zimmer Haus...schreiber Der, das, der, der, die, die | Schnee... zimmer Haus...schreiber Der, das, der, der, die, die Schnee... zimmer Haus...schreiber Der, das, der, der, die, die Schnee... zimmer Haus...schreiber Der, das, der, der, die, die |
Appendix 3
Appendix 4
Appendix 5
Das Haus / die Maus
Der Affe / die Giraffe
Der Hase / die Nase
Die Rose/die Hose
Der Tisch / der Fisch...
Make sentences from rhyming words:
Das Haus / die Maus
Der Affe / die Giraffe
Der Hase / die Nase
Die Rose/die Hose
Der Tisch / der Fisch...
Make sentences from rhyming words:
Das Haus / die Maus
Der Affe / die Giraffe
Der Hase / die Nase
Die Rose/die Hose
Der Tisch / der Fisch...
Appendix 6
Guess the encrypted word:
|
|
______________________
_________________________
__________________________
Appendix 7
b 
ellen miauen
K iсkeriki schreien Tennis spielen
t anzen lachen
Appendix 8
Game counters
Eins, zwei, drei,
Bicke, backe, bei.
Rips, raps, raus,
Eins, zwei, drei,
Zucker auf den Brei,
Salz suf den Speck.
Game counters
1. Ene, mene, muh,
Eins, zwei, drei,
Bicke, backe, bei.
Rips, raps, raus,
Eins, zwei, drei,
Zucker auf den Brei,
Salz suf den Speck.
Game counters
Eins, zwei, drei,
Bicke, backe, bei.
Rips, raps, raus,
Eins, zwei, drei,
Zucker auf den Brei,
Salz suf den Speck.
All proposed games have shown their effectiveness in practice. They are distinguished by their versatility and adaptability, since in these games you can practice both lexical and grammatical material. It is these aspects of a foreign language that are problematic. The number of options depends on the creativity of the teacher.
1. Game "Spin the Bottle"
This game is indispensable for consolidating grammatical material, for example, the degree of comparison of adjectives.
There are a stack of cards on the table around which the students stand. Each one has an adjective in the positive degree. The presenter spins the bottle and asks:
- Wer ist bei uns am schönsten? (If the card said schön.)
Let's say the bottle pointed at Anna. All the students say to her in unison:
- Anja ist bei uns am schönsten.
Anna takes the card with the adjective, spins the bottle and asks a question, changing the adjective from another card.
You can also practice the question: -Wann wurde…gegründet?
You need to write on the cards the name of the city and the year it was founded.
You can practice the question in the same game - Was nimmst du mit? in the topic “Preparing for travel”. Here the accusative case (indefinite article) is trained: - Ich nehme ein/ eine/ einen ... items of clothing must be written on the cards.
2. Game "Cubes"
Goal: to consolidate the conjugation of verbs and their tense forms.
You need to make cubes from cardboard different sizes. Write pronouns on the sides of one cube, modal verbs on another cube, and verbs that need to be learned on the third. The student rolls the dice and makes a sentence from the dropped words. You can only use two dice. There are many variations of this game, it all depends on the creativity of the teacher.
3. Game "Chain"
This game is also varied in application. “Chain” is especially suitable for learning words and training attention and memory. For example, in the 7th grade in the topic “City” you can practice the question – Womit fährst du?
The first student, Andrey, says: -Ich fahre mit dem Bus. Und du Anja? Womit fährst du?
- Ich fahre mit dem Auto. Andrej fährt mit dem Bus. Und du...? etc.
The last one in the chain lists everyone who is driving what.
4. Game “The right place from me”
Students sit in a circle, one chair is empty. The player to the right of whom this chair stands says: -Mein rechter, rechter Platz ist leer. Ich rufe mir Anja her.
The one who is called sits on a chair and carries out the task of the presenter. There can be tasks of any direction: answering questions, expressing opinions, lexical and grammatical material.
5. Game "Memory"
This game trains not only lexical material, but also grammatical material.
