Phonetic games for elementary students
Game "Repeat"
Purpose: to form phonetic hearing and pronunciation skills, to form the skills of articulating English sounds (working out diphthongs, - My name is ...), to develop speech hearing.
Equipment: a colorful poster on a blackboard with the image of the gnome Repeater.
Content: the teacher says: “Let's get to know each other! But first, let's play "Repeat!" Do you know who the Repeaters are? These are small gnomes with huge ears. They carefully listen to everything around and therefore repeat everything very beautifully. Come on, repeaters, prepare your ears! The teacher puts his palms with spread fingers to his ears, the children repeat after him: , , , , , , . Subsequently, each time, instead of correcting the child, the teacher suggests: “Let’s play a game!” and puts his hands to his ears.
Fish game.
Purpose: to form the skills of articulating English sounds (working out the sounds [w] - What's your name?)
Equipment: a colorful poster on a blackboard with a picture of a big fish lying on the bottom of the sea.
Content: the teacher says: “Do you want to know my name in English? Then ask in English! But first, let's play! Imagine that you are huge fish that lie at the bottom of the sea and blow huge bubbles -. Tube sponges! The bubble is growing, (depicts a growing bubble with his hands, the children repeat after him) grows ... and bursts (at this sound, the hands sharply diverge in different directions) And now, repeaters, prepare your ears! The teacher pronounces the sounds, the children repeat. “Who are you asking? (looks around) Me? Then show with pens: your name! – Your name – “What’s your name?” - " What’ s your name? (in chorus)- "My name's..."
Game "Dunno".
Purpose: to form the skills of recognizing transcription signs, to develop attention, memory, and the ability to work in a team.
Equipment: cards with transcription marks, a poster depicting Dunno.
Content: the teacher says: “Guys, Dunno came to our class today, and he will study English. Now it is important for you not only to repeat sounds, but also to try to teach Dunno correct pronunciation. Dunno (the teacher in the role of Dunno) will show you transcription signs, and you will need to call them in chorus. And in order to check how the students remembered these signs, Dunno (teacher) begins to make mistakes. If the sound is pronounced correctly, the children are silent, and if it is incorrect, they clap their hands together.
The game "Who knows the sounds of the symbols better?"
Purpose: to form the skills of recognizing sound-letter combinations, the development of memory, attention.
Equipment: tablets with transcription marks.
Content: teacher pronounces English sounds, and the guys show the corresponding transcription signs. You can modify the conditions of the game: the teacher shows transcription signs, and the called students pronounce the corresponding sound or a word containing this sound.
The game "Bell".
Purpose: to form the skills of articulating English sounds (working out the sound [N] - ending -ing), to form students' hearing and pronunciation skills, develop imagination, activate cognitive activity students.
Game Curious Bunny.
Purpose: to form students' hearing and pronunciation skills, to form the skills of articulating English sounds (working out sounds [ th] (voiced)–[s] This is … ), develop memory, attention.
Equipment: tape recorder or computer, cassette or disk with music for the song " This is…”
This is a bear, this is a hare
This is a dog and this is a frog.
This is a car, this is a star
This is a ball and this is a doll.
Before singing a song, the teacher invites the children to play a cowardly, but very curious rabbit (tongue), which looks out of the mink (mouth) to look at their toys, but hides back each time. You can add a brother fox (hand), which scares the rabbit at the entrance to the mink.
The game "I hear - I do not hear."
Game "Name the word"
Purpose: to form the skills of establishing sound-letter correspondences, to develop attention, memory, thinking.
Something beginning with [b]."
Children name words they know that begin with the sound [ b]: bear, big, ball… the winner is the student with the last word.
Today we have a whole set of educational online games on the topic “phonics”. In the proposed games, we will look at the letters of the English language and their combinations and listen to what sounds of the English language they can correspond to.
In terms of execution, the games are very reckless and entertaining, while playing them it is simply impossible not to remember which letters or letter combinations correspond to which sounds. And no wonder, because these games are based on the popular online game "Memory" (memory).
