Philological games and tasks in linguistics lessons in high school. Didactic games in the Russian language in elementary school Language games in the Russian language
Lyudmila Borisenko
Linguistic games as a means of developing communication in preschoolers
Municipal budgetary preschool educational institution of compensatory type d./s. No. 22 “Why”
"Linguistic games as a means of developing communication in preschoolers"
Educator:
Borisenko Lyudmila Viktorovna
Sayanogorsk 2012
The game accepts everyone
Words words words
Everything has a name -
Both the beast and the object,
Things around are full - full
And there are no nameless ones!
And all that the eye can see
Above us and below us
And everything that is in our memory
Signified by words.
They are heard here and there,
On the street and at home:
One thing has long been familiar to us,
The other is unknown...
Language is both old and eternally new!
And it's so beautiful -
In a huge sea - a sea of words -
Swim every hour!
A. Shibaev
Games for 2ml. gr.
"Different words."
This game, in all its diversity and variability, allows the child to see the “similarity” of a wide variety of objects, objects, and phenomena to each other, promotes the development of observation and the ability to cognize the multifaceted essence of the surrounding reality.
For example:
“dog” - big, shaggy, kind, cheerful, hunting, old, etc.
And vice versa, a noun is selected for the original adjective word.
For example:
“green” - tomato, grass, spruce, house, etc.
Poetic works can serve as an emotionally attractive basis and incentive to participate in the game.
What words are there?
There is a sweet word - candy. There is a word stubborn - goal.
There is a quick word - rocket. There is a green word - spruce.
There is a sour word - lemon. There is a book word - page.
There is a word with a window - carriage. There is a forest word - tit.
There is a prickly word - hedgehog. There is a fluffy word - snow.
There is a word for wet - rain. There is a cheerful word - laughter.
M. Plyatskovsky
"Recognition".
The goal of the game is to recognize a subject or object by a group of adjectives, epithets or a group of action words. The words offered as initial support should be related to the child’s sensory and practical experience. For example, “green, curly, slender, white-trunked” - birch; “sparkles, warms the earth, disperses darkness” - the sun.
Games with words need to be gradually made more difficult, not only increasing the child’s vocabulary, but also training his ability to easily find the right word. In order for a child to “scoop out” the necessary word from memory without much difficulty, it is necessary to diversify the game options (“What happens?”, “What does it do?”). In the future, the main rule of such games becomes the absence of repetitions.
Games for Wed. gr.
"Chain of words."
This game is used with middle age children preschool age and is carried out mainly in the verbal version, since it can be quite difficult to predict children’s answers and quickly select corresponding pictures for them. The essence of the game is to select words - nouns and adjectives, which in their combination characterize any object with similar qualitative characteristics (cold - wind, ice cream, water; wet - clothes, hair, paper, asphalt; cannot swim - brick, earth, screw and so on.). That is, children make up a kind of “train” of words, where the word-cars are connected to each other.
For example, the original word is “cat”.
What kind of cat is there?
Fluffy, affectionate, colorful...
What else comes in different colors?
Rainbow, dress, TV...
What else could a dress be?
Silk, new, straight...
What else could be direct?
Line, road, look...etc.
"Who's doing what".
This game enriches children's vocabulary with words-actions (verbs) and allows not only to activate monologue speech, but also the expressiveness of non-verbal (non-speech) means of influencing listeners. Within this option, there are several ways to organize the game action.
a) To play, you need a set of object pictures (picture, hammer, umbrella, watch, cat, dog, ball of thread, newspaper, etc.). Children are shown pictures (one at a time) and asked questions: “What can you do with this? What is it for?" You can do the following: ask questions reflecting the specific use of the object, and the children point to one or another picture.
For example: “What can you hang on the wall? Where can you hide from the rain? Who guards the house? What can you read? How to hammer nails? How to find out what time it is? Who catches mice?
b) With older preschoolers, the game can be played without a visual basis. The presenter names an object, a phenomenon, an object, and the players take turns calling the action performed by this object and a noun word for the next player.
For example, the presenter says: “Car.” The child answers: “He’s going.” Artist". Next player: “Draws. Hand”, etc. Later, several verbs are invented for one noun word.
For example, “wind” howls, raises dust, tears off leaves, inflates a sail, refreshes, disperses clouds, etc.
c) The game can be complicated through the use of non-verbal means of expression: gestures, facial expressions, pantomimes. The children's task is to name the activity based on one or more actions.
For example, an adult raises both hands - this action can mean lifting an object, hanging laundry on a line, etc.
"It flies - it doesn't fly."
This game helps to enrich children's vocabulary, develops observation, attention, and develops the ability to verbally formulate comparison results.
It is easy to organize and accessible to children of any age. It is based on elementary forms of comparison (based on one criterion, comparisons, using which you can come up with a wide variety of options: for example, “swims - does not swim”, “draws - does not draw”, “grows - does not grow”, etc. .
What is the difference
What is the difference between sprat and river,
What is the difference between a stable and a sheep?
What is the difference between a cook and a dinner -
It's so interesting and necessary to ask.
Meticulous old man
The old man was meticulous, but pleasant to the taste.
He came up and asked: - Or rather?
What are potatoes? - More precisely,
Small orange. tanned watermelon,
Or more precisely? buried in the ground
More precisely, because it’s hot.
hippopotamus without a tail, - Or rather?
without ears and without neck, - More precisely,
without teeth and without a mouth, it's time for me to have lunch.
very very lazy
G. Kruzhkov.
Games for Art. gr.
"Drawings in a circle."
