Game on social networks in German. Games for German lessons in primary school. Games for consolidating letters and letter combinations

Target : repetition of cardinal numbers.

The game can be used as a relaxation activity and for reviewing cardinal numbers. Students name cardinal numbers in a chain and instead of 4 or numerals multiples of 4 they say “hop” Z.B eins, zwei, drei, hop, fünf, sechs, sieben, hop….

1. Games for 2nd grade

Target: repetition and consolidation of the “Getting Acquainted” dialogue, repetition of German names.

Ich heiße Anna, aber heute heiße ich… (z.B. Monika) Und wie heißt du?

Target : Repetition of names of German cities, development of map skills

1. Ich wohne in Millerowo. Aber ich möchte in Dresden wohnen. Und du?

Games for relaxation

Target : relieve tension, give children a little rest, evoke positive emotions, good mood

Mein rechtes Platzt ist leer…

1. Students sit in a circle, leaving an empty chair near the leader on the right. The presenter says: Mein rechtes Platzt ist leer ich wünsche mir (says the name of any player) her. The leader becomes the player next to whom the space on the right is free. The game should be played at a fast pace.
2. Students sit in a circle. One place is free. The student next to whom there is an empty seat says: “Eine Ente mit zwei Flügeln fällt ins Wasser plump” and sits down in the empty seat. The next one continues: “Zwei Enten mit vier Flügeln fallen ins Wasser plump” and sits down in an empty seat. The next one says: “plump” and changes place, etc. (Drei Enten mit vier Flügeln fallen ins Wasser plump, plump, plump, plump. Vier Enten...)

Games to consolidate vocabulary by topic.

After a difficult oral exercise or other tiring activity, a fun game is the perfect way to relax. Games help relieve inhibitions, especially if the element of competition is eliminated or minimized. A shy and weak student will feel more confident and will participate more actively in the game.

Target: repeat vocabulary on the topic

(You can take any topic)

1. Students sit in a circle. There are empty seats to the left and right of the presenter. The host begins the game: Ich bin die Schule was passt zu mir? Students raise their hands and, at the choice of the leader, two name words on the topic. For example, die Stunde, die Klasse and sit next to the leader. The presenter chooses one word z.B. Ich nehme die Klasse. The player who named this word takes the place of the leader and becomes the leader, and the leader and the second player take the empty seats. The game continues: Ich bin die Klasse was passt zu mir. usw.

(Topic options: 1. Ich bin der Herbst. Was passt zu mir? Ich nehme... 2. Ich spiele im Hof ​​was sehe/ mache ich? 2. Ich bin im Kaufhaus. Was kaufe ich? 3. Ich sehe fern. Was sehe ich? 4. Petra hat Geburtstag. Was wünsche/ schenke ich?

1. Students sit in a circle. The leader in the center of the circle gives the task: Alle, die etwas Rotes haben, wechseln den Platz. (Everyone who has something red changes places). The presenter tries to take someone else's place. The one who is left without a place is the leader. (Alle, die Brüder haben... Alle die Schwester haben... Alle die Röcke haben usw.)

Grammar games with a ball.

Target: repeat learned grammar

1. Heute schreiben wir. Und gestern? (morgen)
2. Ich decke den Tisch. Was brauche ich?
3. Wir haben Deutsch. Was brauchen wir?
4. Wenn ich nicht Mensch wäre, will ich…sein. Und du?

Games that can be played at subject evenings.

1. We, too!

The presenter reads the story in German. After each sentence he takes a short pause. Participants in the game should exclaim “Wir auch!” if this makes sense. Whoever makes a mistake gives away a forfeit.

For example: Peter geht in den Zoo. (Wir auch!) Dort beobachtet er Tiere und Vögel. (Wir auch!) Manchmal nimmt er seinen kleinen Bruder mit. (Wir auch!) Gestern war er auch im Zoo. (Wir auch!) Er beobachtete die Tiere. (Wir auch!) In den Käfigen waren Elefanten, Bären, Affen…(). Zuerst beobachtete er die Affen. (Wir auch!) Die Affen waren komisch. (). Er lachte viel. (Wir auch!) Auch die Bären machten ihm Freude () Sie stellten sich auf die Hinterbeine und gingen wie Menschen. () Dann beobachtete er die Papageien. (Wir auch!) Er sagte ihnen einige Wörter. (Wir auch!) Ein kleiner Papagei wiederholte alle Wörter. () etc.

1. Holidays.

This game can be played by 6-8 people. The host offers the players cards with holiday dates: der 1. Januar, der 7. Januar, der 23. Februar, der 8. März, der 1. Mai, der 9. Mai usw. One card says Mein Geburtstag. The cards are mixed and lie on the table. At the command of the leader, the players approach the table, take one card at a time and quickly line up in order of months and dates. Then each of the players must briefly (5-6 phrases) talk about their date. The winner is the one whose story is more interesting and who makes fewer mistakes.

Literature

IPKiPRO course materials, Rostov n/a lecturer Kh.V. Averkiev

V.N. Blokhina, E.V. Zhuravleva Games and performances - Enlightenment 1975

Lexical games

1) Game of cities

Target: activation of students' vocabulary.

Material: paper, pen.

Progress of the game: Students are asked to draw a table in their notebooks. Then any letter is called. Students must complete the table by remembering words that begin with that letter.