Paired cards, on one - the meaning of the word, on the other - the corresponding picture, are laid out in rows on the table face down. The first player turns over a couple of cards and says the words. If the cards turn out to be unpaired, they are turned over again and the turn passes to another player. If the cards match, the player has the right to an additional move. The player with the most cards wins. He has the best memory.
Grammar version of the game:
Present tense - future tense on the lexical material of the topic “Auf dem Lande” 7th grade.
6. Domino game
The best option is for students to make dominoes out of cardboard themselves. The principle of the game is to match a picture with a word. You can match not only nouns with corresponding pictures, but also verb forms, for example, Infinitiv – Partizip II, Infinitiv – Präteritum.
7. Game "Trimino"
Players distribute cards among themselves on which adjectives are written in different degrees of comparison. The first player wants to collect three forms of the adjective schön and asks his neighbor:
- Hast du die Karte mit “schöner”?
- Ja.
- Gib mir bitte.
If the neighbor does not have the required card (you cannot cheat), then the turn passes to the other player. The one who collects more triple cards wins. In this game, not only degrees of comparison are trained, but also the imperative mood and adherence to etiquette norms. You can use phrases in addresses: - Schade, … Es tut mir leid, .. Danke. Bitte.
This game adapts to three verb forms.
Regional studies material is also well reinforced in this game, only the cards will depict sights, rivers, mountains, etc.
8. Game “I see what you don’t see” (“Ich sehe das, was du nicht siehst”)
This game requires a poster, a collage with many various items in a bright performance. The student guesses an object from the poster, others must guess. They ask questions regarding the shape, color, size, and ownership of this item. The player answers in monosyllables Ja/Nein.
Instead of a collage, you can use headbands with a picture of a specific item. Only now everyone can see the item, and the player with the headdress guesses.
9. Bingo game
When studying numbers, students are asked to draw a field of nine cells and write any numbers from 1 to 15 in them. You can take a different range. The teacher pronounces the numbers out of order. Students cross out the number they hear. Whoever crosses out all the numbers first says “Bingo” and the game ends. The student reads his numbers out loud to prove that he did everything correctly.
By analogy with number bingo, letter bingo is carried out.
10. Game “Fruit Salad” (“Obstsalat”)
Children sit in a circle. Each child is given the name of a fruit. The presenter stands in the center and shouts out 1 or 2 types of fruit. The named fruits should change places. The presenter is also trying to take a seat. Whoever has not found a place becomes the leader. If the word “Obstsalat” is heard, everyone must change places.
This game can be applied to various topics when learning vocabulary, such as "Verkehrsmittel", "Tiere", "Gemüse", "Geschirr".
11. Game “Water – Earth – Air” (“Wasser – Erde – Luft”)
Purpose: repetition of nouns, psychological relaxation.
The presenter throws the ball and names one of the habitats: Wasser, Erde, Luft.
The one who catches the ball must name the animal that lives there. If the leader says the word “Feuer”, everyone stands up and changes chairs.
12. Game “My Aunt Lo always does this” (“Meine Tante Lo macht es immer so”)
Everyone stands in a circle. The presenter says: “Meine Tante Lo macht immer so” and shows any movement. Everyone repeats. The next one says the same words and introduces a new movement, etc.
13. Game “Live ABC” (“Menschen-ABC”)
Goal: control of alphabet mastery.
It is necessary to prepare 26 letters on separate cards in duplicate. Students are divided into 2 teams. From each team, 1 student takes a card with a letter and takes a place in their team according to their place in the alphabet. If the number of players is small, you can adjust the number of letters in the game set.
14. Game "Star"
A star with six rays is cut out of cardboard, drawn into triangles, and paired sentences are written on the edges of the triangles: one in the present tense, the other in the past colloquial tense.
The star must be cut into triangles. Students collect a star by matching sentences.
15. Game “Proposal Machine”
A wonderful game for visual and kinesthetic learners. A similar machine can be made for such grammatical material as conjugation and declension.