This game requires the participation of at least 3-5 children. Each child receives a blank sheet of paper and a simple pencil. At a signal from an adult, children begin to draw. After 1-2 minutes, a conditioned signal is given, and each child passes his sheet to the child sitting to his right. Having received the started drawing from a neighbor, the child continues it for 1-2 minutes and again passes it on at a signal. And so on several times (depending on the number of participants in the game, until the sheet on which he first began to draw is returned to him. You can talk with the children about what their original plan was, and how it changed along the way games. Not only drawings, but also collages can be made in a “circular” way, which, in turn, serve as an excellent support for inventing fables, fantastic stories and other products of children's literary creativity.
"I want to draw."
Each of the participants in the game takes turns communicating the idea of the picture that he would like to draw, and the adult tries to combine everything said into a single plot. For example, one child says that he would like to draw an aquarium, another - a bear, a third - a rocket, etc. The adult generalizes: “We draw an aquarium in which bears live, rockets fly and ....” As they draw, children can make additions to their drawing, detailing objects (a bear wearing a diving mask and fins, etc.). Usually such drawing is accompanied by children's laughter and the writing of funny stories.
"Funny pictures".
To organize the game, you need a set of pictures, illustrations or postcards (at least 20 pieces) of both subject and plot content. The essence of the game is as follows: pictures are laid out one after another (one at a time) in a completely meaningless order, but at the same time they try to connect the content (image) of each subsequent one with the previous one in such a way as to create a story, a fairy tale or a story. After the literary work is completed, the pictures are collected and mixed thoroughly. The children’s task is to consistently and as accurately as possible reconstruct the entire work invented from the pictures.
You can also use the so-called “express” table as a support for composing stories. It is compiled as follows: a sheet of paper is drawn into 20 squares. Children name any words in turn, and the adult records each word in a separate square using the appropriate picture. When the table is completely filled out, you can begin to compose stories in which each subsequent picture acts as a starting point, but a connecting link in inventing subsequent plot events. In the future, children can independently compose such supports and exchange them with each other, composing stories based on the tables of their playing partners and peers.
"Color Stories".
This game also has the goal of developing children's literary creativity. Unlike previous game As an initial visual material, children are offered a strip of paper consisting of 8-10 squares of different colors, arranged in two rows, on the basis of which a story or fairy tale is actually invented. The game proceeds as follows: children are presented with a colored strip, point to the uppermost square and ask: “What does it look like? What color is this? Based on the child's answer, the adult comes up with the first sentence, and all the rest are composed by the children based on the associations of each subsequent colored square with the realities of the world around them.
For example, children are presented with a strip consisting of: 1 (top) row - green, blue, yellow, white squares; 2 (bottom) row – brown, red, orange, purple squares. The work might look like this: “The green forest rustled its leaves welcomingly. The blue sky above the forest was clean and transparent, and the dazzlingly bright yellow sun warmed everyone who came under its rays with its warmth. A forest bird is perched on a white birch branch. Having cleaned her brown wings, she sang cheerfully, welcoming the new day. The forest inhabitants greeted her singing with approval: the strawberries turned their red heads towards the sun; the orange little fox sisters chattered together, telling each other their dreams; the beetle spread its purple wings and flew off on business. The forest was filled with sounds, and a new day began.” To complicate the game, it makes sense to invite the child to rely on the association of color with mood and situation in the process of creating a literary work.
Games for preparation gr.
"Guess the mood."
First, children are introduced to various emotional states and analyzed means of expression that allow others to correctly understand them. Then various situations are proposed for which it is necessary to select the most appropriate mood, state, feeling. For example, the situation “lost in the forest” - what mood, feeling arises immediately (sadness, fear, fright); what quality of a person is most useful in a given situation (decisiveness, resourcefulness, courage, etc.).
In this game you can use any means of expression (facial expressions, gestures, pantomimes). For example, invite the children to display a certain gesture (“Stay still!”, “I’m afraid”, “You can’t do this”, “Come with me”, “Hello!”, “See you soon”, “Who did this?”, “Let’s make peace”, “I’m afraid”, etc.) and choose a picture (or express it facially, corresponding to the partner’s emotional reaction to this gesture. Or show with parts of the body (shoulders, body, arms, head, nose, ears, eyes) certain states: “I’m proud”, “I’m the strongest”, “No”, “I don’t like this”, “I really love these candies”, “I see a rainbow in the sky”, “I’m hiding”, “Where are you?” "etc.
The range of human feelings is very wide and children can master it with the help of the magic word “as if,” which has a special magical appeal for them. It is in the proposed circumstances that, as K. S. Stanislavsky believed, lies a powerful creative impulse. Offer the children the following tasks:
a) pass a book to each other as if it were a bomb, a brick, a crystal vase, a flower;
b) take a thread from the table as if it were a snake, beaded beads, a hot baked potato, a fidgety grasshopper;
c) walk along the chalk line as if it were a rope, a wide road, a narrow path or a narrow bridge over a river;
d) walk along a “seemingly” crowded street, like a soldier, like a very old man whose shoes are too tight, like a ballerina, like a fashion model, like a “nerd,” like a person who carries a heavy burden.
Empathic ability is important not only in communication between people, it plays a special role in literary creativity, is a kind of exponent of the author’s style, and serves as an indicator of the originality of the work.
“Yes-no.”
The author of this game, Lucio Lombardo Rodice, called it “The Guessing Game.” He wrote about it like this: “This is one of the most fruitful and useful games from the point of view of intelligence and the accumulation of cultural baggage.” Indeed, this game is more than just a way of guessing. This is the main method of human intellectual activity, the ability to classify and combine experience data into a concept. During the game, children master the ability to ask questions, hone their wording, and enrich their speech practice. The atmosphere of the game is always filled with mystery and humor. The rules of the game are quite simple: one of the players conceives something or someone, and the other participants in the game, using questions to which they can answer either “Yes” or “No,” try to determine what they have planned. You can illustrate with the help of a poem that adults read by role:
I made a wish for an object.
Is this a watering can?
