Далее мы представляем некоторые игры из данной книги, которые учитель может использовать на уроке.

ORAL GAMES

1. IDENTIFYING GAMES

Pupils in turn hold up or touch or point to objects or other pupils, ask questions such as what’s this (that)? Who's this (that)?, and What are these (those)?, and then name a pupil in another team to answer. The game is most easily played with two teams. If there are four teams and room enough, it is best to have two games in progress simultaneously.

Those who answer correctly ask a similar question in return. If an, answer is incorrect, the questioner or perhaps another pupil from the same team asks another question. A point may be scored for every correct question and answer. If yes- no-questions are asked, such as Is this (that) a box (doll, star, banana)? Am I a pupil? Are you John? Is she a girl?, the answers can be Yes, it is. No, it isn't, or Yes, you are. No, you aren't or Yes, I am. No I'm not, or Yes, she is. No, she isn't, etc. To questions in the plural, such as Are they boxes (my pencils, your marbles, red gloves)? the answers are Yes, they are, or No, they aren't. At a slightly less elementary stage a game can be made, out of the following kind of sequence:

A. (to В.): What's this?

В. It's a

A. (to class): Is it a . ?

Сlass: Yes, it is (or No, it isn't if B.'s answer was wrong).

«Choice» questions also lend themselves to this game. Is this (that) a banana or an orange? (It's a banana.) Are those bananas or oranges? (They are bananas.)

Experienced teachers will recognize that there are very many language «items» in the above examples. They are not all taught at once, but over a period of some weeks or months. In what order they are best taught is not our concern here, but they cannot be mixed together in a game until they have been properly mastered. Thus the examples are illustrative of how such a game can be played at various stages of achievement.

d. Unfinished drawings. The teacher draws a few objects simply on the board, e. g.: a ship, a house, a ball, a car, a pram, an aeroplane, and asks as he goes along, «What's this?». Then he rubs out some of the essential lines in the sketches, goes back to one of them (the ship, perhaps), and says, as if puzzled, «Now what's this? Oh yes, I know, it's a ship». And quickly draws in the remaining lines. He does the same with a second drawing, and then asks the class about the others, «And what's this?». They tell him, «It's a pram». «It's an aero plane», etc. Then he draws the first line of something new, and again asks, «What's this?». The pupils guess, «It's a hat». «It's an umbrella», etc the teacher says «No» until the right guess is made, and then draws in the remaining lines.

Five minutes is long enough for this, but children greatly enjoy guessing and at the same time exercising their elementary knowledge of the language.

2. WHERE?

e. Where can it be?

Teacher: I've dropped my watch (pen, brooch — any small object) somewhere. Now where can it possible be?

Various pupils: In the bus. At home. In the corridor. Behind the radiator. Between the cupboard and the stove. In B.'s desk. The practice is brisker and more plentiful if nobody looks in these places, but more realistic if someone does. It can sometimes be taken one way and sometimes the other. If there is searching, the game still need not drag.

Teacher: Where can it be?

1st pupil: Behind the cupboard.

Teacher: Elizabeth, look behind the cupboard . What's Elizabeth doing?

Class: She's looking behind the cupboard. Teacher: Yes, she’s looking behind the cupboard. Is it there?

Elizabeth: No it isn't there, Mr. Williams.

Teacher: Where is it, then? Where can it be, Derek?

Derek: In the drawer of your table.

Teacher: Come and look. Where's Derek going to look, Sheila?

Sheila: In the drawer of your table.

Teacher: Everybody, where's he looking? (D. is now there.)

Class: In the drawer of your table. Teacher: Is it there, Derek? Derek: No, it isn't.

Teacher: Then where can it be?

h. Where were you? One pupil in front of the class is a «visitor» and says something like: «I called at your house at ten o'clock last Saturday morning, but you weren't in. Where were you?» Each pupil gives an answer, e. g.: «I was at my uncle's house». «I was at the airport». «I was on holiday». «I was in the mountains». If every pupil's answer is to be different, a considerable vocabulary is required, and the game m therefore not suitable at an elementary stage. For still more advanced learners it gives practice in using the Past Perfect: I had gone to the station, etc. Other people can also be brought in: I called at your house .but I nobody was in. Where was everybody? My father had gone to a football match, my mother had gone out shopping, my brother was on holiday, and I had gone to my’ friend’s house. For relatively advanced learners, also, the reason for being elsewhere might be added, e. g.: I had gone to the station to meet my brother, who was coming home on holiday.

i. Out of place At least twenty familiar objects are placed beforehand about the room in unfamiliar positions, all being in full view. The pupils are not told that the objects are, but are given a minute or two to look about them, and then are asked (taking one pupil from each team in turn) to say what they have noticed. They may say, for instance: «There is a book on top of the door». «There is a bag in the waste-paper». «There is a hairbrush on the gramophones». «There is a ruler in the vase», etc.

At another stage in the course the past tense could be used, if the objects have been taken away from these positions. Thus: There was a book on top of the door. Was there? Yes, there was. Is there a book on top of the door now? No, there isn't.

Or, if some of the objects have been removed and not others, one of the uses of still can be practiced. Is it still there? No. Is my bag still here? Yes, it is — it's still in the waste-paper-basket.

3. LISTEN AND DO

h. Face to face. Every pupil has a partner, and the two stand facing each other at the circumference of a large circle. Somebody in the centre of the circle gives commands, which all the players obey, e. g.: Stand back to back. Run round each other. Shake hands. Touch each other's shoulders, etc. Suddenly the pupil in the centre calls out «All change», and everyone must seize a new partner. The centre pupil tries to do so too. The one left without a partner goes into the centre and gives commands. This can be played wherever there is room enough, and best outdoors. If the total number of pupils is even, have two in the centre giving commands.

4. WHAT AM I DOING?

a. The teacher performs an action of some kind and asks the class what he is doing. Answers: You're cleaning the board. You're drawing a man. You're walking round and round your table. You're touching John's hand. You're writing. You're pinning up a picture, etc. The action must, of course, still be in progress when the reply is given. Thus only actions which can be prolonged are suitable here. c. Perhaps. The teacher whispers something I to one of the pupils and sends him out where he I cannot be seen. The class must guess what he is doing — or should be doing. Perhaps he's sharpening a pencil, washing his hands, fetching some chalk, running round the playground, feeding the animals, looking for a box, moving your bicycle out of the sun, etc. The teacher asks for suggestions and a considerable vocabulary is needed if every pupil is to make a different sentence and the answer is not to be guessed too soon. A team point is awarded for the first one to guess exactly. Then someone else goes outside with another secret. If the pupils are inventive enough, they need not depend on the teacher for this, and the teacher will have to guess too.