Students look for words on a letter field. The game adapts to lexical and grammatical material.
Assignment: find the names of the products, circle them with a pencil, write them down in a notebook.
| M | O | H | R | R | Ü | B | E | Z | Q |
| O | B | K | Ä | S | E | U | I | W | K |
| N | R | T | E | E | Q | T | S | I | U |
| T | O | M | A | T | E | T | U | E | C |
| A | T | P | I L | Z | E | P | B | H | |
| G | U | R | K | E | X | R | P | E | E |
| K | A | R | T | O | F | F | E | L | N |
| O | U | Z | U | C | K | E | R | R | L |
| H | M | I | L | C | H | M | O | K | Z |
| L | S | A | L | A | T | U | E | I | L |
17. Warm-up
Mit den Handen klapp, klapp, klapp,
Mit den Fussen trapp, trapp, trapp,
Einmal hin, einmal her,
Mit dem Kopfchen nick, nick, nick,
Mit dem finger tick, tick, tick,
Einmal hin, einmal her,
Rundherum, das ist nicht schwer.
Everyone sits in a circle. The teacher speaks each line clearly, rhythmically, accompanied by appropriate movement. Children repeat.
Each time new words are introduced into the game.
Wir gehen auf Bärenjagd.
Wer kommt mit?
Wir haben keine Angst!
Denn wir sind bärenstark!
Seht, da ist ein Fluss! (ein Moor, ein Dschungel, ein Berg, ...)
Ich kann nicht oben drüber,
Ich kann nicht unten durch,
Ich kann nicht außen rum,
Ich muss mitten durch!
Schluss:
Uh... was it denn das?
Das ist ja ganz warm.
Das ist ja ganz weich.
Das hat ja zwei gelbe Augen!
Hilfe!
Das ist ja ein Bär!
Ahhh!
Children sit at the table, say a phrase and perform the following movements:
“Es tröpfelt” - tapping on the table with two fingers;
“Es regnet” - with all fingers;
“Es ist windig” - shake hands;
“Es blitzt” - flashes of lightning are shown in the air;
“Es donnert” - they bang their fists on the table top;
“Es schneit” - show the fall of snowflakes;
“Alle laufen schnell nach Hause” - hide your hands behind your back;
“Und morgen scheint die Sonne wieder” - they describe a large circle in the air with their hands.
20. Game “The weather is good! What am I doing?" (“Das Wetter ist schon. Was mache ich?”)
Everyone follows each other in a circle. The teacher begins the game: “Das Wetter ist schon. Was mache ich? Ich schwimme.” and performs the movements of a swimmer. Everyone repeats the movements. “Und du, Olja?” Olya says “Ich spiele Tennis” and shows the corresponding movement, everyone repeats. “Und du, Oleg?” Possible phrases:
Ich laufe Schi.
Ich laufe Schlittschuh.
Ich spiele Fußball.
Ich gehe spazieren.
Ich laufe.
Ich springe.
Viel Spass!
List of used literature
1. Spier, Anna. Mit Spielen Deutsch lernen / Anna Spier. - Cornelsen Verlag Scriptor, 1992. – 94 S.
2. Kauka, Rolf u. a. Wörter – und Buchstabenspiele / Rolf Kauka, Erich Pabel, Arthur Moewig. - KG, Rastatt, 1993. – 124S.
3. Bohn, Reiner. Probleme der Wortschatzarbeit/Reiner Bohn. – München: Goethe-Institut, 2000. – 192 S.
4. Dahlhaus, Barbara. Fertigkeit Hören / Barbara Dahlhaus. – München: Goethe-Institut, 1994. – 192 S.
5. Funk, Hermann. Grammatik lehren und lernen / Hermann Funk, Michael Koenig. – München: Goethe-Institut, 1991 – 160 S.
Lexical games
1) Game of cities
Target: activation of students' vocabulary.
Material: paper, pen.
Progress of the game: Students are asked to draw a table in their notebooks. Then any letter is called. Students must complete the table by remembering words that begin with that letter.