Let me remind you the rules of the game Memory
Cards that are shown face down, we can turn them over in random order. When two cards are revealed, one of two things happens: if the cards are the same, they disappear (adding points to the player), if the cards are different, they are turned back face down.
In the proposed games, it is still more interesting, since the same letter in English can be pronounced differently, then when we turn over the card, we hear one of the possible sounds corresponding to the letter on the card. And the cards will be considered the same only if they match not only the letters, but also the sounds pronounced at the same time.
Games are categorized by topic:
1. Vowel sounds of the English language.
Please note that there are two pronunciation options (reading letters): American and British. Pick one and stick with it. Click on the picture with the American or British flag.
2. Consonant sounds of the English language.
Here we have three games "Letters from b to n", "Letters from m to z" and "Combinations of consonants".
3. Hear the sound and choose the letters that give it.
What letter (or letters) can these names begin with?
In "Memory" games, keep track of the time and number of flipped cards, compete with friends, or simply improve your own score. The game "Names" is worth playing more than once, so you will hear many different names.
Dear site visitors site! On this page you will find materials on the following topics: Early Development: English (manual). Early development: English (a manual for preschoolers). English transcription for children (visual aid for children). English: transcription for children (allowance). English sounds transcription for children (visual aid). Learning English for Children with Transcription (Visual Aid for Preschoolers). Sounds in English transcription for children (a visual aid for preschoolers). How to explain transcription to a child (visual aid). English lessons in kindergarten(allowance). English sounds for children. How to teach a child English sounds. Early development: English. Early development: English. Explaining English sounds to children. English sounds for kids video. English sounds transcription for children. Table of English sounds for children. Sounds of English for children. Sounds of the English alphabet for children. Sounds English letters for kids. English sound cards for kids. Pronunciation of English sounds for children. Learning the sounds of the English language in a playful way. An interesting approach to teaching children the sounds of English.
Which comes first, reading or speaking?
How to teach a child English sounds
For some reason, very often, when English teachers decide to dedicate one or another stage of the lesson to preschool teaching children the phonetic structure of the English language (at an elementary level, of course), many of them consider it their duty to teach children the English alphabet. The knowledge that the child has mastered the English alphabet gives the teacher confidence that he has done a very important part of the work of teaching the basics of phonetics. But let's think about whether children really need the alphabet. early stage learning foreign language? Is it of paramount importance for children to learn the letters of the English alphabet and their corresponding sounds? My answer to this question is no.
Why? Yes, everything is very simple. To begin with, remember yourself in early childhood(as far as your memory will allow). What did you learn earlier, being in the mind of a two-three-four-five-year-old baby - letters or sounds? That's right, sounds (meaning mainly the sounds made by people). Move on. What kind of sounds did you learn in natural conditions during your development before your parents began to buy you alphabets in pictures? Were these only the sounds of the letters of the Russian alphabet? Not really. You unconsciously memorized ALL SOUNDS of the Russian language, and, of course, there are more of them than the sounds corresponding to the letters of the Russian alphabet. Russian has 33 letters and 42 sounds. Six vowels - [a], [i], [o], [y], [s], [e] and thirty-six consonants - [b], [b], [c], [v], [g ], [g], [d], [d], [g], [d], [s], [s], [k], [k], [l], [l], [m], [m], [n], [n], [n], [p], [p], [p], [s], [s], [t], [t], [f], [f ], [x], [xh], [c], [ch], [w], [u]. (Note that if Russian sounds often differ only in hardness-softness, and memorizing such paired sounds does not present any particular problems, then in English there are 23 sounds that are not even close in the English alphabet - [θ], [ð], [ʃ], [ʒ], [ɪə], [ʊə], [ɪ], [ə], [ʊ], [g], [ɔɪ], [ɜ:], [ɔ], [ŋ], [ r], [j], [h], , , [ɒ], [ɑ:], [ʌ], [æ].) As many as twenty-three (!) Sounds that you DO NOT TEACH children if you just teach them the alphabet !