Tätigkeitswort

Dingworth

Stadt

Kleidung

Tier

singen

…..

Suppe

….

Slawgorod

Sandalen

Sau

1). Chain

Students sit in a circle. The teacher or presenter begins: “Ich packe meinen Koffer und lege einen Fotoapparat hinein.” You can use any other similar formulations: Mein Pullover ist grau. Each player adds another item to the item already named. thing or subject. For example : “Ich packe meinen Koffer und lege einen Fotoapparat, einen Apfel hinein“ (Dein Pullover ist grau und meine Hose ist schwarz)

3) Text from pictures

Target: development of monologue speech skills.

Progress: The work is carried out in micro groups. Students receive a set of paper figures (see below). It is necessary to arrange the figures in a certain sequence, so that a short story is created.

For example:

Susanne und Klaus wohnen in einem Haus in der Nähe eines Waldes. Am Morgen fahren sie mit dem Bus zur Schule.

5) This is Moinos...

Target: repetition of the names of body parts, development of attentiveness.

Progress: Everyone stands in a circle. The presenter points to a part of the body, but at the same time names another. For example: “Das ist meine Nase”, but points to the knee. Players must listen carefully and point correctly to the named part of the body.

6) Yes and no

Target: training in naming actions.

Progress: Students should take turns naming what they would like to do. For example: Ich spiele Fussball gern. Everyone else extends their hand forward and, if the statement also applies to them, they turn their thumb up. If they do it reluctantly, the thumb points down.

7) Mensch zu Mensch

Target: repeating the names of body parts, developing mindfulness

Progress: Everyone stands in a circle of two. The presenter begins : “Mensch zu Mensch wie Ohr zu Ohr.” Pairs should follow the leader's instructions and become ear to ear. The presenter continues further : “Mensch zu Mensch wie Fuß zu Fuß.” And further, naming the various parts of the body.

8) Hexenpuzzle

Target: formation of lexical skills.

The teacher prepares in advance such a geometric figure, consisting of triangles or polygons. Paired words are written on parallel edges: antonyms (kalt - hei ß, sch ö n - h äß lich, lustig - traurig), synonyms (laufen - rennen, sch ö n - nett), basic forms of verbs (lernen - gelernt, sprechen - gesprochen), the word and its translation (die Blume - flower, lachen - laugh), etc. The figure is then cut into individual triangles (polygons). Students must again create a large figure, matching each face with their own pair.

Grammar games

1) Game with a cube

Target: strengthening the conjugation of verbs and their tense forms.

Material: prepare a cube with a personal pronoun indicated on each of the six sides; cards with verbs in the infinitive.

Progress of the game: Children take turns throwing the dice where one of the pronouns appears. Then they take a card with a verb and change the verb form in accordance with the dropped pronoun.

You can complicate the game and prepare a second cube with tense forms of the verb. The player needs to change the verb not only by person, but also take into account the verb tense.

12) What do you see?

Students are presented with a picture. Using the prepositions “places” they should ask each other the question “Was siehst du unter, über, … links, … rechts?”

Mobile language games

1) Game for attention “Alles, was Flügel hat, fliegt”

Target:

Students place their hands on the table. teacher says “Vögel fliegen, Flugzeuge fliegen, Tauben fliegen, Häuser fliegen.” At the same time, he raises his arms, simulating flight. The students do the same, but only if the named objects can fly. The game should be played at a fast pace.

2) Best of all

Target: use of constructions with modal verbs.

Progress: A presenter is selected who sits in the center. The rest are given cards with various action verbs (so that they can be shown in pantomime).

Ved : Ich muss hier sitzen die ganze Zeit,

bis jemand kommt und mich befreit.

All :Wer kann dir helfen, guter Mann?

Ved : We am besten ( lachen, singen, klatschen, usw.) kann!

3) Greeting

Target: emotional mood.

Students stand facing each other.

Ich gebe dir meine schöne (linke, rechte) Hand ( extend their hand)

Und einen dicken Kuss dazu (round the lips)

Ich mag dich (put hand on heart) wie ein Elefant (show big elephant ears)

So gross! (reach up) Und immerzu! (we hug each other)

4) Live story

Target: listening speech perception.

The teacher prepares a short story and a series of illustrations for it. Students receive illustrations. Then the teacher reads the story, the students listen carefully. When the teacher mentions the item in their illustration, they must stand at the board. At the end of reading, you should get a “living” story in pictures.

5) "Locomotive"

As the train passes, it attaches the trailers, and the train trailer is attached to the student provided that he has completed the task correctly: he named the object and answered the question.

6) Was haben wir gemacht?

Goal: automation of the use of verbs in oral speech.

Students are given cards with different verbs. Students receive 1 minute of time and the task of asking other participants what they are doing (Was machst du?). After the time has passed, the teacher asks all participants in the game: Was macht...?

7) Wettermassage

Children first point at the desk with their fingers:

Es nieselt, es hagelt, Schauer, Sturm, Sonnenschein

Then the person who wants to is called, the children show the precipitation on his back with their fingers, he tries to guess.

8) Wir spielen, wir spielen

Students sing by bending their finger(s), pen, fist, and nodding their heads.