Tätigkeitswort
Dingworth
Stadt
Kleidung
Tier
singen
…..
Suppe
….
Slawgorod
Sandalen
Sau
1). Chain
Students sit in a circle. The teacher or presenter begins: “Ich packe meinen Koffer und lege einen Fotoapparat hinein.” You can use any other similar formulations: Mein Pullover ist grau. Each player adds another item to the item already named. thing or subject. For example : “Ich packe meinen Koffer und lege einen Fotoapparat, einen Apfel hinein“ (Dein Pullover ist grau und meine Hose ist schwarz)
3) Text from pictures
Target: development of monologue speech skills.
Progress: The work is carried out in micro groups. Students receive a set of paper figures (see below). It is necessary to arrange the figures in a certain sequence, so that a short story is created.
For example:
Susanne und Klaus wohnen in einem Haus in der Nähe eines Waldes. Am Morgen fahren sie mit dem Bus zur Schule.
5) This is Moinos...
Target: repetition of the names of body parts, development of attentiveness.
Progress: Everyone stands in a circle. The presenter points to a part of the body, but at the same time names another. For example: “Das ist meine Nase”, but points to the knee. Players must listen carefully and point correctly to the named part of the body.
6) Yes and no
Target: training in naming actions.
Progress: Students should take turns naming what they would like to do. For example: Ich spiele Fussball gern. Everyone else extends their hand forward and, if the statement also applies to them, they turn their thumb up. If they do it reluctantly, the thumb points down.
7) Mensch zu Mensch
Target: repeating the names of body parts, developing mindfulness
Progress: Everyone stands in a circle of two. The presenter begins : “Mensch zu Mensch wie Ohr zu Ohr.” Pairs should follow the leader's instructions and become ear to ear. The presenter continues further : “Mensch zu Mensch wie Fuß zu Fuß.” And further, naming the various parts of the body.
8) Hexenpuzzle
Target: formation of lexical skills.
The teacher prepares this one in advance geometric figure consisting of triangles or polygons. Paired words are written on parallel edges: antonyms (kalt - hei ß, sch ö n - h äß lich, lustig - traurig), synonyms (laufen - rennen, sch ö n - nett), basic forms of verbs (lernen - gelernt, sprechen - gesprochen), the word and its translation (die Blume - flower, lachen - laugh), etc. The figure is then cut into individual triangles (polygons). Students must again create a large figure, matching each face with their own pair.
Grammar games
1) Game with a cube
Target: strengthening the conjugation of verbs and their tense forms.
Material: prepare a cube with a personal pronoun indicated on each of the six sides; cards with verbs in the infinitive.
Progress of the game: Children take turns throwing the dice where one of the pronouns appears. Then they take a card with a verb and change the verb form in accordance with the dropped pronoun.
You can complicate the game and prepare a second cube with tense forms of the verb. The player needs to change the verb not only by person, but also take into account the verb tense.
12) What do you see?
Students are presented with a picture. Using the prepositions “places” they should ask each other the question “Was siehst du unter, über, … links, … rechts?”
Movable language games
1) Game for attention “Alles, was Flügel hat, fliegt”
Target:
Students place their hands on the table. teacher says “Vögel fliegen, Flugzeuge fliegen, Tauben fliegen, Häuser fliegen.” At the same time, he raises his arms, simulating flight. The students do the same, but only if the named objects can fly. The game should be played at a fast pace.
2) Best of all
Target: use of constructions with modal verbs.
Progress: A presenter is selected who sits in the center. The rest are given cards with various action verbs (so that they can be shown in pantomime).
Ved : Ich muss hier sitzen die ganze Zeit,
bis jemand kommt und mich befreit.
All :Wer kann dir helfen, guter Mann?
Ved : We am besten ( lachen, singen, klatschen, usw.) kann!
3) Greeting
Target: emotional mood.
Students stand facing each other.
