An acceptable sentence might be «The player runs to first base.» For lower level students, the categories can be replaced with verbs themselves, with the score values representing verb forms only.
One more games.
Poker. Purpose: Introduction of verbs, or verb tenses.
Materials: Cards with verbs (Picture cards work best because they show the motion).
A list of the verb names depicted in the pictures for the students.
Preteaching: The verbs involved.
Game Play: A student chooses a card but does not look at it. The student holds the card to his/her forehead for all the other students to see. Other students must act out the verb. Holding student must guess which card is on his head.
Notes: The same cards can be used for game charades, where the drawing student acts out the verb and the others guess.
E at your verbs. T his can be done this with all of English classes and it has always proved to be a lot of fun for the students, it’s funny to watch, and they get a kick out of seeing each other act. D ivide the class into 2 groups, have a list of verbs ready.
T he list can be changed with the level of English. F or example, there can be used a list of irregular verbs. E ach group then chooses one person to begin. E ach group can be given a different verb and they have to proceed to act out the verb without speaking and their group has to guess in English what it is, then whoever guesses it correctly must go to the front of the room and write down the 3 forms of the irregular verb.
T he new person is given a verb and it starts all over again. I t usually starts slow at first, but every time the students have gotten really into it and it starts going very quickly and almost runs itself! A t the end all players are given points for every correctly spelled and formed verb and count off for the wrong ones. The winning group of course gets a prize.
V erb sentences. M ake a large grid on the board (about 7×7). P ut one verb in each box. U se different tenses for each of the verbs.
T he student has to use the verb in whatever form it is on the board (I skied, I am skiing, or I am going to ski). I f they make a proper sentence then they can change the word into an x or an o.
T hen the other team goes for it. T he object of the game is to get four in a row. T he game takes strategy and good English. I n my class we’ve already learned these tenses so this will be used as a fun review class.
For higher-level student you can throw a question mark in the box with the verb, which means they must use the verb but make a question out of it (Did you ski yesterday?).
V erb races. D ivide your class into teams of equal number (no more than 5−6 students per team as that is how many subject pronouns there are in English… depending if you are teaching 'you pl.' as a separate one). E ach team sits in a row.
T he first student in each row is #1, the second #2, etc. G ive all number ones a piece of paper. T hen you pick a verb from the vocabulary that you are studying (eg. E at) and all number ones write «I eat» and then pass the paper to the student behind them.
T he second students write «you eat» and pass the papers back. T his continues until all subject pronouns and verb forms have been written.
T hen the last student passes the paper to the first student and the first student runs to the board to write all the answers on the board. T he first team to get their answers on the board in the correct order and correctly conjugated (I eat, you eat, he eats, we eat, they eat) gets a point. I f you have several students in your class, you can expand the game by adding she and it as seperate entries.
T hen the students shift places, so 1 moves to spot 2, etc. and the last student in each row becomes student 1. Continue until each student in the row has had a chance to write on the board.
Role games help pupils to form and assign lexis and contributes to forming and using in speech skills of oral speech.
Role-playing is a technique in training or psychotherapy in which participants assume and act out roles so as to resolve conflicts, practice appropriate behavior for various situations, etc.
Roleplaying as a recreational activity is a translation of private fantasy activities such as daydreaming into social and game context that is structured and controlled by an agreed set of rules.
The historical roots of roleplaying lie in wargaming. In 1974, an American wargamer named Dave Arneson created a variation of his medieval fantasy wargame in which his players, rather than commanding armies of troops, took on the roles and personalities of individual fighters and magic users. From this experiment the hobby of roleplaying (and the game of Dungeons & Dragons) was born.
T he earliest published roleplaying games were closely related to their war gaming antecedents, focusing on combat and strategy and ignoring the subtleties of characterization and drama. D ungeons & Dragons for example, the original roleplaying game, is also narrowest in its construction. I t was designed as a strategy combat game, pitting good against evil, and not as a sociological simulation. T
he structural restraints of the rules system (which provided resolution systems only for combat-related activities) encouraged an ethos of male power-fame-virility fantasy, centring on values of masculine aggressiveness, confrontation and objectification. P lots usually consisted of «dungeon bashes», fighting monsters to obtain loot. Not surprisingly, most players were teenage males, and few women participated.