Not a watering can?
It's a cat?
Is this a midge?
Maybe a button?
So there's a traffic jam!
I can't find the answer.
After reading, you can ask the children: “Guys, why do you think they couldn’t guess the object? How should you ask questions so that, without guessing and without going through different names, you can guess what is being asked?” - and analyze with them examples of the correct formulation of questions. For example, the word “grandmother” is guessed.
Question answer:
Is the item alive? - Yes.
This animal? - No.
Is this a plant? - No.
Is this a person? - Yes.
Man? - No.
Lives in our city? - Yes.
Lives with you? - Yes.
It's your sister? - No.
Mother? - No.
Grandmother? - Yes.
The content becomes more complex - the objects being guessed, the situations may be endowed with contradictory characteristics; “Yes-no” is invented by the children themselves.
"Explainers."
This game has several varieties, the course of which is always accompanied by a special emotional state of children - the child “gets used to” the role of an adult and explains, clarifies, shares his knowledge, and therefore is full of confidence and self-esteem. But he doesn’t speak “the way it should be,” not according to a scheme, but as he himself understands it. Explaining the essence of the objective world to others is very interesting to a child. A child will explain the meaning of a particular word, concept, purpose (function) of an object with pleasure and more confidence only when there is an immediate need for this, which is not difficult to create by including real or game character, interested in a detailed explanation. An adult may well “temporarily” become an alien or Dunno, who wants to know and be able to do everything, or a forest, fairy-tale resident, to whom many things in the city are a wonder, because he sees it for the first time in his life.
This is how children explain the meaning of some words:
A museum is a place where people go to see paintings, a new exhibition, learn about many things and have fun.
A cloud is fluffy, soft air, like a pillow, which often changes its shape. This is a part of the sky that is difficult to see at night if there are no stars and moon, but you can guess that it is at the top.
In the future, children are involved in the interpretation of various actions and their results. This practice not only expands the child’s speech range, but also allows him to comprehend the behavior of others and his own, enriches the experience social interaction, contributes to the formation of realistic self-esteem. First, literary works are used as analytical material (M. Gorky “Sparrow”, V. Oseeva “Blue Leaves”, “The Magic Word”, etc., and then move on to explaining the qualities, emotional states of a person, his actions that children encounter directly in real life.
We wish you success!
And then the game ended...
We have to close the book.
But we hope that with her
You have become a little smarter -
You learned a lot of funny words
And a lot of stuff.
And if you remember them -
Your day is not wasted!
Manage to save this valuable treasure!
We don't say goodbye, see you again!
B. Zakhoder.
Literature.
1. Belobrykina O. A. Speech and communication. A popular guide for parents and teachers. - Yaroslavl: “Academy of Development”. 1998
A valuable method of stimulating interest in learning is the method of using various games and game forms of organization cognitive activity in classes with students and schoolchildren.
The most budget game form is a language game, part of which are verbal (not acting) and verbal role-playing games.
It is also advisable to highlight linguistic educational games.
What is the difference?
Word game is a game with words. The game takes place exclusively through verbal interaction between the players. Verbal play is aimed not only at developing linguistic flair, but also at developing attention and memory.
Verbal role-playing games-- variety role playing games with a complete absence of a material component: the game takes place exclusively through verbal interaction between the players, describing the actions of their characters, and the master, describing the realities of the surrounding world and the reactions of the master characters.
Linguistic game is a language game associated with the study of language and the enrichment of speech, with the development of logical thinking, communicative features of speech from the point of view of taking into account the lexical, grammatical, orthoepic, syntactic features of speech.
Therefore, linguistic games are: orthoepic, lexical, grammatical, syntactic.
Linguistic game “Hidden Motives”
Surely, in the life of every person there was a situation when he committed some action and could not explain why he did this or that way. Unraveling possible hidden motives is possible through a consistent analysis of previous events.
What we are working on: logic of speech.
Rules: We divide the group into pairs (sometimes it’s easier to unite not in pairs, but in triplets). In each pair, one of the participants tells a situation that he cannot explain. The partner, through leading questions, tries to find out the facts and connect them into syllogisms.
A syllogism is “a form of inference, reasoning, when a third, conclusion, is derived from two given premises or judgments.”
For example, everyone students take exams in the summer. I'm a student, which means I have exams in the summer.
In the second round, the interlocutors change places. Then comes reflection.
Word game “One day in the life”
The essence of the game: choose any profession with your students. Together, you compose a story from only nouns (verbs, adjectives) about the working day of a professional.
For example, a story about a teacher’s day: bell-breakfast-lesson-question-answer-A-grade-teacher’s-principal-scandal-lesson-bell-home-preparation-sleep.
Important condition: Before naming a new noun, each player must repeat everything that was named before him. Then the story will be perceived as a complete work. To better remember the named nouns, I advise you to carefully look at all the speakers, as if associating the word with a specific person.
Word game “New Dictionary”
We usually play in a circle with students as a warm-up for any lesson.
The essence of this game is to come up with new meanings for ordinary and all familiar words.
For example: a boyfriend is a fish soup lover, a monster is a volcano, a priestess is a woman who loves to eat, etc.
The one who selects the most interesting words will win. The time allocated for preparation is agreed upon in advance.
Word game “Taboo”
When I need to get listeners/students and pupils talking, or bring them to the topic of the lesson, or repeat previously studied material, I use word game"TABOO".
The rules are simple: the student/student receives a card with a word written on it. It needs to be explained. And under this word, or next to it, there are several more that cannot be used in the explanation.
Other students must guess this word.
It is better to prepare cards yourself - for a specific topic (for example, an essay-reasoning - for students, or general scientific terminology - for students).