Without a doubt, a child unconsciously learns to pronounce all the sounds of any language long before he learns about the existence of the alphabet, that is, letters (we will consider the cases of very early learning of the alphabet from the cradle as an exception). So, the child, before moving on to the study of the Russian alphabet, FIRST learns SOUNDS, not letters. Why is he doing this? He is learning to SPEAK! Therefore, it would be more logical to start teaching children to SPEAK in a foreign language from SOUNDS.
FOR QUESTIONS RELATED TO THE ACQUISITION OF "THE HUMAN-SOUNDS" CARDS, THE "THE HUMAN-SOUNDS" COLOR BOOK AND THE SUMMARY OF ENGLISH LESSONS FOR PRESCHOOL CHILDREN BY IRINA MURZINOVA, PLEASE CONTACT THE AUTHOR OF MANUALS AND THIS SITE THROUGH THE FORM
And why, then, you ask, are children generally taught the alphabet, the alphabet? Perhaps so that they can learn to READ in a foreign language? “Well, yes, when we teach children to speak, we introduce them to sounds, but when teaching children to read, we teach them letters, not sounds,” you say and you will not be entirely right. Remember the problem that often arises among your acquaintances and familiar acquaintances (“The child knows all the letters, but cannot read, cannot combine letters into words!”). This problem is precisely connected with an attempt to teach letters without sounds. How will the baby read the word "squirrel" knowing only the names of the letters? That's right - "be-e-el-ka-a".) You yourself teach him this, forcing him to remember how the letters are pronounced. And what needs to be done so that the baby correctly reads the word "squirrel"? Someone already guessed - read this word aloud to him and ask him to repeat it, looking at letter designation this word. You will teach him to read the word the way it “sounds”, hard [l] is noticeably different from the “alphabetic” version of this sound ([el]), soft [b '] is also a COMPLETELY DIFFERENT sound, not at all [be], even though they are similar. You will not remind the child about the letter "beee" (actually containing the letter you do not need in this situation solid sound[b]), if you do not want to confuse him and slow down the process of learning to read in his native language. In other words, reading also needs to be taught from sounds. Without sounds - nowhere. Why then do many (including authors teaching aids for preschoolers) believe that in order to teach a child to read in a foreign language, it is so necessary first of all to know the names and sequence of letters in the alphabet? My answer is that it's all about the stereotype that they follow: "Everyone has been doing this all their lives, and I will."
Indeed, at the later stages of teaching children a native or foreign language, the development of conversational skills will already be based on the ability to read, but do we really need the alphabet, the letters themselves, their names for this? As you can see, my answer is again no. Well, what's the use of a child to know that a letter is called a "double" if he cannot read it correctly in a word? The alphabet (the alphabet is understood as the names of letters in the language, arranged in a certain sequence), of course, can be learned, but successful learning child reading, knowledge of the names of letters does not affect in the first place, especially when teaching Russian-speaking children English language(only when learning to read consonants in a word, this knowledge is useful if their pronunciation is close to alphabetic). Watch a video from Youtube about how English-speaking children are taught to read in kindergarten and find where the names of the letters of the English alphabet are needed:
These children may not know the correct names of the letters of the English alphabet, but they will soon be able to read perfectly even without this “valuable” knowledge. They are still learning to read words, studying the correspondence of the sounds of the language and letters as signs in the word, and they can learn the names of the letters themselves later, even if they already know how to read perfectly. By the way, they can easily learn the names of the letters of the alphabet, already knowing how to read and knowing the letter-sound correspondences.
Thus, until children have learned to SPEAK English, there is no point in teaching them to READ in this language. So, at the very early stage of learning English, it makes no sense to study the English alphabet. True, when teaching children to read in English at school, nothing prevents the teacher from teaching children letters and sounds at the same time, because school program provides for the simultaneous mastery of the sound system and the letter system. But it's still a school...
