Forming linguistic competence of pupils at the secondary school using lexical
games
Nowadays the main goal of teaching any foreign language is to teach pupils
to communicate in the target language. However, communication is impossible
without knowledge of grammar, phonetics, orthography and especially vocabulary.
That is why at the secondary school teachers should pay much attention to forming
linguistic competence as one of the main components of communicative
competence.
Linguistic competence includes knowledge of how the linguistic system of
a language operates and appropriate habits. It combines the following components:
grammar competence, phonological competence, orthographical competence and
lexical competence.
One of the most important aspects which represent some difficulty while
forming the linguistic competence, especially at the secondary school, is learning
new vocabulary because many students tend to forget or misuse new words. This
happens due to different factors, such as: words are not properly stored in students’
minds; they are not practiced enough; they are not related to the students’ interests.
Besides learning vocabulary demands frequentative reiteration that tires students
with its monotony and does not bring the desired results. So what should teachers
do in such a situation? The solution is very simple: teachers must create various
and stimulating methods for the class to involve the new vocabulary more actively.
Thus the usage of appropriate games can be a good solution to this problem.
Moreover learning some material with the help of games is interesting not only for
the pupils of the primary school, but it is as well exciting for the students of the
secondary school, because games remain their significance and attraction during
the whole life of people.
Many experienced methodologists say that games are not just time-filling
activities, but they have a great educational value because most language games
make students use the language instead of thinking about learning the correct
forms.
Teachers can use games while teaching English vocabulary with different
aims such as:
o to present new vocabulary items;
o to review vocabulary from the previous lessons;
o to check what students know before teaching some new vocabulary
items;
o to practice new vocabulary items that have just been presented;
o as warmers, ice-breakers and time-fillers.
Teaching English vocabulary with the help of games has many advantages:
 Games are a welcome break from the usual routine of the language
class.
 Games change the role of the teacher and the learner.
 Games motivate and challenge students to participate actively in the
learning activities.
 Games provide language practice in the various skills such as
speaking, writing, listening and reading.
 Games provide the opportunities to use language in a less formal way.
 Games keep students interested in learning the language and make
learning more memorable.
 Games can help students learn new words more easily.
 Vocabulary games increase students’ use of English in a
communicative way.
Therefore the usage of lexical games at the secondary school is appropriate
as they can be used for the presentation, reiteration and practice of the new
vocabulary.
We would like to give some examples of how lexical games can be used for
the effective presentation and practice of the new vocabulary connected with the
topic “Food” (for the 7th form).
1 stage: Introducing new vocabulary.
“Match”
1.
The students have to match the word with the definition.
1. sea-food
2. mustard
3. candy floss
4. roll
5. sauerkraut
6. tangerine
a) cabbage which has been cut into small pieces and preserved in vinegar
b) a thick yellow or brown sauce that tastes spicy and is eaten cold in small
amounts, especially with meat
c) a small loaf of bread for one person
d) animals from the sea that can be eaten, especially fish
e) a fruit like a small orange with a loose skin
f) a large soft ball of white or pink sugar in the form of thin threads, which is
usually sold on a stick and eaten at fairs and amusement parks
“Hangman”
2.
Have the students mark lines on their papers that correspond to the number
of letters in a word. For example, if the word is “horseradish”, they would make 11
lines on their paper. Then you should give them the first letter - "h" and invite them
to call out possible answers. Everyone writes down the letter on the first line.
Encourage all guesses. After a very brief time, give them the next letter - "o" and
everyone writes it on the second line (It should look like this h o_ _ _ _ _ _ _ _ _)
Invite them to guess again. Continue on, adding a letter and having them guess
until someone comes up with the right word. Then you can ask the students to try
to translate the word.
3.
“Rebus”
The students should combine 2 different words to get a new one.
(ice-cream)
(gooseberry)
(horseradish)
(pancake)
(orange juice)
“Word in the word”
4.
There are the hidden words in the words that are written on the blackboard.
All the hidden words are connected with the topic. The students have to find the
hidden words and try to translate them.
1. grapefruit
6. saltation
2. cakewalk
7. butterfly
3. steakhouse
8. pearly
4. egghead
9. breadthways
5. peppery
10. chopsticks
2 stage: Activating new vocabulary.
“Dominoes”
1.