Linguistic game “Sound Images”
The teacher reads/displays the words of the writer E. Zamyatin:
“Every sound of the human voice, every letter, in itself evokes certain ideas in a person, creates sound images. I am far from attributing a strictly defined semantic or color meaning to each sound, however
The sound [r] clearly tells me about something loud, bright, red, hot, fast.
[l] – about something pale, blue, cold, smooth, light.
The sound [n] is about something tender, about snow, sky, night:
The sounds [d] and [t] are about something stuffy, heavy, about fog, about darkness, about something musty.
The sound [m] is about sweet, soft, about mother, about the sea.
[a]- is associated with latitude, distance, ocean, haze, scope.
C [o] - high, blue, womb:
S [i] – close, low, squeezing.”
Assignment: come up with words starting with the letters RLNDTMAOI. Ask students to voice their sound images.
Word game “Letters-Letters”
One student thinks of a word for another, which he must explain to the others, but he can only use words starting with one letter, for example, “p” (any except those with the same root). That is, the word “house” will have to be explained, for example, like this: “built - I live.”
If you couldn’t guess right away, you can throw in additional associations: “building, room, space, the simplest concept...” And finally add, for example, “Perignon” - by association with Dom Perignon champagne.
If the guessers are close to winning, then the teacher will use comments like “approximately”, “approximately”, “almost correct” - or, in the opposite situation: “bad, wait!” Usually, after the word is guessed, the person explaining comes up with a new word and whispers it in the ear of the person who guessed it - he becomes the next leader.
Word and language games are a great way to enhance classroom learning. They can be used at various stages of the lesson: at the beginning - to create a favorable atmosphere and repeat material that will be used in the future in speech, in the middle or end of the lesson - to relieve fatigue, at the end of the lesson, when there are a few minutes left before the bell and there is no point start some more serious exercise.
Game "Letter Got Lost"
Target: learn to distinguish consonant sounds and letters by ear and writing, develop attention, wit, and resourcefulness.
Description. Before the teacher begins to read the poem, he asks the children to listen carefully to all the words and, where an error is made, pronounce the correct word in unison.
It is unknown how it happened
Only the letter got lost:
Dropped into someone's house
And he rules it.
But I barely got there
Naughty letter
Stranger Things
Things started to happen.
The hunter shouted: “Oh!
D Believe me, they’re chasing me!”
In front of the kids
Kry With The painters are painting.
Throwing the doll out of my hands,
Masha rushes to her mother:
There's green creeping there l uk
With a long mustache!
They say one fisherman
I caught a shoe in the river,
But then he
Got hooked d ohm
Look at this, guys:
R they grew up in the garden!
The snow is melting, the stream is flowing,
The branches are full V crabs.
We collected cornflowers -
On our heads sch enki.
Old Grandpa Pakhom
On ko h e rode on horseback.
Bug boo d I didn’t finish it:
Reluctantly, tired of it.
On yellowed leaves
Drops le V your foliage.
Mom with b I went with glasses
On the road along the village.
Misha didn’t cut the wood,
stove To he drowned with epoxy.
The sea turns blue before us,
They fly m aiki over the waves.
L. Shibaev
Game "Typography"
Goals: expand children's vocabulary; develop ingenuity, thinking, erudition.
Note. The teacher can offer children any key word in terms of letter composition and interpretation, corresponding to a particular age of the children.
Description. Two teams of 8 people each take part in the game. For the participants in the game, you need to prepare two sets of cards with letters that form the word “literate”. The cards of one set differ from the other in color. The teams line up one against the other, each player has a card with a letter that he must remember. The teacher names one after another the words that can be made from the letters included in the word “letter”. For example: hero, sea, theme, thunder, atom, company, March, mountain, grotto, volume, mouth, din, magician, bargaining and others. Team members whose letters are included in the word called by the teacher take a step forward and line up so that each word can be read. The team whose representatives “form the word” faster is awarded a point. Then the players return to their seats and wait for the next word to be called. The team with the most points wins.
To make cards, you can choose other words in which all the letters are different. For example, from the word “file” you can make the following words: drops, paws, packs, sticky. From the word “tributary” - portico, tropic and others. For each class, words are selected that correspond in level of difficulty to the age of the students.
Game "Words on the topic"
Goals: to develop logical speech and thinking of students, to contribute to the creation of a favorable climate for collective and competitive work of children.
Note. With each age category, the given topics become more complicated by the teacher.
Description. The teacher asks the children to choose words related to a specific topic, for example: “The house where I live,” “Our school,” “A walk in the forest,” “At the grocery store.” The one who starts the game names all the words that he can remember (words that are not related to the topic are not written down). Then the teacher invites other children to add to this list. When all the additions have been made, the teacher invites someone to name at least one more word related to the topic that has not been named before. The winner is the one who named large quantity words, as well as the one who added the last to the already named words.
After this, the players begin to select words for another topic.
Game of Fives
Goals: learn to combine words into a general topic, develop the ability to interact with team members.
Description. 25-30 people can participate in the game. According to the number of participants, it is necessary to prepare cards with words (or drawings) on certain topics: “Plants”, “ Animal world", "School supplies", " Vehicles" and others. For each topic, 5 words or pictures are selected. The cards are shuffled and distributed to the players. The tasks of the players: unite in groups of 5 people, so that in each group everyone has cards on the same topic. Finding among all the playing owners of cards with the necessary words (or pictures) is not at all easy. The first five, who correctly selected the words (pictures) and came to the teacher, receive six points, the second - five points, etc.
The teacher can announce the topics on which the A's should unite when all the cards have been distributed. But you don’t have to name the topics - let the guys guess for themselves. The game will be more difficult, but more interesting.
Game "Let's Play Words"
Target: expand the vocabulary and speech of students, their understanding of the richness of their native language, the possibility of composing (adding) many words from the same word.