In preschool institutions, teaching English, in my opinion, should be a simulation of the simplest situations of COMMUNICATION, allowing children to learn to SAY simple communicative phrases in English. Before moving on to learning to read, it is important that children in the abbreviated form go through the same stage of mastering the sound system of the language that they went through with intuitive mastering. mother tongue. We all understand that these simulated situations are “not real”, that half an hour of classes two or three times a week is very little for a child to be able to “speak” English as a native. But, understanding this, we also recognize that learning a foreign language is useful for training brain activity, that it will make it easier for a child to master not only a foreign language at school, but also other subjects, and, finally, it is simply INTERESTING. Perhaps knowledge of the language will be useful to the child in the future, but I would not advise parents of preschoolers to emphasize this pragmatic component, all practical skills that are useful for life develop most effectively, first of all, from interest in any activity, therefore, it is interest in the language and must be cultivated in the little man.
But we digress a little. What have we come to in our reasoning? Oh yes, in addition to the fact that you need to start introducing children to the English language with SOUNDS, and not letters, learning a foreign language should start with oral speech rather than reading. How to start teaching children the sounds of English?
As you know, the English language, based on the Latin alphabet, has 26 letters, which correspond to 44 sounds (not counting more three-element vowel combinations). We know that hallmark English is the presence of a large number of sounds, which does not correspond to the number of letters of the English alphabet. But this information is not interesting for children, so I strongly do not recommend starting learning sounds from it. What to do? This is where the funny little men Englishsound come to our aid. Englishsound is the surname of forty-four little men-sounds of the English language, and their names are the sounds of the English language themselves. Each little man has his own character, his own habits that make him (or her, since there are girls among the little men) unique. Children love to delve into the details, this feature can be used when teaching English sounds.
FOR QUESTIONS RELATED TO THE ACQUISITION OF "THE HUMAN-SOUNDS" CARDS, THE "THE HUMAN-SOUNDS" COLOR BOOK AND THE SUMMARY OF ENGLISH LESSONS FOR PRESCHOOL CHILDREN BY IRINA MURZINOVA, PLEASE CONTACT THE AUTHOR OF MANUALS AND THIS SITE THROUGH THE FORM
We created funny little people together with a talented Ukrainian artist Irina Kondrashova. I had an idea a long time ago (in one of Bonk's manuals there is a fairy tale about a tongue and seven diphthong gnomes, so I thought, why shouldn't all sounds, not only diphthongs, become funny little men), but it was not possible for me to realize it - where to get so much money to pay for the work of the artist to create 44 (!) illustrations?. She wrote that she actively uses the idea with little men, but she has to invent and draw them herself, while they all turn out to be of the same type, similar to koloboks. That's when I made up my mind, I began to write letters to the websites of freelance artists, offering my price for 44 pictures with little men. They didn’t just ridicule me there, but even answered quite angrily that nothing would work out for me, that for such “penny” (and for me with my “state” salary it was by no means “penny”) no one would draw anything for me . But I believed that I would find an artist who would be inspired by the very idea, and he, or rather, she, responded. Irina and I spent several months in correspondence - she sent me sketches, and I wrote her my opinion about them and what it is desirable to correct in the image. When the first little men were already ready, I realized that they definitely needed poems. Why are the poems in Russian? To create motivation, because you have to spend many times more time and effort to encourage children to learn a language at an early age, and you won’t be able to motivate them in English (dreams to speak only in English and interest children in gestures and facial expressions against the background of “abracadabra” unfamiliar to children remain only dreams). However, it is not at all necessary to study poetry in the classroom, since time is really not enough. You can use English to describe pictures with little people-sounds and other work with them, and children can read poetry at home, with their parents, while they will again and again return to your English lessons in memory, remembering those English sounds , words and structures that were heard in the lesson.
"So it was a promotional article?" You ask, and you might not be entirely right. It was an OPINION ARTICLE, and little people-sounds do not need advertising. :-) It's just that now you have learned about the existence of a set of didactic materials for teaching English to preschoolers "MAN-SOUNDS" and didactic cards "Man-sounds" (they can only be purchased from me as the author so far) and you can use these materials in your classes on English in educational institutions preschool education.
Candidate of Philological Sciences I. A. Murzinova
You can contact the author of this article, the website site and the set of didactic aids for preschoolers "Sounds" to purchase "Sound People" cards and for other questions (see the top menu of the site).