The students get the cards with the words. A student, who makes a sentence
with both of words first, starts the game. The other student should find a card that
will make a word combination or a compound noun with the previous one and
make a sentence with it.
FOOD
CHICKEN
POTATO
CREAM
MEAT
ICE
SEA
JANK
BOILED
PAN
EGGS
FOOD
JUICE
FOOD
CAKE
GRILLED
APPLE
MASHED
TENDER
FAST
“Word map”
2.
There is a beginning of the map and students have to add different words
connected with the topic.
FOOD
Fruits
Vegetables
“Mixed Salad”
3.
The words are written with the mixed letters and the students have to
recognize the words and write them correctly.
Food: ssaageu, kppmiun, eaeebfstk, ffuedst, ecuttel, rinegetan, wercaufloli,
braeyrrsp, mnolas, ardstum.
(sausage, pumpkin, beefsteak, stuffed, lettuce, tangerine, cauliflower,
raspberry, salmon, mustard)
“The snake”
4.
The students are divided into groups of 3-4 persons. They should throw a
brick and make their moves. The captains of the teams write down the letters. And
when a team approaches the finish they should make as many words with the
letters they’ve got as possible.
The star (*) means that a team can use any letter they need. (A team can use
the star only once.)
For example. The letters are: z, o, c, f, u, e, h, d, e, y, a, j, p, e, o, *, a, s, m, i.
The words may be the following: fish, jam, ham, dish, pea, food, soup, meat,
cheese, chops.
P
D
I
A
F
O
Z
L
N
X
R
S
Y
M
P
Y
L
S
C
Q
E
J
D
C
A
S
D
F
G
H
J
K
L
Z
B
V
C
X
Z
P
O
P
N
M
A
S
D
F
O
I
U
Y
P
Z
*
A
T
R
E
W
G
H
J
K
L
Q
I
H
C
T
L
*
A
U
X
C
V
B
N
M
R
D
C
H
H
O
*
S
E
G
W
M
E
Y
5.
E
I
A
E
V
T
B
A
C
W
R
E
*
F
N
P
U
“At the restaurant”
a) The students are suggested a menu but there are some mistakes in it. They
have to find the mistakes and correct them.
b) The students have to divide into small groups and make up a dialogue “At
the restaurant” and then they have to perform it.
Starters
Chicken soap whith French bred
Tomatoe salad
Mushrooms in garlick butter
Main courses
Beefsteakers and vegtables or sald
Fish, chips and pees
Cicken pie, potatos and green beens
Deserts
Ise-cream-choclate, strauberry or coffee
Fresh fruite salad and crem
Aplle pie and crem or custard
Chees and biscuits
Drinks
Tea
Coffe
Kokoa
SERVISE included.
Two boxes of games for the 7th form on the topic “Food. Meals” are
presented. The games are chosen according to the stages of teaching vocabulary:
the 1st stage is introduction of new vocabulary and the 2nd one is activation of new
vocabulary. The two kinds of games (linguistic games and communicative games)
have different goals. The goal of linguistic games is remembering the words, while
communicative games have the goal of carrying out various tasks such as
exchanging information, filling a chart or finding two matching cards. The games
not only help students to remember and use the new vocabulary, but they also
develop their cognitions, creative and logical thinking.
The suggested games can be used for the individual and group work. But
they are strongly recommended for group work. Because working in groups raises
the students’ activity and motivation. Besides it gives every student an opportunity
to appraise himself/herself and his/her classmates. Moreover working in the groups
makes the lesson more interesting and exciting.
So, the role of games in teaching and learning vocabulary can not be denied.
Learning vocabulary through games is the most effective and interesting way that
can be applied in any classroom.
The American proverb says: “A wise teacher makes learning a joy”. No
doubt, the usage of games is one of the effective ways to make learning new
vocabulary a real pleasure for all the students, as the last do not even feel that they
are forced to learn, but just enjoy the process.
Література:
1. Ніколаєва С.Ю. Методика викладання іноземних мов у середніх
навчальних закладах / С.Ю. Ніколаєва. – К.: Ленвіт, 2002. – 327 с.
2. Родкин К.А. Игра как средство повышения эффиктивности уроков
английского языка / К.А. Родкин. – Иваново, 1961. – 56 с.
3. Lee W.R. Language teaching games and contests. – Oxford Univ. Press,
1979. – p. 214