Relaxation and entertainment — pure fun — are the reasons given by most gamers for their involvement in the hobby. While this is hardly surprising, even those who regard the hobby purely as a recreational activity recognize a psychological dimension to their gaming. Four themes emerged in the interviews concerning the value of roleplaying:
Roleplaying aids to increasing one’s sense of personal control and efficacy.
Roleplaying aids in increasing social skills.
Roleplaying provides an escape from social pressure.
Roleplaying is educational.
Every lesson has its topic which is directed to its motivation. That is why this approach is directed to energization of cognitive processes of young schoolchildren.
For example we take the following role play.
Topic: my native town.
Aims: to train needs in practical using of language; to develop language, intellectual, cognitive abilities; to form ability to understand and produce phrases in a foreign language in the given communicative situation.
Equipment: pictures of London, Glasgow, Moscow sights, pictures of a magic tree, props.
Grammar: the Indefinite and the Continuous, the degrees of comparison of adjectives.
Description of the game «Opening of the advertising company».
Before the game teacher selects the President of the company — pupil who is able to be the centre of attention, to be language leader. Teacher also selects the secretary, the programmer, the editor, journalists. The rest of pupils want to to get fixed up in the job.
D ear friends! W e are glad to give you surprising information. W e are opening a new advertising company. T he president of the company invites you to his office.
S ir President! Tell us a few words please about your company and your tasks.
Introduce us the stuff who are working in your firm.
The president speaks. Our company is young and feels a need for people. Wee need designers, technical editors. Today the commission for employing stuff is working here. It is headed by the president.
But first of all you need to fill in a questionnaire. Write why you want to work in our company, what salary you want to receive, where you worked earlier and some information about yourself.
We are glad to see you at the interview. Try to be an interesting person for our firm.
Here goes the interview. Pupils present spots about cities, Great Britain, use pictures telling about their work and themselves.
The commission asks questions. Then all pupils are divided into two teams. Representatives of all needed professions are there.
The president wants to test abilities of the potential workers. During 15 minutes they should create advertisement of a city and present it to other members of the group.
And now we let have the floor to the head of the company. Sir President, what do you think of the work of our candidates nominated for the vacancies?
Would you hire them? Did you appreciate their creativity?
Will you be so kind to tell us some words about our demonstrators?
The President takes the floor.
CONCLUSION
According to content, verbs can be described as words denoting actions, the term «actions» embracing the meaning of activity (e.g. to walk, to speak, to play, to study), process (e.g. to sleep, to wait, to live), state (e.g. to be, to like, to know), relation (e.g. to consist, to resemble, to lack) and the like.
According to form, verbs can be described as words that have certain grammatical features that are not shared by other parts of speech, e.g. they have the categories of tense, aspect, voice, etc.
According to function, verbs can be defined as words making up the predicate of the sentence.
The English verb has semantic features. The verb possesses the grammatical meaning of verbiality — the ability to denote a process developing in time. This meaning is inherent not only in the verbs denoting processes, but also in those denoting states, forms of existence, evaluations, etc.
The English verb has morphological features. The verb possesses the following grammatical categories: tense, aspect, voice, mood, person, number, finitude and phase. The common categories for finite and non-finite forms are voice, aspect, phase and finitude. There are also categories expressed by both synthetical and analytical forms (mood, tense, aspect).
The English verb has syntactic features. The most universal syntactic feature of verbs is their ability to be modified by adverbs. The second important syntactic criterion is the ability of the verb to perform the syntactic function of the predicate. However, this criterion is not absolute because only finite forms can perform this function while non-finite forms can be used in any function but predicate. And finally, any verb in the form of the infinitive can be combined with a modal verb.
We proposed the system of exercises in game form. This form of teaching a foreign language is the most suitable for pupils, in the opinion of many Methodists.
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