Wir spielen, wir spielen

Und fangen lustig an

Und wenn der kleine Finger (der mittlere, der Daumen, der Zeigefinger, der Ringfinger) nicht mehr kann

Dann kommt der... (alle Finger, das ganze Händchen, das Fäustchen, das Füßchen, das Köpfchen) dran...

…And the verse is repeated again.

9) Wasser – Erde – Luft

Target: repetition of nouns, psychological relaxation.

The presenter throws the ball and names one of the habitats: Wasser, Erd e, Luft.

The one who catches the ball must name the animal that lives there. If the leader says the word “Feuer”, everyone stands up and changes chairs.

1. Games for the development of sound and letter analysis of words, motor functions of the hand, spatial orientation

Game 1

Purpose of the game: development of sound analysis of words, letter gnosis, attention.

Progress of the game: the teacher says (writes) a short word in German, then there is a short pause. At this time, students must count how many sounds (letters) there are in a word and report the answer by clapping.

Game 2

Purpose of the game: development of skills in sound analysis and synthesis of words, letter gnosis, spatial orientation.

Progress of the game: The teacher presents a series of letters and asks the students to arrange them in alphabetical order, then they will get a familiar (new) word. Then you can invite students to write it in their notebooks, count how many letters and how many sounds there are in the word.

For example: o, t, r, d – dort (4 letters, 4 sounds).

Game 3

Purpose of the game: development of letter word analysis, spatial orientation, attention.

Progress of the game: The teacher presents a set of letters and a picture depicting some object. Students must choose the letters needed to form a word for the object in the picture and write it down. What part of speech is this? For example: i H d u s a m – Haus (noun).

Game 4

Purpose of the game: development of sound analysis of words, development of attention.

Progress of the game: The teacher presents a picture depicting many objects. Students should look at the picture and count how many object names begin with a particular sound. What sounds do the names of the remaining objects begin with?

Game 5

Purpose of the game: phoneme/grapheme differentiation.

Progress of the game: Students must find the sound in the bottom row that matches the letter in the top row and connect them with a line.

Game 6

Purpose of the game: development of letter gnosis.

Progress of the game: The teacher asks the students to correctly connect the capital letters and the corresponding small letters with straight lines.

Game 7

Purpose of the game: morphemic analysis of words, development of imagination.

Progress of the game: The teacher asks you to correctly connect the syllables of words, based on the presented pictures.

Game 8

Purpose of the game:

Progress of the game: The teacher presents a series of words. Students must choose those that have combinations of letters that are pronounced as one sound. For example: die Schule, sieben...

Game 9

Purpose of the game: development of sound-letter analysis of words.

Progress of the game: Students must choose a letter combination to form complete words. How is this combination of letters read?

Ule
? ultasche
? littschuh

Game 10

Purpose of the game: development of spatial orientation and memory.

Progress of the game: The teacher puts letters of the German alphabet cut out of thick cardboard into a box (Santa Claus's bag), and the students must name which letter they pulled out of the bag.

Game 11

Purpose of the game: development of phonemic hearing, ability to concentrate.

Progress of the game: The presenter whispers a word in German into the ear of the person sitting on the edge. The next player whispers this word to his neighbor, etc. The game is played for two teams. The team that passes the named word to the last player faster and without errors wins.

Game 12

Purpose of the game: development of sound-letter analysis of words, fine motor skills, imagination.

Progress of the game: The teacher offers to “encrypt” a word in the form of a picture of the letters that make up the word.

Game 13

Purpose of the game:

Progress of the game: The teacher draws an element of the letter and invites the children to complete it until they get a letter, specifying: “What letter is this?”

Game 14

Purpose of the game: development of letter gnosis, grapho-motor skills.

Progress of the game: The teacher draws dots that serve as a visual reference for the children. By circling them, they get a letter to name. Using dots, the teacher can “program” a small drawing. In this case, the children should name the completed image with one of the words they have learned. In this way, you can “introduce” new lexical units.

2. Games to develop memory and attention.

Game 1

Purpose of the game: development of volitional (voluntary) attention, rhythm perception, motor memory.

Progress of the game: music sounds, children march and follow the teacher’s commands: Hande hoch! Hande nieder! etc. The teacher stops the commands, the children must perform the movements in the same order to the same beats of music.

Game 2

Purpose of the game: development of voluntary attention, repetition of the alphabet.

Progress of the game: Each child is assigned a specific letter of the German alphabet. Then the teacher (or presenter) names a letter and the child to whom this letter is assigned makes one clap and repeats the name of the letter.

Game 3. “Typewriter”

Purpose of the game: development of voluntary attention, consolidation of reading skills.

Progress of the game: the child is assigned a sound. The teacher (leader) pronounces a German word and writes it on the board. Then each student, when the teacher claps, pronounces the sound in the order in which they appear in the written word. When the word is “printed,” everyone claps their hands.

Game 4

Purpose of the game: development of attention associated with the coordination of auditory and motor analyzers.

Progress of the game: children sit at desks or stand. On command, children fulfill the teacher's requirements. For example: Malt eine Katze! Schreibt einen O! Tanzt!AndT. d.

Game 5

Purpose of the game: development of attention, imagination, motor skills.

Progress of the game: the teacher “writes” simple words in the air. Students “read” and write them down in their notebooks. The one who completed the task better than others wins.