Ich gebe dir meine schöne (linke, rechte) Hand ( extend their hand)
Und einen dicken Kuss dazu (round the lips)
Ich mag dich (put hand on heart) wie ein Elefant (show big elephant ears)
So gross! (reach up) Und immerzu! (we hug each other)
4) Live story
Target: listening speech perception.
The teacher prepares a short story and a series of illustrations for it. Students receive illustrations. Then the teacher reads the story, the students listen carefully. When the teacher mentions the item in their illustration, they must stand at the board. At the end of reading, you should get a “living” story in pictures.
5) "Locomotive"
As the train passes, it attaches the trailers, and the train trailer is attached to the student provided that he has completed the task correctly: he named the object and answered the question.
6) Was haben wir gemacht?
Goal: automation of the use of verbs in oral speech.
Students are given cards with different verbs. Students receive 1 minute of time and the task of asking other participants what they are doing (Was machst du?). After time has passed, the teacher asks all participants in the game: Was macht...?
7) Wettermassage
Children first point at the desk with their fingers:
Es nieselt, es hagelt, Schauer, Sturm, Sonnenschein
Then the person who wants to is called, the children show the precipitation on his back with their fingers, he tries to guess.
8) Wir spielen, wir spielen
Students sing by bending their finger(s), pen, fist, and nodding their heads.
Wir spielen, wir spielen
Und fangen lustig an
Und wenn der kleine Finger (der mittlere, der Daumen, der Zeigefinger, der Ringfinger) nicht mehr kann
Dann kommt der... (alle Finger, das ganze Händchen, das Fäustchen, das Füßchen, das Köpfchen) dran...
…And the verse is repeated again.
9) Wasser – Erde – Luft
Target: repetition of nouns, psychological relaxation.
The presenter throws the ball and names one of the habitats: Wasser, Erd e, Luft.
The one who catches the ball must name the animal that lives there. If the leader says the word “Feuer”, everyone stands up and changes chairs.
1. Games for the development of sound and letter analysis of words, motor functions of the hand, spatial orientation
Game 1
Purpose of the game: development sound analysis words, letter gnosis, attention.
Progress of the game: the teacher says (writes) a short word in German, then there is a short pause. At this time, students must count how many sounds (letters) there are in a word and report the answer by clapping.
Game 2
Purpose of the game: development of skills in sound analysis and synthesis of words, letter gnosis, spatial orientation.
Progress of the game: The teacher presents a series of letters and asks the students to arrange them in alphabetical order, then they will get a familiar (new) word. Then you can invite students to write it in their notebooks, count how many letters and how many sounds there are in the word.
For example: o, t, r, d – dort (4 letters, 4 sounds).
Game 3
Purpose of the game: development letter analysis words, spatial orientation, attention.
Progress of the game: The teacher presents a set of letters and a picture depicting some object. Students must choose the letters needed to form a word for the object in the picture and write it down. What part of speech is this? For example: i H d u s a m – Haus (noun).
Game 4
Purpose of the game: development of sound analysis of words, development of attention.
Progress of the game: The teacher presents a picture depicting many objects. Students should look at the picture and count how many object names begin with a particular sound. What sounds do the names of the remaining objects begin with?
Game 5
Purpose of the game: phoneme/grapheme differentiation.
Progress of the game: Students must find the sound in the bottom row that matches the letter in the top row and connect them with a line.
Game 6
Purpose of the game: development of letter gnosis.
Progress of the game: The teacher asks the students to correctly connect the capital letters and the corresponding small letters with straight lines.
Game 7
Purpose of the game: morphemic analysis of words, development of imagination.
Progress of the game: The teacher asks you to correctly connect the syllables of words, based on the presented pictures.
Game 8
Purpose of the game:
Progress of the game: The teacher presents a series of words. Students must choose those that have combinations of letters that are pronounced as one sound. For example: die Schule, sieben...
Game 9
Purpose of the game: development of sound-letter analysis of words.
Progress of the game: Students must choose a letter combination to form complete words. How is this combination of letters read?