1. Guess the word that needs to be entered in the cells to get new words:
2. Guess the word that needs to be entered into the cells to get new ones
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Answers. 1) fox; 2) chalk; 3) onion; 4) port; 5) goal; 6) anthem.
Note: You can offer assignments to teams, you can use this form for individual work by students.
Game "Parade of Literacy"
Exercise: determine whether everything in these statements is correct; put all the sentences in order.
The cat ran quickly on one leg.
She was so frightened that she fainted.
The painting depicts a middle-aged student.
His right cheek smiled cheerfully.
My father was walking towards me. The girl and the dog barked joyfully.
The younger sister wore a scarf on her head, the older sister wore boots.
He mounted his horse and rode off on foot.
He went to bed and slept as hard as he could.
When my friend was drowning, I rushed to save him because he was wearing my swimming trunks.
My friend has a snub nose that blends smoothly into his neck.
Some monkeys hang upside down in trees.
When the fog cleared, the prince saw the Tatar-Mongol yoke.
The hunter closed his eyes wide and fired.
We slept, but we couldn't sleep.
Repin walked along the banks of the Neva and saw barge haulers on the Volga.
The boy licked his lips to his ears.
My favorite corner of nature is the sun.
There were a lot of pigeons on the roof, about forty people.
During breaks we rode along the railings from the first to the third floor.
Shyly smiling with only his eyes, he sniffed with one nose.
Misha looked in the mirror for a long time until he recognized his face.
He wanted to say something, but his tongue was dumbfounded.
A shot rang out and he was wounded in the right head.
A boy and a girl entered the class; they were brothers.
The Northern Ocean is very icy.
Darwin worked on his theory like a beast.
His face was oval, like a right angle.
I felt at home in my boots.
Vova has a black eye, which suits him very well.
He had a sword with one cartridge.
Sister loves to help her sister Tanya when she eats chocolate.
I love books so much that I even read them.
Finally we saw a birch grove where there were only oak trees.
Various ideas came to my mind, but the best ones settled on a jar of strawberry jam.
He was very scared, and his soul went into his shoes.
I quickly stood in one place.
Behind the numerous freckles on his face, it was impossible to discern his character traits.
His white teeth peeked out from under his black curls.
Suddenly he heard someone's gaze.
Olya ate a bagel with the dog running next to her.
And then he took a knife and shot himself.
There was something blue behind the bush.
He recognized her by the mole on her right nose.
Having fallen asleep, sitting on a horse, Sergei merrily sang a song.
His ears stick out in all directions.
His favorite time of the year was the holidays.
Thoughts, as luck would have it, did not want to think.
I was so cold that I was sweating.
On the left the forest is sparse but dense.
At first his forehead began to sweat, and then a lump appeared.
A thought struck me.
Seryozha’s hands itched on his knees.
Sasha left to the loud mooing of the entire class.
He hit his head hard and limped for a long time.
Game "Collect words"
Exercise: connect the words in the columns so that new words appear.
Problems with letters and words “Down the stairs”
Exercise: select words as their letter number increases (that is, the steps of the ladder increase) and get a vocabulary ladder.
|
mane |
dandelion |
||
|
interlude |
warden |
||
|
fighter |
justification |
||
|
improvisation |
observer |
||
|
use |
social activist |
||
|
artificiality |
rashness |
||
|
invention |
regarding |
||
|
suggestiveness |
enemy fortification |
Game "Friendly Family"
Goals: consolidate the concept of parts of speech, practice composing examples (words) denoting all parts of speech.
Description.“Friendly family” is ten parts of speech. The presenter calls a word consisting of 10 letters. For example, literature. You need to write it down vertically and select a word (part of speech) for each letter.
L- whether - particle.
AND- or - union.
T- three hundred is a numeral.
E- go - verb.
R- joyfully - adverb.
A- a - union.
T- that is a pronoun.
U- u - preposition.
R- pink - adjective.
A- ah - interjection.
Another example with the word is hard work.
T- you are a pronoun.
R- is it a particle?
U- to be surprised is a verb.
D- ten is a numeral.
ABOUT- oh - interjection.
L- easy - adverb.
YU- spinning top - noun.
B- without - preposition.
AND- or - union.
E- unctuous - adjective.
Game "Find the numbers"
Exercise: read funny poems by Wanda Khotomskaya. Indicate the numerals: how many are there, in which words are they found?
We have three ses three tsy.
Don't you know them?
How would I like your ears three there is
Talk about three.
The one in C three jove,
I lived above the window with three and.
WITH three whose craftswoman she is -
Come see her, baby!
The other one, in Us three tsakh,
No mustache three no,
But then three Well
Served for lunch!
And the third, in Bys three tse,
Bys three on on the river,
And they frolic three tones
At night on the sand.
About one hundred th watchman -
Not about one hundred city house:
Cha one hundred there's a centipede in it
Wanders under one hundred scrap.
Treasured one hundred leg
Chi one hundred toe legs
AND one hundred personal polish
Cleans one hundred boot.
Together one hundred two are not easy
Clean everything one hundred,
Straightaway one hundred only shoes
Nobody wore it!
About one hundred th one hundred legs
One hundred let's stand,
You can have one hundred legs
Learn from experience!
Translation by L. Kondratenko
Game “Who can make up the most words?”
Goals: expand vocabulary, develop observation, attentiveness, thinking.
Guys! Help me read the words that have been composed. I guess that there was a fox here, she wagged her fluffy tail and mixed up all the words. It’s not for nothing that people say about a fox: “It wags its tail and covers all its tracks.”
In this game, the one who composes the most words wins.
(Words: perch, cat, whale, movie, window, note, etc.)
We communicate using words. Words describe all our feelings, the surrounding nature and everything created by human hands.
The word is a very gentle creature. Replacing, adding or subtracting one letter can completely change the meaning of a word. Words, like people, are born, live and die. But there are long-lived words that live for thousands of years (bread, water, air).