Game 6

Purpose of the game: development of memory and attention.

Progress of the game: two students go to the board on which numbers are written in disarray. The teacher calls a certain number, the students must quickly point with a pointer and repeat the number. The one who doesn't make a single mistake wins.

Note: the same game can be played using letter combinations or individual letters.

Game 7

Purpose of the game:

Progress of the game: the student is offered a table in which numbers from 1 to 20 are arranged in random order. The student must find the numbers in order, showing them with a pointer and calling them out loud. The student needs to complete the task as quickly as possible.

Note: to give the game a competitive spirit, two students can work on two identical tables.

Game 8

Purpose of the game: development of attention, repetition of vocabulary.

Progress of the game: objects are laid out on the table, the names of which the students know in German (newspaper, magazine, book, pen, etc.). The student who comes to the table examines the objects for one to two minutes, then turns away. The teacher removes one of the objects and asks the student a question: Was fehlt hier? The student must name the missing item in German.

Game 9

Purpose of the game: development of memory, attention, counting skills, vocabulary repetition.

Progress of the game: the teacher asks a question like: Wieviel Stuhle sind im Raum 22? The student who gives the correct answer the fastest receives one point. Then the following question is asked, for example: Wieviel Klassen sind in der Schule? etc. The student with the most points wins.

Game 10

Purpose of the game: development of attention, muscle motor skills, repetition of vocabulary.

Progress of the game: The leader must make a request to the student. For example: “Setz dich, bitte!”, “Steh auf, bitte!”, etc. The student must comment on the actions being performed, for example: “Ich stehe auf”, “Ich setze mich”.

Game 11

Purpose of the game: development of attention and memory.

Progress of the game: The teacher shows the children an object for a short time, then, putting it away, asks someone to describe it in German from memory, naming its color and size.

Game 12

Purpose of the game: development of attention, memory, motor skills.

Progress of the game: Students are given cards with numbers and signs +, -, =. The teacher in German gives the task to solve the example (3+8= ...). Students who have these cards and the answer card must line up in one line. Note: the same game can be played with cards that have words written on them instead of numbers. Students line up to form a sentence.

Game 13

Purpose of the game: development of memory and attention.

Progress of the game: A number of objects of different colors are laid out on the table. The student who has volunteered to participate in the game looks at these objects for one to two minutes, then turns away. All items are removed. The teacher asks questions like: Wie ist (war) das Buch? The student must name the color of the object.

Game 14

Purpose of the game: development of memory and attention.

Progress of the game: The teacher calls a German word, the students must come up with a word starting with the last letter of the given word. For example: Stadt > Theater > Russisch > Heft, etc.

Note: the words must be known, you can use a dictionary.

Game 15

Purpose of the game: development of memory, attention, ability to concentrate.

Progress of the game: The teacher slowly reads several sentences related to each other in meaning, composed on familiar material, eight to ten times. After reading the last sentence, he immediately begins the first, then the second, etc. Do not dictate under any circumstances, you just need to read without interruption or pause. While the teacher is reading the sentences, students must write them down in their notebooks. The winner is the one who writes down all the sentences the fastest and without errors.

Game 16

Purpose of the game: development of memory, attention, removal of complexes, development of coordination of movements.

Progress of the game: the student shows some movement in front of the class (imitates dancing, writing a letter, walking, etc.), the students must name the verb in German that denotes this movement.

Game 17

Purpose of the game: development of memory, attention, removal of complexes, development of coordination of movements.

Progress of the game: The teacher lays out several objects throughout the class, the names of which the students know in German. The student who has volunteered to participate in the game carefully monitors the arrangement of objects. Then he is blindfolded and begins to collect objects in the order suggested to him by the teacher, for example:

„Ich nehme das Buch“. The student takes this object, naming it in German.

Game 18

Purpose of the game: development of attention, sense of rhythm.

Equipment: tape recording.

Progress of the game: Students read aloud a text from a textbook or other manual together with the speaker. In the middle of the text, the teacher turns down the volume and then completely turns off the sound. At this time, students continue to read aloud at the pace set by the speaker. Then the teacher turns the sound back on. It is important that students “get” into the soundtrack. The one who can do this wins.

Note: the text should be familiar to students. Instead of text from a textbook, you can use a song or poem in German that is familiar to children.

Game 19

Purpose of the game: development of attention, memory, coordination of movements, removal of complexes.

Progress of the game: Several students perform a skit in front of the class. The rest of the students, with the help of the teacher, describe in writing (or orally) what they saw.

Note: preparing skits is given to students as homework.

Sentences are compiled by the teacher. (for example: Der Schuler geht in die Schule., etc.).

Game 20

Purpose of the game: development of attention, memory, reaction speed, time concepts.

Progress of the game: students receive cards with the names of the days of the week (seasons, months in German). When the teacher claps, the students line up in order of the days of the week one after another.

Game 21

Purpose of the game: development of voluntary attention, self-control, reaction speed, motor skills.

Progress of the game: children follow the teacher’s commands: “Steht auf!”, “Setzt euch!” and so on. One of the movements (commands) is forbidden. Children must repeat all movements (follow commands), except for the forbidden ones.

Game 22

Purpose of the game: development of attention and counting skills.

Progress of the game: The teacher asks the children to add up the numbers that make up the “bird”. Who will do it faster?