Ule
? ultasche
? littschuh
Game 10
Purpose of the game: development of spatial orientation and memory.
Progress of the game: the teacher puts letters cut out of thick cardboard into a box (Santa Claus bag) German alphabet, and students must name which letter they pulled out of the bag.
Game 11
Purpose of the game: development of phonemic hearing, ability to concentrate.
Progress of the game: The presenter whispers a word in German into the ear of the person sitting on the edge. The next player whispers this word to his neighbor, etc. The game is played for two teams. The team that passes the named word to the last player faster and without errors wins.
Game 12
Purpose of the game: development of sound-letter analysis of words, fine motor skills, imagination.
Progress of the game: The teacher offers to “encrypt” a word in the form of a picture of the letters that make up the word.
Game 13
Purpose of the game:
Progress of the game: The teacher draws an element of the letter and invites the children to complete it until they get a letter, specifying: “What letter is this?”
Game 14
Purpose of the game: development of letter gnosis, grapho-motor skills.
Progress of the game: The teacher draws dots that serve as a visual reference for the children. By circling them, they get a letter to name. Using dots, the teacher can “program” a small drawing. In this case, the children should name the completed image with one of the words they have learned. In this way, you can “introduce” new lexical units.
2. Games to develop memory and attention.
Game 1
Purpose of the game: development of volitional (voluntary) attention, rhythm perception, motor memory.
Progress of the game: music sounds, children march and follow the teacher’s commands: Hande hoch! Hande nieder! etc. The teacher stops the commands, the children must perform the movements in the same order to the same beats of music.
Game 2
Purpose of the game: development of voluntary attention, repetition of the alphabet.
Progress of the game: Each child is assigned a specific letter of the German alphabet. Then the teacher (or presenter) names a letter and the child to whom this letter is assigned makes one clap and repeats the name of the letter.
Game 3. “Typewriter”
Purpose of the game: development of voluntary attention, consolidation of reading skills.
Progress of the game: the child is assigned a sound. The teacher (leader) pronounces a German word and writes it on the board. Then each student, when the teacher claps, pronounces the sound in the order in which they appear in the written word. When the word is “printed,” everyone claps their hands.
Game 4
Purpose of the game: development of attention associated with the coordination of auditory and motor analyzers.
Progress of the game: children sit at desks or stand. On command, children fulfill the teacher's requirements. For example: Malt eine Katze! Schreibt einen O! Tanzt!AndT. d.
Game 5
Purpose of the game: development of attention, imagination, motor skills.
Progress of the game: the teacher “writes” in the air simple words. Students “read” and write them down in their notebooks. The one who completed the task better than others wins.
Game 6
Purpose of the game: development of memory and attention.
Progress of the game: two students go to the board on which numbers are written in disarray. The teacher calls a certain number, the students must quickly point with a pointer and repeat the number. The one who doesn't make a single mistake wins.
Note: the same game can be played using letter combinations or individual letters.
Game 7
Purpose of the game:
Progress of the game: the student is offered a table in which numbers from 1 to 20 are arranged in random order. The student must find the numbers in order, showing them with a pointer and calling them out loud. The student needs to complete the task as quickly as possible.
Note: to give the game a competitive spirit, two students can work on two identical tables.
Game 8
Purpose of the game: development of attention, repetition of vocabulary.
Progress of the game: objects are laid out on the table, the names of which the students know in German (newspaper, magazine, book, pen, etc.). The student who comes to the table examines the objects for one to two minutes, then turns away. The teacher removes one of the objects and asks the student a question: Was fehlt hier? The student must name the missing item in German.
Game 9
Purpose of the game: development of memory, attention, counting skills, vocabulary repetition.
Progress of the game: the teacher asks a question like: Wieviel Stuhle sind im Raum 22? The student who gives the correct answer the fastest receives one point. Then the following question is asked, for example: Wieviel Klassen sind in der Schule? etc. The student with the most points wins.
Game 10
Purpose of the game: development of attention, muscle motor skills, repetition of vocabulary.