FOR QUESTIONS RELATED TO THE ACQUISITION OF "THE HUMAN-SOUNDS" CARDS, THE "THE HUMAN-SOUNDS" COLOR BOOK AND THE SUMMARY OF ENGLISH LESSONS FOR PRESCHOOL CHILDREN BY IRINA MURZINOVA, PLEASE CONTACT THE AUTHOR OF MANUALS AND THIS SITE THROUGH THE FORM
| Signs English transcription denoting the sounds of the English language | Description of human sounds |
| Consonants | |
| 1[f] | When the Englishsound people are having fun, this little man puts on a hedgehog mask and runs around, snorting [f]–[f]–[f]. |
| 2[v] | This sound is very diffuse. His name is Voldemar, but sometimes he even forgets his name. When asked what his name is, he tries to remember his own name, while saying [v]–[v]–[v] and everyone thinks that this is his name. |
| 3[θ] | This little man got himself a pet - a dragonfly, walks with her, and when it's time to go home, he calls her [θ] - [θ] - [θ] So he was nicknamed - [θ]. |
| 4 [ð] | This little man loves ... bees, for a holiday he always puts on a bee costume and buzzes like a bee - [ð] - [ð] - [ð] So he was nicknamed - [ð]. |
| 5[s] | This little man is very quiet, does not like noise when other little men play around, he walks quietly and quietly - [s] - [s] - [s]. |
| 6[z] | This little man is buzzing like a fly. |
| 7[ʃ] | This little man loves snakes, even hisses like them. |
| 8[ʒ] | This little man buzzes like a bumblebee. |
| 9[h] | This little man in winter often breathes on the window glass [h] - [h] - [h] and draws letters on it with his finger. He was nicknamed [h], his name is just a light exhalation. |
| 10[p] | This little man is called [p] because he puffs all the time [p]–[p]–[p], all the time he is dissatisfied with something. |
| 11[b] | This little man is freezing all the time - [b] - [b] - [b]. |
| 12[t] | This little man's name is [t], he likes to indulge in the morning (still in his pajamas), jump on the bed [t]–t]–[t]. |
| 13[d] | The name of this little man is [d], because he often plays with a toy car and says [d] - [d] - [d]. |
| 14[k] | This Englishsound often catches colds and coughs [k]–[k]–[k], which is how it was called – [k]. |
| 15[g] | This little man has a white dove, the little man coos[g]–[g]–[g] when talking to his pet. |
| 16 | This Englishsound is strict, tells everyone not to make noise, be quieter ––. |
| 17 | This man loves to play with toy airplanes. |
| 18[m] | This little man loves the sound [m], he even eats only food that starts with this sound and says with pleasure. |
| 19[n] | This little man loves to dance, often dances and sings [n] - [n] - [n] - [n]. |
| 20[ŋ] | This little man loves to have fun, but does not always like to make his bed in the morning. His mother asks him about it, and he: “nope”, [ ŋ ] - [ ŋ ]. |
| 22[r] | And this Englishsound likes to scare everyone. He dresses up as a tiger and roars – [ r ] – [ r ] – [ r ]. |
| 21[l] | A friend of the little man [r], disguises himself as a lion and tries to growl like [r] too, but he cannot pronounce the sound [r], instead he gets [l]. |
| 23[w] | When Englishsound people are having fun, this one jumps and croaks like a frog [w]–[w]–[w]. |
| 24[j] | This man jumps like a monkey and makes friends with the monkeys. |
| Vowels | |
| 25 | This little man loves to squeal merrily -–. |
| 26[ɪ] | This one often hiccups [ɪ] - [ɪ] - [ɪ], so they called him - [ɪ]. |
| 27[e] | This little man is a little mischievous and mocking, he laughs like this: [e] - [e] - [e]. |
| 28[æ] | Does this little man keep asking everyone [æ]? [æ]? (especially when he doesn't feel like doing what he was asked to do). |