Game 23

Purpose of the game: development of attention, repetition of vocabulary.

Progress of the game: The teacher invites the children to find one known word in each line, discarding (crossing out) unnecessary letters.

For example: AsderTwHausFrtusG

SchuleikPOtferdhslkl

Game 24

Purpose of the game: development of attention, memory, repetition of the alphabet and counting skills.

Progress of the game: The presenter calls numbers from 1 to 26. Students recite the alphabet to themselves and write/pronounce the letter that corresponds to a given number in the alphabet.

You can also encrypt German words, and students compose them. For example: 19, 20, 1, 4, 20 correspond to the word Stadt.

Game 25

Purpose of the game: development of memory, attention, vocabulary repetition.

Progress of the game: Several sentences are written on the board.

Students repeat these sentences out loud after the teacher. After each repetition, one word is erased, and so on until the board remains empty. The student(s) must repeat the sentences.

3. Games to develop thinking.

Game 1

Purpose of the game: development of thinking.

Progress of the game: The teacher conceives of a subject and asks the children to guess what he has in mind by asking five questions each, for example: Ist das eine Katze? etc.

Game 2

Purpose of the game: development of the ability to classify and compare.

Progress of the game: from several cards on which individual letters, syllables, words, punctuation marks are written, you need to put together a complete sentence and name it.

Game 3

Purpose of the game: development of thinking.

Progress of the game: The teacher presents several pictures. The student must establish the sequence of events depicted on them, arrange them in a logical order and make a sentence for each picture, try to compose a story.

Game 4. “Return the number to its place”

Purpose of the game: development of thinking and logic.

Progress of the game: a number series is demonstrated in which any number is missing, for example: 1 3 4 5 6 7 8. The teacher asks: Was fehlt hier? Students must name the missing number.

Game 5

Purpose of the game: development of thinking.

Progress of the game: The student is given the task of counting orally, how much is 30 - 3? Having received the answer (27), the teacher asks to continue the “path” (27-3=24, 24-3=21, etc. until zero), saying the examples out loud.

Game 6

Purpose of the game: development of thinking.

Progress of the game: Each student brings a toy to class. One driver is selected from the group. For three to five minutes he goes out the door. In his absence, the teacher and the children come up with a story about one of the toys from three to five sentences. All toys are placed on the table. The driver enters the class and, based on the description of the children, must find and name the chosen toy.

Game 7

Purpose of the game: development of the ability to classify.

Progress of the game: Several words (sentences) are written on the board; you need to name the extra ones. For example: die Stadt, das Buch, laufen, das Kino. The word laufen will be superfluous, since it is the only verb in a series of nouns. The principle of combining words in one row can be different.

Game 8

Purpose of the game: development of thinking, activation of vocabulary.

Progress of the game: given a number of characteristics (gross, braun, klein, etc.), you need to select a word (or several words) that has these characteristics.

Note: this game can also be played in the reverse order (from object to attribute).

Game 9

Purpose of the game: development of thinking, imagination, motor skills.

Progress of the game: The teacher reads several times a short, coherent text based on familiar material. Students listen and make small drawings. Then the text is reproduced from the drawings. The one who does it best wins.

Game 10

Purpose of the game: development of thinking, comparison skills, spelling skills.

Progress of the game: teacher: “I wrote a sentence on the board and accidentally erased almost everything. Restore this sentence and translate it. Who will do it first?

Game 11. “Who can make up the word faster?”

Purpose of the game: development of thinking, coordination of movements, repetition of vocabulary.

Progress of the game: the teacher writes words in 2 columns on the board; words lack beginning/middle/end. 2 teams play. The team that completes the words faster wins.

Game 12

Purpose of the game: development of thinking, imagination, memory, graphomotor skills.

Progress of the game: The teacher draws a figure (or an element of a figure), the students complete the image, remembering the vocabulary they have learned, and give it a name. The teacher must avoid ambiguity in the selection of figures (elements); Teaching assistance is also possible, for example: “Remember what nouns we studied yesterday and complete the picture!”

German language

Children learn best through play. They are especially attracted to outdoor games. Therefore, this is a wonderful opportunity to learn foreign languages ​​on the move and while playing.

Game No. 1 All my things - Alle meine Kleider

This game helps you learn colors:

All children stand in a circle. Each child who wears an item of clothing in the color of the song stands in a circle, dances and jumps. Then the next child comes into the circle.

1. Grün, grün, grün sind alle meine Kleider, grün, grün, grün ist alles, was ich hab’. Darum lieb’ ich alles, was so grün ist, weil mein Schatz ein Förster ist. 2. Weiß, weiß weiß sind alle meine Kleider, weiß, weiß weiß ist alles, was ich hab’. Darum lieb’ ich alles, was so weiß ist, weil mein Schatz ein Bäckermeister ist. 3. Rot, rot, rot sind alle meine Kleider, rot, rot, rot ist alles, was ich hab’. Darum lieb’ ich alles, was so rotten, weil mein Schatz ein Feuerwehrmann ist. 4. Blau, blau, blau sind alle meine Kleider, blau, blau, blau ist alles, was ich hab’. Darum lieb’ ich alles was, so blau ist, weil mein Schatz ein Matrose ist. 5. Schwarz, schwarz, schwarz sind alle meine Kleider, schwarz, schwarz, schwarz ist alles, was ich hab’. Darum lieb’ ich alles, was so schwarz ist, weil mein Schatz ein Schornsteinfeger ist. 6. Gelb, gelb, gelb sind alle meine Kleider, gelb, gelb, gelb ist alles, was ich hab’. Darum lieb’ ich alles, was so gelb ist, weil mein Schatz ein Kranführer ist. 7. Braun, braun, braun sind alle meine Kleider, braun, braun, braun ist alles, was ich hab’. Darum lieb’ ich alles, was so braun ist, weil mein Schatz ein Landwirt ist.