Progress of the game: The leader must make a request to the student. For example: “Setz dich, bitte!”, “Steh auf, bitte!”, etc. The student must comment on the actions being performed, for example: “Ich stehe auf”, “Ich setze mich”.
Game 11
Purpose of the game: development of attention and memory.
Progress of the game: The teacher shows the children an object for a short time, then, putting it away, asks someone to describe it in German from memory, naming its color and size.
Game 12
Purpose of the game: development of attention, memory, motor skills.
Progress of the game: Students are given cards with numbers and signs +, -, =. The teacher in German gives the task to solve the example (3+8= ...). Students who have these cards and the answer card must line up in one line. Note: the same game can be played with cards that have words written on them instead of numbers. Students line up to form a sentence.
Game 13
Purpose of the game: development of memory and attention.
Progress of the game: A number of objects of different colors are laid out on the table. The student who has volunteered to participate in the game looks at these objects for one to two minutes, then turns away. All items are removed. The teacher asks questions like: Wie ist (war) das Buch? The student must name the color of the object.
Game 14
Purpose of the game: development of memory and attention.
Progress of the game: The teacher calls a German word, the students must come up with a word starting with the last letter of the given word. For example: Stadt > Theater > Russisch > Heft, etc.
Note: the words must be known, you can use a dictionary.
Game 15
Purpose of the game: development of memory, attention, ability to concentrate.
Progress of the game: The teacher slowly reads several sentences related to each other in meaning, composed on familiar material, eight to ten times. After reading the last sentence, he immediately begins the first, then the second, etc. Do not dictate under any circumstances, you just need to read without interruption or pause. While the teacher is reading the sentences, students must write them down in their notebooks. The winner is the one who writes down all the sentences the fastest and without errors.
Game 16
Purpose of the game: development of memory, attention, removal of complexes, development of coordination of movements.
Progress of the game: the student shows some movement in front of the class (imitates dancing, writing a letter, walking, etc.), the students must name the verb in German that denotes this movement.
Game 17
Purpose of the game: development of memory, attention, removal of complexes, development of coordination of movements.
Progress of the game: The teacher lays out several objects throughout the class, the names of which the students know in German. The student who has volunteered to participate in the game carefully monitors the arrangement of objects. Then he is blindfolded and begins to collect objects in the order suggested to him by the teacher, for example:
„Ich nehme das Buch“. The student takes this object, naming it in German.
Game 18
Purpose of the game: development of attention, sense of rhythm.
Equipment: tape recording.
Progress of the game: Students read aloud a text from a textbook or other manual together with the speaker. In the middle of the text, the teacher turns down the volume and then completely turns off the sound. At this time, students continue to read aloud at the pace set by the speaker. Then the teacher turns the sound back on. It is important that students “get” into the soundtrack. The one who can do this wins.
Note: the text should be familiar to students. Instead of text from a textbook, you can use a song or poem in German that is familiar to children.
Game 19
Purpose of the game: development of attention, memory, coordination of movements, removal of complexes.
Progress of the game: Several students perform a skit in front of the class. The rest of the students, with the help of the teacher, describe in writing (or orally) what they saw.
Note: preparing skits is given to students as homework.
Sentences are compiled by the teacher. (for example: Der Schuler geht in die Schule., etc.).
Game 20
Purpose of the game: development of attention, memory, reaction speed, time concepts.
Progress of the game: students receive cards with the names of the days of the week (seasons, months in German). When the teacher claps, the students line up in order of the days of the week one after another.
Game 21
Purpose of the game: development of voluntary attention, self-control, reaction speed, motor skills.
Progress of the game: children follow the teacher’s commands: “Steht auf!”, “Setzt euch!” and so on. One of the movements (commands) is forbidden. Children must repeat all movements (follow commands), except for the forbidden ones.
Game 22
Purpose of the game: development of attention and counting skills.
Progress of the game: The teacher asks the children to add up the numbers that make up the “bird”. Who will do it faster?
Game 23
Purpose of the game: development of attention, repetition of vocabulary.