| 29 [ɑ:] | This little man is inquisitive, asks a lot of questions, and when he gets an answer, he says [ɑ:]. |
| 30 [ɒ] | This little man constantly teases everyone [ɒ] - [ɒ] - [ɒ]. |
| 31 [ʌ] | This is the funniest English sound, he laughs like this: [ʌ] - [ʌ] - [ʌ]. |
| 32 [ʊ] | This little man is an athlete, loves to run, jump. |
| 33 | This little man often puts on a mask and depicts a wolf. |
| 34 [ə:] | This man is small, but he wants to appear big and strong, so he roars like a bear in the forest. |
| 35 [ə] | This little man often groans like an old man, [ə] - [ə] - [ə] - [ə]. |
| 36 [ɔ:] | This little man is often dissatisfied, it seems to him that everything around is bad, often groans [ɔ:] - [ɔ:] - [ɔ:]. |
| Diphthongs and triphthongs | |
| 37 | This little man constantly comes up with new games and convenes other little men, so he was called -. |
| 38 | This Englishsound is afraid of everything. The door creaks or the dog barks, the little man screams -–. |
| 39 | This man loves dogs (and puppies). |
| 40 [ɔɪ] | This man is ticklish. |
| 41 [ɜʊ] | This little man is surprised all the time, everything seems interesting to him: [ɜʊ] - [ɜʊ] - [ɜʊ]. |
| 42 [ɪə] | When Englishsound people are having fun, this one crawls under the table and shouts [ɪə]. |
| 43 [ɛə] | When Englishsound people are having fun, this one swings and shouts [ɛə]–[ɛə]–[ɛə]–[ɛə]. |
| 44 [ʊə] | This one loves to jump rope. |
| When little men and [ə] play together, they shout in unison. | |
| When little men and [ə] play together, they shout in unison. | |
| [ɔɪə] | When the little men [ɔɪ] and [ə] play together, they shout [ɔɪə] in unison. |
10 fun phonetic games in English
Game 1 / Little Sleepy Head
This poem is useful for practicing sound pronunciation.
They call me Little Sleepy Head!
I yawn at work, I yawn at play!
I yawn and yawn and yawn all day
Then take my sleepy yawns to bed!
That's why they call me Sleepy Head.
Playing a sleepyhead who always yawns is not so difficult. The position of the lips when pronouncing a sound is clearly demonstrated in the word yawn.
Game 2 / The Funny Little Clown - Funny little clown
Purpose of the game: setting the correct articulation of sounds: [ i: ], [o], .
I am a funny little clown.
I say, Ah-oo-ee-oo.
My mouth is open wide
When I say, "Ah, ah, ah."
I draw my lips far back
When I say "Ee, ee, ee."
My lips are very round
When I say, "Oo, oo, oo."
"Ah-oo-ee-oo,
"Ah-oo-ee-oo."
I am a funny little clown.
Game 3 / An Old Black Crow
The English sound [k] is not the same as Russian. This was discussed when they began to learn this poem.
An old black crow flew into a tree.
"Cow, cow, cow!"
And what do you think that he could see?
"Cow, cow, cow!"
He saw the sun shines on the lake.
"Cow, cow, cow!"
And tiny splashes fishes make.
"Cow, cow, cow!"
Game 4 / Playing Airplane
The game is used to train English learners in pronouncing the sound [v].
Teacher: Did you ever imitate a flying plane?
The plane is traveling up in the sky,
vvv-vvv-vvv,
Moving so fast, and ever so high
vvv - vvv - vvv.
But we always come back in time for tea,
vvv - vvv - vvv.
The guys, playing the plane, learned to pronounce the sound [v] well.
Game 5 / Little Brown Rabbit
The sounds [h] and [p] are difficult in their own way for Russians, the sound [h] is pronounced completely inaudibly, and [p] is aspirated.
Teacher: Children, can you show how the rabbit hops? Yes. Let one of you hop like a rabbit and we will say "Hippity hop", but let us say it very softly.
little brown rabbit went hippity hop,
Hippity hop, hippity hop.
Into the garden without any stop,
Hippity hop, hippity hop.