1. Green, green, green all my things,green, green, green is all I have. So I love everything greenbecause, my dear, I am a forester. 2. White, white, white all my things,white, white is all I have. So I love everything whitebecause, my dear, I am a baker. 3. Red, red, red, all my things,red, red, red is all I have. So I love everything redbecause, my dear, I am a fireman. 4. Blue, blue, blue, all my things,blue, blue, blue is all I have. So I love everything bluebecause, my dear, I am a sailor. 5. Black, black, black all my things,black, black, black is all I have. So I love everything blackbecause, my dear, I am a chimney sweep. 6. Yellow, yellow, yellow all my things,yellow, yellow, yellow is all I have. So I love everything yellowbecause, my dear, I am a crane operator. 7. Brown, brown, brown, all my thingsbrown, brown, brown is all I have. So I love everything brownbecause, my dear, I am a farmer.

Game No. 2 Colors – die Farben

Another game for learning colors

The meaning of the game:
There are things, paper, pictures of different colors on the floor. As soon as the corresponding color is called, the players (even if there are only two of you) choose an item of the desired color.

Weiß, weiß, weiß seht ihr die weißen Wolken. Weiß, weiß, weiß ist auch für mich gemacht. Darum lieb‘ ich alles, was so weiß ist. Blüten, Steine ​​und das Weiße hier. Gelb, gelb, gelb seht ihr die gelben Felder, gelb, gelb, gelb ist auch für mich gemacht. Darum lieb‘ ich alles, was so gelb ist. Blumen, Sonne und das Gelbe hier. Rot, rot, rot seht ihr die roten Blumen, rot, rot, rot ist auch für mich gemacht. Darum lieb‘ ich alles, was so rotten ist. Tulpen, Rosen und das Rote hier Blau, blau, blau seht ihr den blauen Himmel. Blau, blau, blau ist auch für mich gedacht. Darum lieb‘ ich alles was so blau ist, Blumen, Wasser und das Blaue hier. Grün, grün, grün seht ihr die grüne Wiese. Grün, grün, grün ist auch für mich gemacht. Darum lieb‘ ich alles, was so grün ist. Gräser, Blumen und das Grüne hier. Braun, braun, braun seht ihr die braune Erde. Braun, braun, braun ist auch für mich gemacht. Darum lieb‘ ich alles, was so braun ist. Erde, Blumen und das Braune hier. Schwarz, schwarz, schwarz, seht ihr die schwarzen Räder. Schwarz, schwarz, schwarz, ist auch für mich gemacht. Darum lieb ich, alles was so schwarz ist, Stifte, Raben und das Schwarze hier.

White, white, white you see white clouds. White, white, white is also made for me. That's why I love everything white. Flowers, stones and white are here. Yellow, yellow, yellow, you see the yellow fields, yellow, yellow, yellow is also made for me. That's why I love everything yellow. Flowers, sun and yellow are here. Red, red, red you see red flowers, red, red, red is also made for me. That's why I love everything red. Tulips, roses and red are here. Blue, blue, blue, you see the blue sky. Blue, blue, blue is also made for me. That's why I love everything blue, flowers, water and blue here. Green, green, green, you see a green meadow. Green, green, green is also made for me. That's why I love everything green. Grass, flowers and green are here. Brown, brown, brown, you see brown earth. Brown, brown, brown is also made for me. That's why I love everything brown so much. Earth, flowers and brown are here. Black, black, black, you see black wheels. Black, black, black is also made for me. That's why I love everything black, pens, crows and black here.

Game No. 3Kitten play – Das Kätzchen-Spiel

Children sit in a circle. “Kitten” sneaks around blindfolded, stops in front of any other child and says:

Having heard MEOW, the kitten must guess the name of the mouse.

Game No. 4 Butterfly - Schmetterling

The child stands in the center of a circle of chairs. After the first two lines of text, he selects a teammate. Both holding each other's hands dance to the song. At the end of the song, the “old” butterflies sit down, and the “new” ones begin a new game. The rest of the children sing.

Game No. 5 Snake - Die Schlange

In the first part of the text, one of the children is a snake. He's running in circles. Everyone says the first part of the text.

Then the snake chooses one of the children and says the second part of the text alone. After “Hey,” the snake claps its hands and spreads its legs apart.

The second child should crawl between the first child's legs and then climb onto the first child's back. This way the snake will gradually regain its tail. The game ends when the snake falls or loses part of its "tail" again.

Game No. 6 Bunny in the hole - Häschen in der Grube

One child sits like a bunny in the middle of a circle of children and holds his hands to his face as if sleeping. The rest of the children take each other's hands and dance in a circle. At the words “Jump, bunny,” he jumps out to one of the children from the circle. This child becomes the new bunny and sits in a circle.