Even in early childhood, as soon as we learn to speak, we begin to change existing words and invent new ones.
At GOU Secondary School No. 832 of the Southern Administrative District of Moscow, the curriculum includes a number of non-standard academic subjects aimed at studying the word: linguistics, literacy courses, rhetoric. To form a modern linguistic personality, the lessons in the Russian language school course that are included in the program are not enough. True mastery of a language consists of more than just mastering spelling, punctuation, etc. The school should develop in children an attitude towards human language as a universal tool and object of knowledge. The linguistics course, introduced several years ago, is designed to teach children to compare, analyze linguistic facts, and develop interest in language. Linguistics lessons are taught at our school in gymnasium grades 5-7; in grades 8-9 there is a creative laboratory “Linguist”, designed to support the project and research activities of students.
In these lessons, I often introduce word games to the children. These can be crosswords, chainwords, squares, linewords related to philological work, tasks on searching and constructing words. They contain a large amount of vocabulary and fragments of works of art. They illustrate the richness and possibilities of the Russian language. The vocabulary of such exercises is very diverse. Such different linguistic material contributes to successful mastery of words and an increase in literacy levels.
In linguistics lessons I pay special attention to problem solving. Precisely tasks, because, unlike various kinds exercises and tasks, it needs to be solved, i.e. the answer does not lie on the surface, but is achieved as a result of certain logical operations, while the solver can prove the correctness of the answer. The self-sufficiency of the problem is manifested in the fact that all the material necessary to solve it is contained in the condition and the solver is not required to have special knowledge or training. The linguistic task thus embodies the principle of problem-based learning, modeling in simplified conditions many elements of students’ creative activity. Students solving problems become familiar with the methods of analyzing linguistic material used in linguistics and independently “discover” many linguistic concepts, such as phoneme, morpheme, agreement and many others, although special terms are not used in the problem material itself.
Another feature of the tasks is also very important: they introduce students to a wide range of linguistic phenomena belonging to a variety of languages. Such tasks reflect the connection between linguistics and other sciences, for example, mathematics.
Problems on Russian language phenomena represent a special type. In addition to the data explicitly contained in the condition, the solver can use the information that he has as a native speaker.
Such phenomena allow us to gradually, sometimes unconsciously, solve a number of pedagogical problems:
- Develop skills and abilities to work with words, identify their meanings, look for the necessary concepts, determine spelling patterns, make anagrams, etc.;
- Actively expand the vocabulary of schoolchildren; actively use new vocabulary;
- Raise the level of culture of thinking and speech culture;
- Turn to literary works and thereby repeat material on literature and world artistic culture;
- Develop skills and the need to use explanatory and other dictionaries;
- Learn to clearly define specific goals in each case when solving a problem;
- To develop a taste for working with words, passion for solving intellectual problems, the ability to persevere in overcoming difficulties and not leave things unfinished.
I widely use such linguistic material in extracurricular activities when organizing quizzes, competitions, KVN, as well as in the above lessons. These engaging activities are age-appropriate and will arouse and maintain interest in the subject.
I will give examples of such tasks (various sources were used in their development: Alexandrova G.V. Entertaining Russian language. A fun textbook, 1998; Ladyzhenskaya T.A., Zepalova T.S. Develop the gift of speech, 1990; Rakov V.I. Philological crosswords and tasks, 2006; Zhurinsky A.N. Linguistics in tasks, 1995). The lesson topics below correspond to the thematic planning of the “Linguistics in Secondary School” program (
Fun questions that can be used in lessons on the topic “Homonyms”
Assignment: Answer the questions
- What line can't any scientist read? ( Line, stitched on a typewriter).
- Which forest never has leaves? ( Bor- chemical element).
- Is all steam capable of rising? (Can't get up steam- arable land left without sowing).
- Is every drum a musical instrument? ( Drum also called parts that have the shape of a whole cylinder).
- What kind of rocker can fly? ( Rocker- a genus of large dragonflies).
- What key cannot open the lock? ( Key– source, musical sign).
- What shoes don't have heels? (U shoes– devices for braking cars).
- Which animal and which warship have the same name? ( Armadillo).
Exercises for use in the topic “Synonyms”
Task: Select the “third extra” word in each of the given groups of words, keeping in mind that the combination of two words in all groups is associated with the same lexical phenomenon (which?)
Fire, autumn, flame.
Alphabet, calligraphy, alphabet.
Naughty, cavalry, cavalry.
Throw, throw, jump.
Hurricane, rain, blizzard.
Task: Guess the joke riddles.
Which state is difficult to wear on your head? (Panama).
Which European capital stands on mown grass? (Paris on the Seine).
Which city flies? (Eagle).
Which river can you cut with a knife? (Rod).
What land never grows old? (New Earth).
Which wing never flies? (Airplane wing).
Game “Who is faster?” (used in the lesson “Phraseological Units”)
Assignment: choose phraseological units that begin with verbs:
Give (give the head to be cut off, give the floor, back up, hit the hat, give the heat).
Go (go uphill, keep up, go against the grain, go your own way).
Stand up (stand on your left foot, stand across your throat, stand in a dead end, stand across the road).
Take (pull yourself together, take over, take the bull by the horns, take over).
Get out (get away with it, get out of patience, go into orbit, get out into people, lose your temper).
Hold (keep a tight rein, keep a stone in your bosom, keep yourself in hand, keep your gunpowder dry, keep your eyes open).
Tasks used in the lesson “Grammar - the way language is structured.
Why do we need grammar?