He ate for supper a fresh carrot top,
Hippity hop, hippity hop.
Then home went the rabbit without any stop,
Hippity hop, hippity hop.
Game 6 / Bees
Equipment: a picture of two bees.
Game progress. The host tells the children that one bee is English (and this can be seen from her costume), the other is Russian. The English bee buzzes [o], and the Russian one [z]. The bees met on a flower and talk to each other, sharing news. (Alternately alternate [o], [z].
Game 7 / Who Knows the Symbols for the Sounds Best? - Who knows the symbols for the sounds?
The host pronounces English sounds, and the guys show the corresponding transcription icons. You can modify the conditions of the game: the presenter shows transcription icons, and the called participants pronounce the corresponding vowel sound or a word containing this sound.
Game 8 / Monkey Talk
This poem can be used to train English learners to pronounce the sound [o],
little monkey in the tree,
This is what he says to me
"They, they, they,
Thee, thee, thee."
Monkey jumps from limb to limb
While I chatter back to him:
Thee, thee, thee
They, they, they."
Game 9 / Who Has the Best Hearing? - Who is the best listener?
The facilitator tells the participants: “Now I will pronounce Russian and English sounds. Your task is to learn English sounds and raise your hand as soon as you hear one of them. When you hear a Russian sound, you should not raise your hand.”
Those who make mistakes are out of the game. The team with the most members left at the end of the game wins.
Learning the letters and sounds of the English language, learning to read Russian children is not so easy, because English has its own peculiarities and complexities of phonetics. Let's turn all these difficulties into an entertaining game, or to be more precise, into 8 games.
Teaching children in China and Russia
So we said that it is difficult for Russian children to learn letters and sounds, but! If we compare with Chinese children ... The latter are much more difficult! After all, they taught their Chinese characters memorized them as a whole picture and I see a lot of chinese kids don't understand how to read in english... they just memorize the whole words!!! Like a picture. That is, if the word is unfamiliar, they do not understand how to read it, but, we must give them their due - they have an excellent memory and diligence!
Exercises in a playful way
In we have already talked about games for children to memorize words. Today we will tell you how we learn the letters and sounds of the English language in the classroom:
Thumb up - thumb down
It's simple, I raise my thumb up - we pronounce the letters in order (“A, B, C, D, E, F ...”), point my finger horizontally - we pronounce the same letter (“F, F, F, F .... ""), thumbs down - in reverse order ("F, E, D, C, B, A"). And of course, as expected, we accelerate and change the direction of the finger as unexpectedly as possible.
Make a word from letters
We distribute cards with letters to the children. Then the teacher says a word (simple, already familiar to the children), and they line up in a certain order to make a word;
children-letters
Children are divided into groups, the teacher gives each group a word that they must depict using their own bodies)) And other groups try to “read” the words from each other);
Color the letters
This is a job for the little ones. We find pictures with beautiful letters on the Internet and ask the children to color each letter with a certain one. Then we cut out the letters, and the teacher distributes cards with words, only one letter is missing in each word. Children determine where which letter needs to be glued on corresponding color. For example, the letter "A" had to be colored red, and in the card the word C…T (with the image of a cat) was also red. Then we insert the letter, glue it and pronounce it together;
Unscramble
The letters in the words are mixed up, you need to rearrange them in the correct order;
What does it look like?
When studying each letter, we not only write it down many times, but also draw what this letter looks like! "A", for example, looks like a swing, so they draw this letter in the form of a swing;
Bingo
A game for all occasions and times! We draw a grid of 9 squares, enter any letters (or sounds) there, listen to the teacher, if there is such a letter, we cross it out. The winner is the one who shouted “Bingooo!!!”, and the one who crossed out the last letter shouted like that));
Raise your sound
Children are given cards with sounds, the teacher pronounces the words, if the spoken word has a sound on the card, then the student must raise his card and say the sound.
There are quite a lot of games for learning English letters and sounds, we tried to outline some of them, only the most beloved ones.
You may also be interested in:
If you find an error, please highlight a piece of text and click Ctrl+Enter.