Game No. 7 Cat and Mouse (Die Mause und die Katze)

Game options:

Younger children can be placed on your lap and rocked to the beat.

For kindergarten children:

1. One child is a mouse, the other is a cat, the other children stand in a circle (but do not hold hands) and begin to run in a circle while singing. The cat is outside the circle and the mouse is dancing in the center of the circle. Then the cat begins to hunt for the mouse, that is, the cat enters the circle and the mouse quickly runs out.

2. In the second stanza, the mouse returns to the center of the circle, and the cat stands in the circle with the rest of the children.

3. In the third stanza, all the children start going crazy and dancing

4. In the fourth stanza, everyone joins hands and dances in a circle.

Game No. 8 Lion Hunt - Löwenjagd

Place the child between your legs or sit on your lap. If there are a lot of children, have them stand around and repeat the words and movements.

Is it da ein Lowe? NEIN! Da ist kein Lowe. Da ist eine Tür, da gehen wir jetzt durch. GehenwirheutaufLöwenjagd? Ja, wir gehen auf Löwenjagd! Is it da ein Lowe? NEIN! Da ist kein Lowe Da ist eine Wiese, da gehen wir jetzt durch. Gehen wir heut Löwenjagd? Ja, wir gehen auf Löwenjagd! Is it da ein Lowe? NEIN! Da ist kein Lowe Da ist ein Sumpf und da gehen wir jetzt durch. Gehen wir heut auf Löwenjagd? Ja, wir gehen auf Löwenjagd! Is it da ein Lowe? NEIN! Da ist kein Lowe. Da ist ein Fluß und da schwimmen wir jetzt durch. Pullover aus, Hemdchen aus, Hose aus, Höschen aus, alles auf dem Kopf und schwimmen, schwimmen, schwimmen. Höschen an, Hose an, Hemdchen an, Pullover an. Gehen wir heut auf Löwenjagd? Ja, wir gehen auf Löwenjagd! Is it da ein Lowe? NEIN, da ist kein Lowe. Da ist eine Höhle, und da gehen wir jetzt rein. Ein Auge, noch ein Auge, der LÖWE!!! und laufen, laufen, laufen… Der Fluß: Pullover aus, Hemdchen aus, Hose aus, Höschen aus, alles auf den Kopf und schwimmen, schwimmen, schwimmen, Höschen an, Hose an, Hemdchen an, Pullover an und laufen, laufen, laufen. Der Sumpf die Wiese die Tür... Geschafft…

Shall we go lion hunting one day? Yes, we are going on a lion hunt! (Nod) Is there a lion here? (Short pause) NO! (You shake your head and point your finger no, no) There is no lion there. There is a door there, we will go through it now. (Open an imaginary door and squeak) There is a meadow there and we will walk through it. (clap your hands and spread the grass with your hands) Everything is repeated except the last line: There is a swamp there, we will go through it. (Stomp and make smacking sounds) Everything is repeated except the last line: There is a river there, we will swim across it. Sweater off, shirts off, pants off, panties off, everything over your head and swim, swim, swim. (pretend that you are undressing the child over your head, and then move your arms as if you were swimming) We put on panties, trousers, a shirt and a sweater. (as if getting dressed) Everything is repeated except the last line: There is a cave there and we will go through it. One eye, another eye, it's a lion! and we run, we run, we run... (We stomp our feet as if we were running and say the next words quickly, quickly) River: sweater off, shirts off, pants off, panties off, everything upside down, and we float, float, float, Panties, trousers, shirts, Sweaters, put everything on and run, run, run. Swamp…. Meadow… Door... (Boom)

Game No. 9 Ten little pumpkin gnomes – Zehn kleine Kürbiszwerge

Zehn kleine Kürbiszwerge schleichen durch die Nacht, sie sind ganz still, sie sind ganz still und geben sehr gut Acht. Zehn kleine Kürbiszwerge wollen Geister sein, Sie sind ganz still, sie sind ganz still und machen sich ganz klein. Zehn kleine Kürbiskerne tanzen hin und her, Sie sind ganz still, sie sind ganz still, man hört sie gar nicht mehr. Zehn kleine Kürbisgeister poltern laut herum, dann sind sie still, dann sind sie still und fallen plötzlich um. Zehn kleine Kürbisgeister laufen schnell nach Haus, sie sind ganz still, sie sind ganz still und ruhen sich dort aus.

Ten little pumpkin gnomes were sneaking around at night, they are very quiet, they are also very attentive. (we sneak around the room and look around) Ten little pumpkin gnomes wanted to become ghosts, they are very quiet, they are very quiet and shrinking. (we squat down) Ten little pumpkin seeds are dancing back and forth, they are very quiet, they are very quiet, you can no longer hear them at all. (we dance back and forth, then squat down and freeze) Ten little pumpkin gnomes make a loud noise around them, then they are silent, silent and suddenly fall. (We make noise and then fall to the ground.) Ten little ghosts ran quickly home, they are very quiet, they are very quiet and they are resting there. (We run across the room, crouch and freeze)

Methodological development in the German language

Topic: "Games in German lessons in elementary school"

German language teacher

Bondarenko Svetlana Vladimirovna

2016

HOW TO MAKE A GERMAN LANGUAGE LESSON INTERESTING?