Task: Phrase mother loves daughter usually understood as follows: “(who?) mother loves (who?) daughter.” But in some cases (for example, with special intonation or in context not the father, but the mother loves the daughter it can be understood differently: “(who?) mother loves (who?) daughter.” Come up with 5 other Russian phrases of the form “subject + predicate + object”, in which such ambiguity can also arise (i.e. the subject can be mixed with the object). All 5 phrases must have different grammatical parses (for example, differ from each other in gender or number of any of the members of the sentence); in this case, however, the predicate must be expressed by a verb in the present tense . (Answer: for example, seas surround continents. The sea resembles a steppe. Metal replaces wood. Haste increases fear. Silver replaces gold).
Tasks offered to students in the lesson
“Phonetic level of language. Sounds of speech"
Task: Determine whether the two words in the pair contain common consonant sounds and, if so, which ones:
- row-yar
- table-year
- cat hatch
- region-south
- haystack guest
- row-beast
- pit-may
- by her
- royu-yar
- mouth-shadow
- tulle-south
- spruce-net
- awesome
Problems used in the Parts of Speech lesson
Assignment: given are complex numerals found in manuscripts and epics of the 12th-17th centuries: half a third hundred (250), half a hundred (55), half a fifth (4.5). What quantities were represented as numerals? half a hundred and half a third? Are there situations when we use this logic for denoting quantity when speaking in modern Russian? Are there any words in modern Russian that go back to complex numerals of this type? (550, 25. Designations such as half past six, quarter past two. One and a half).
Assignment: Try to come up with as many words as possible consisting of only prepositions. For example: the word SCOOP consists of five prepositions. To form words, use the following prepositions: in, to, for, on, over, about, from, by, under, with, for, with, at. ( Taste, wax, goat, bite, piece, bite, eye, slope, brace, pose, mow, blanket, taste, suction, radio, radius, skok, bevel, cattle, juice, sauce, bough, vinegar, bite, etc. d.)
Problem used in the topic “Slavic and Baltic languages”
Assignment: Russian words and phrases and their translations into Bulgarian are given in a mixed order: 1) rudder, awning, fan, brig, seine, sail, cobblestone, steering wheel, cherry jam, gear; 2) golyam kamak, ship paid, sail, old two-masted pay boat, stern kololo, helm, sweet from cherries, golyama ribarska mrezha, jagged kololo, canopy from toll. Set the translation of all Russian words and phrases.(rudder-helm, awning-canopy from the toll, fan-sail, brig-ancient two-masted toll boat, seine-golyama of the Ribarska mrezha, etc.)
Game “From Word to Word” (suggested for use in the lesson
“The word is the basic unit of language”)
Task: pairs of words are given. Having replaced two letters in any pair of words and formed new words, move on to another word. The order of letters cannot be changed.
WINTER-SUMMER (winter-strength-sieve-summer)
SPRING-AUTUMN (spring-mouth-lash-deer-fire-autumn)
DEW-FROST (dew-risk-start-proc-drain-inok-frost).
Entertaining poems used
in the lesson “Stress and intonation”
Assignment: Complete the poems with words, placing the correct emphasis in them.
*Open the tap and water will flow.
How did she come here?
-In the house, garden, vegetable garden
carried out...(water supply O d).
*If only I had a friend
There will be...(dos at G).
*Even though I'm called Sugar,
But I didn’t get wet from the rain.
Large, round,
Sweet to the taste.
Did you recognize it? I - ...(st. e cla).
*It tastes sweet, friends,
And his name is...(arb at h).
List of used literature:
- Mechkovskaya N.B. Social linguistics. – M.: JSC Aspect Press, 1994
- Alexandrova G.V. Entertaining Russian language. A fun textbook. – St. Petersburg: Triton, 1998
- Drozdova O.E. Guidelines in linguistics lessons in grades 5-8. M.: Vlados, 2003
- Ladyzhenskaya T.A., Zepalova T.S. Develop the gift of words. – M.: Education, 1990
- Drozdova O.E. Linguistics lessons for schoolchildren. 5-8 grade. – M.: Vlados, 2003
- Rakov V.I. Philological crosswords and problems. – M.: Ilexa, 2006
- Zhurinsky A.N. Linguistics in problems. – M.: Indrik, 1995
Linguistic game "Russian language experts" (for grades 10-11)
Target: attract the attention of schoolchildren to learning the Russian language, develop the ability to use knowledge in non-standard situations, and develop a sense of camaraderie.
Tasks:
educational - repeat and consolidate students’ knowledge on topics studied in middle school;
developing - develop skills in practical solution assigned tasks, promote the development of students’ speech, thinking, memory, and creative activity;
raising - develop skills in working in groups, paying special attention to issues of mutual assistance, control and self-control, instilling interest in the Russian language and subject.
Preparatory stage: The time for the quiz is announced a week in advance, teams are formed, and participants come up with a team name, motto, and greeting to their opponents.
Class design: statements about the Russian language,festive decoration, task cards, gong, music.
Implementation time: 45 minutes
Scenario
linguistic game “Experts of the Russian language” for grades 10-11.
Goals: hold an event dedicated to the Russian language; enhance knowledge of the Russian language; broaden the horizons of students; develop them Creative skills, ingenuity, dexterity; instill a love for the Russian language; contribute to the unity of the class team.
Preparation: decorate the class with statements about the Russian language by famous people, for example: “In days of doubt, in days of painful thoughts about the fate of my Motherland - you alone are my support and support, oh, great, powerful, truthful and free Russian language!” (I.S. Turgenev)
I have the key to all sciences,
I am familiar with the whole universe -
It's because I own
Russian all-encompassing language.
Semyon Danilov
Presenter 1. Do you think we are familiar with the Russian language?
Presenter 2. That we know each other, I agree. After all, this is our native language - we speak it, read it, write letters, hear it on the radio and from TV screens. But how well do we know him? Are there many grammatical errors in your notebooks? You will say that few people know how to write completely without errors. But don't be upset. Remember, the great poet A.S. Pushkin believed that mistakes are common in Russian speech.He even confirmed this in his poetry, saying:
Like rosy lips without a smile,
No grammatical error
I don't like Russian speech .