Progress of the game: The teacher invites the children to find one known word in each line, discarding (crossing out) unnecessary letters.
For example: AsderTwHausFrtusG
SchuleikPOtferdhslkl
Game 24
Purpose of the game: development of attention, memory, repetition of the alphabet and counting skills.
Progress of the game: The presenter calls numbers from 1 to 26. Students recite the alphabet to themselves and write/pronounce the letter that corresponds to a given number in the alphabet.
You can also encrypt German words, and students compose them. For example: 19, 20, 1, 4, 20 correspond to the word Stadt.
Game 25
Purpose of the game: development of memory, attention, vocabulary repetition.
Progress of the game: Several sentences are written on the board.
Students repeat these sentences out loud after the teacher. After each repetition, one word is erased, and so on until the board remains empty. The student(s) must repeat the sentences.
3. Games to develop thinking.
Game 1
Purpose of the game: development of thinking.
Progress of the game: The teacher conceives of a subject and asks the children to guess what he has in mind by asking five questions each, for example: Ist das eine Katze? etc.
Game 2
Purpose of the game: development of the ability to classify and compare.
Progress of the game: from several cards on which individual letters, syllables, words, punctuation marks are written, you need to put together a complete sentence and name it.
Game 3
Purpose of the game: development of thinking.
Progress of the game: The teacher presents several pictures. The student must establish the sequence of events depicted on them, arrange them in a logical order and make a sentence for each picture, try to compose a story.
Game 4. “Return the number to its place”
Purpose of the game: development of thinking and logic.
Progress of the game: demonstrated number series, in which any number is missing, for example: 1 3 4 5 6 7 8. The teacher asks: Was fehlt hier? Students must name the missing number.
Game 5
Purpose of the game: development of thinking.
Progress of the game: The student is given the task of counting orally, how much is 30 – 3? Having received the answer (27), the teacher asks to continue the “path” (27-3=24, 24-3=21, etc. until zero), saying the examples out loud.
Game 6
Purpose of the game: development of thinking.
Progress of the game: Each student brings a toy to class. One driver is selected from the group. For three to five minutes he goes out the door. In his absence, the teacher and the children come up with a story about one of the toys from three to five sentences. All toys are placed on the table. The driver enters the class and, based on the description of the children, must find and name the chosen toy.
Game 7
Purpose of the game: development of the ability to classify.
Progress of the game: Several words (sentences) are written on the board; you need to name the extra ones. For example: die Stadt, das Buch, laufen, das Kino. The word laufen will be superfluous, since it is the only verb in a series of nouns. The principle of combining words in one row can be different.
Game 8
Purpose of the game: development of thinking, activation of vocabulary.
Progress of the game: given a number of characteristics (gross, braun, klein, etc.), you need to select a word (or several words) that has these characteristics.
Note: this game can also be played in the reverse order (from object to attribute).
Game 9
Purpose of the game: development of thinking, imagination, motor skills.
Progress of the game: The teacher reads several times a short, coherent text based on familiar material. Students listen and make small drawings. Then the text is reproduced from the drawings. The one who does it best wins.
Game 10
Purpose of the game: development of thinking, comparison skills, spelling skills.
Progress of the game: teacher: “I wrote a sentence on the board and accidentally erased almost everything. Restore this sentence and translate it. Who will do it first?
Game 11. “Who can make up the word faster?”
Purpose of the game: development of thinking, coordination of movements, repetition of vocabulary.
Progress of the game: the teacher writes words in 2 columns on the board; words lack beginning/middle/end. 2 teams play. The team that completes the words faster wins.
Game 12
Purpose of the game: development of thinking, imagination, memory, graphomotor skills.
Progress of the game: The teacher draws a figure (or an element of a figure), the students complete the image, remembering the vocabulary they have learned, and give it a name. The teacher must avoid ambiguity in the selection of figures (elements); Teaching assistance is also possible, for example: “Remember what nouns we studied yesterday and complete the picture!”