Gaming technologies are of great importance when teaching German at the initial stage. Thanks to games, the quality and effectiveness of learning and the ease of mastering educational material increase. Any game, when used correctly and competently, arouses students’ interest in the language and country of the language being studied, strengthens motivation and improves the quality of language acquisition.

The game in the lesson must meet certain requirements:

1) Be sure to comply with the program material.

2) Do not distract from the educational process as a whole.

3) Solve at least one of three tasks: educational, educational, developmental.

4) Do not take a long time.

5) Be accessible to students (take into account their psychological and age characteristics).

6) Intensify the educational process.

7) Bring pleasure to the students and teacher.

To develop language skills, games are divided into phonetic, spelling, lexical and grammatical. These games facilitate training in the use of linguistic phenomena at the pre-communicative stage of mastering a foreign language.

Phonetics games:

1. Long and short vowels.

Target : Formation of phonemic hearing skills.

Progress of the game : The teacher names the words. Students raise their hands if the sound is pronounced for a long time. If the vowel is pronounced briefly, you cannot raise your hand. The team that made the fewest mistakes wins.

2. What word does it sound like?

Target : Formation of the skill of establishing sound-letter correspondences.

Progress of the game : The teacher writes 10-20 words on the board. Then he begins to read them at a certain speed in random order. Students should mark on the list only those words that were spoken by the teacher. Or find words in the list and put a serial number next to each of them as the teacher pronounces them.

Spelling games:

1. Insert a letter.

Target : Checking the mastery of spelling within the studied lexical material.

Progress of the game : 2 teams are formed. Words are written on the board for each team, each with a missing letter. Students go to the board one by one and fill in the missing letters.

2. Five cards.

Target: Control of alphabet mastery.

Progress of the game : The teacher shows each of the game participants 5 cards with letters. The winner is the one who names all 5 letters correctly and without pauses.

Lexical games:

1. Antonyms.

Target: Formation of lexical skills.

Progress of the game: 2 teams are formed. The teacher names adjectives from a paired series. The players must name a word with the opposite meaning.

2. Numerals.

Target: Consolidation of cardinal and ordinal numbers.

Progress of the game: 2 teams are formed. The teacher names an ordinal or cardinal number. The first team must name the previous number. The second is what follows. For each mistake, the team receives a penalty point.

3. Snowball.

Target: Consolidation of lexical units.

Progress of the game: The teacher asks a question, the answer to which involves the use of the vocabulary covered. The first student answers the question, the second must repeat his answer and add at the endyour word, etc.

4. Crossword.

Target: Activation of lexical skills.

Progress of the game: The teacher draws a crossword puzzle on the board. 2 teams are formed. The players receive a card with questions, then take turns going to the board and solving the crossword puzzle. For each word guessed, the team gets a point.

Grammar games:

1. Picture of actions.

Target: Automation of the use of verbs in oral speech.

Progress of the game: The presenter goes to the board and depicts the actions. The players must comment on it using the verbs they have learned.

2. Ball game.

Target: Automation of the use of prepositions before geographical names.

Progress of the game: The teacher names the sentence, omitting the preposition before the geographical names. The person who catches the ball must repeat the sentence, inserting the correct preposition and article form where necessary.

The following games are available to teach skills and abilities in the design of speech statements:

Psychological games:

1. Important guest.

Target: Formation of skills of lexical and grammatical design of speech utterances in dialogical speech.

Progress of the game: Students should imagine that they are expecting a visit from a famous person from the country of the language they are learning. One of the participants in the game, a foreign guest, enters the class, greets everyone in turn, introduces himself and answers questions from the participants in the game. The guest answers them and asks questions himself.

2. Playing with dolls.

Target: Formation of skills in the design of speech statements in the process of interaction.

Progress of the game: Several toys are required to play. Each student must decide who this or that doll represents. In the process of communication, the dolls should say hello, introduce themselves, ask about interests, etc.

Role-playing game:

1. Travel to the country of the language being studied.

Target: Activation of monologue speech in the proposed situation and the practice of generating a coherent, detailed statement.

Progress of the game: The players are given the situation of an excursion around one of the German-speaking countries. Each student is asked to first name the sights of the country, then select those that they would like to see, and also explain their choice. In this game, each student can try himself as a tour guide.

Conclusion:

Gaming activities in a foreign language lesson not only organize the communication process, but also bring it closer to natural communication. Games enliven lessons and always bring pleasure to younger students.

Application

Deutschsprachige L ä nder

By horizontal :

1) Auf diesem Platz befindet sich die Weltzeituhr.

2) Dieser Hund ist der Nationalstolz von der Schweiz.

3) Die Heimatstadt von Mozart ist...

4) Die Hauptstadt von Österreich heißt…

5) Diese Berge sind bei Skifahrern sehr beliebt.

6) In dieser Stadt gibt es das Schokoladenmuseum.

By verticals :

1) Diese Stadt liegt an der Elbe.

2) Das Brandenburger Tor ist das Wahrzeichen von …

3) In diesem Park gibt es die älteste Kindereisenbahn.

4) Die Straße Berlins heißt Unter den…

5) Die Stadtmusikanten sind aus der Stadt…

6) In diesem Garten kann man laufen oder Fahrrad fahren.