Presenter 1. The great poet always appreciated a good joke. And in this case, he was undoubtedly joking. After all, by studying his manuscripts, scientists were able to find a completely insignificant number of errors. Oh, Pushkin was a great expert on the Russian language.
Now, friends, let's check if you speak Russian well. Let two teams enter the competition today, and we will determine experts in Russian speech.
Presenter 2. The floor is given to the teams.
Presenter 1. Today, the meeting participants will have to go through exciting tasks. And to judge who will complete the task faster and more accurately will be our respected jury, which includes...
So, let's start the game.
Competition "Warm-up"
Presenter 2.Assignment: answer the questions (whoever gives the correct answer faster from the team gets 1 point).
1. Let's turn to history. In 863, an important event occurred in the life of the Slavic peoples. Name it. (Two brothers, learned monks Cyril and Methodius compiled the Slavic alphabet). 1 point
3. What was the name of the ancient Slavic alphabet? (Cyrillic).1 point
And now questions for ingenuity.
1. What do they say when a fish gets off the hook? Determine the part of speech. (Eh! Interjection). 1 point
2. Which state begins with “A” and ends with three “I”s? (Austria). 1 point
3. They hang him, becoming despondent; he is bullied, arrogant; they shove it everywhere, interfering in things that aren’t their business. (Nose). 1 point
4. Not flowers, but withering; not their hands, but clapping them if they don’t understand something; not laundry, but they are hung out by overly gullible experimental subjects. (Ears). 1 point
5. It is in the head of a frivolous, frivolous person; it is advised to look for it in the field when someone has disappeared without a trace; words and money are thrown at him by those who do not value them. (Wind). 1 point
6.Do newspapers and books have legs? (Yes: they sometimes say that he took a book or a newspaper upside down). 1 point
7. Which verb has a hundred negatives?(Moans). 1 point
Captains competition
Presenter 1.Now we ask the captains to come out. To youThe next task needs to be completed. Try saying the tongue twister: “There is grass in the yard, there is firewood on the grass.”But this tongue twister is quite simple. Now each of you will have to complete a more difficult task. Tongue twisters are written on the sheets. You have to read them quickly and without errors.
1. Thirty-three ships tacked, tacked, but did not tack.
2. You can’t talk through all the tongue twisters, you can’t talk through them, you can’t talk through them all.
Competition “Guess the proverb”.
Presenter 2.Answer the question by remembering the famous proverb. For each correctly guessed proverb, the team receives 1 point.
1) what can’t you cut out with an axe? (What is written with a pen).
2) why is debt red? (By payment).
1) where are the devils? ( In the still waters).
2) what does money love? (Check).
1) what should you do when you call yourself a mushroom? (Climb into the back).
2) which sled should you not sit in? (Not yours).
Competition "Grammar Arithmetic".
Presenter 1.Three examples are given for each command. Assignment: solve examples.
First team: Ditch + pose = ? kind of transport. (Locomotive). 1 point
Kippah + satin = ? musician. (Pianist). 1 point
Melancholy + steam + seam = ? milk product. (Sour milk). 1 point
Second team: Ocher + under = ? type of water transport. (Steamboat). 1 point
Paste + wedge = ? one type of music playback. (Plate). 1 point
Face + foam = ? a bird with a large crop. (Pelican). 1 point
Competition "Exemplary Speech".
Presenter 2.Task No. 1: put emphasis on the words:
catalogue, apply, facilitate, simultaneously, quarter, ripped off, award, cakes, provision, include, bows, blinds, facsimile.
For each correctly placed accent 1 point.
Presenter 1.Task No. 2: find speech errors and explain them:
1) opens inward 1) bought for free 1) unlikely
2) loaf of bread 2) cut in half 2) proud posture
For each correct explanation 1 point.
Competition “How do they talk about it?”
Presenter 2. Assignment: choose a phraseological unit that is suitable in meaning.
1. About someone who often changes his decisions.(He has seven Fridays a week). 1 point
2. About a person who is difficult to make believe or convince of anything.(Doubting Thomas). 1 point
3. About a meek and harmless person. (Wouldn't hurt a fly). 1 point
4. About a talkative person. (He has a tongue without bones). 1 point
5. About a situation where danger threatens from two sides. (Between two fires). 1 point
6. About a lazy person. (Eat and got tired, slept and got tired).1 point
Competition "Verb".
Presenter 1.Write down as many verbs as possible that without "no" are not used.
(Hate, be indignant, be perplexed, dislike, misunderstand, feel unwell, rage, lack sleep, feel unwell, feel unwell...)
1 point for each word
Competition “Do you know fables?”
Presenter 2. Determine what fables these winged words are from.
4. “And a flatterer will always find a corner in the heart.”("A Crow and a fox"). 1 point
2. “And the casket just opened.” (“Casket”). 1 point
3. “The jumping Dragonfly sang red summer.” (“The Dragonfly and the Ant”). 1 point
4. “It’s your fault that I want to eat.” ("The Wolf and the Lamb") 1 point
Competition "Money in Rus'".
Presenter 2.Assignment: in our country the main currency in circulation is the ruble. Do you know other names monetary units that existed in Rus'? Name them in one minute. (Polushka, penny, denga, altyn, hryvnia, nogata, chervonets.)1 point for each word.
Competition "What's in common?"
Presenter 1.Task: Is it a coincidence that the first syllable in the words compote and composer coincides? Give me your answer in a minute. (Both words initially carry the general idea of collecting, assembling. Compote is something that is cooked from different fruits or berries collected together; composer is the one who collects a melody from individual sounds).
2 points.
Summing up the game. The jury's word.
