How to do English lessons. The most effective English lesson

Gubanova Alla Sergeevna

MKOU "Nikolskaya secondary school"

Anninsky district,

English teacher

Time changes, we change. We are moving from traditional forms and methods in pedagogy to innovative ones. One of the proverbs says: "Getting started right is half the battle." Indeed, beginning a lesson is the key to a successful lesson. How to start an English lesson correctly to keep the kids interested?

The classic beginning of a lesson is a dialogue with the teacher.

These are questions familiar to us since our childhood:

How are you?

What day is it today?

What’s the weather like today?

Whatisyour homework?

Pupils memorize answers fairly quickly. The next stage is the ability to ask other guys. The role-playing game "I am a teacher" is especially popular with my students. You can also ask the attendants to write questions with missing words in advance, for example:

How_____ you?

What is ___weather____ today?

The student reconstructs the question and then answers it. In the future, you can gradually add a new lexical unit. For example, you can learn to use not only "like", but also verbs such as "to be fond of, enjoy, ..."

While implementing the Federal State Educational Standard, I consider it appropriate to have a constructive dialogue so that students and listeners become direct participants in what is happening. You can start the lesson on a friendly note by asking how the students feel, how they spent the weekend, or what plans they have for tomorrow, what they are going to do after school. This allows the guys to open up from the other side, to learn about their hobbies and hobbies.

And how to diversify such compulsory parts of the lesson as checking homework and reinforcing the material learned? It largely depends on the topic. If the theme is "Weather", you can play meteorologists, if the themes are "Home", "Family", "Appearance", you can connect your imagination and ask one of the guys to tell about your vision of the future. All tips and tricks should be given in English. Favorite forms of vocabulary repetition are crosswords, loto games, and shape-shifters.

Speech warm-up. It is designed to create a special foreign-language atmosphere in the lesson, for the so-called "entry into the lesson." For a teacher, a speech warm-up is, firstly, a way to help students enter into language environment after they come to an English lesson after learning others school subjects; secondly, tune in to communication in English; thirdly, a positive attitude for the whole further lesson. All this at the same time and in just 1-2 minutes.

Personalization is the main principle of learning English language, which consists in the fact that only what is directly related to a person is well absorbed and remembered.

Here are some examples of a speech workout:

1. Digital conversation

Students are given any topic for discussion, but when discussing this topic, five different numbers must be said: date, price, phone numbers, time, dimensions, etc.

2. News. The students were given a news review in the previous lesson. There are different kinds of news: political, criminal, music, sports, etc. Some of the guys were too lazy and homework did not fulfill and therefore they take news from a mobile phone on the go. It's okay, let them practice translation.

3. Follow the answer

The goal of this warm-up is to learn how to ask and answer questions correctly. This warm-up is suitable for reinforcing any grammatical structure. Questions can be prepared for students in advance, or you can invite them to compose the questions themselves. The participants stand in a circle, but the questions are not asked to the neighbor, but to the one who is behind him. Anyone who gets confused or answers not his own question is out of the game.

4. Tongue twisters can be used for this purpose.

Pansies purple, poppies red,

Primrose pale with golden head. (p)

Lovely colors gleaming brightly,

Laughing water lapping lightly. (l)

William Winter and Walter Wilkins always wash the walls between the windows white with water.(w)

5. Chants, songs

Chants are good because they are easy to remember, which means vocabulary and grammar rules are remembered.

Working with chant: one student reads the left side, the rest answer in chorus (right side).

Example:

Banker's Wife Blues

Where does John live?

He lives near the bank.

When does he work?

He works all day and he works all night

At the bank, at the bank, at the big, grate bank.

Where does he study?

He studies at the bank.

Where does he sleep?

He sleeps at the bank.

Why does he spend all day, all night, day, all night

At the bank, at the bank, at the big, grate bank?

Because he loves his bank more than his wife

And he loves his money more than his life.

Questions and answers are trained in simple present tense.

An experienced teacher can come up with their own chant with the current vocabulary.

Songs are a source of new vocabulary, but more importantly, they help students relax, learn the correct pronunciation, and feel capable of learning English.

The songs need to be changed more often, but sometimes return to the learned ones. Song lyrics can be changed.

If there are pictures associated with the song, then you can interrupt the singing and devote 2-3 minutes to describing the pictures.

6. Idioms, proverbs

Once a week, the idiom or proverb that the students talk about changes - they explain the meaning, use it in a short story, dialogue, talk about the origin, describe a funny picture, select the Russian equivalent. By the end of the week, the idiom becomes "native" and is actively assimilated.

Pupils may be asked to draw a picture to explain the idiom. Drawings can be very successful and have been used for more than one year.

Proverbs can be studied very intensively - one in two lessons, you can come up with stories that end with a proverb.

7. Poems

For younger students, these are simple poems that almost everyone can easily memorize in a playful way. It is advisable to link the poem to the topic under study. You can recite in chorus, line by line, even read, but the text should be with missing words.

You can choose an idiom or proverb for the poem, which we explain when everyone (or almost everyone) has learned the poem. You can change the poem, moreover, with the active participation of children. For example, we studied a poem:

Fly, little bird, fly!

Fly into the sky!

1, 2, 3, you are free!

The students were able to creatively rework the poem:

Run, little rabbit, run!

In the forest have fun!

One, two, three, four,

Do you want to run more?

Some verses can be read very quickly and they turn into tongue twisters. for instance:

Cats

By E. Farjeon.

Cats sleep anywhere,

Any table, any chair,

Top of piano, window-ledge,

In the middle, on the edge,

Open drawer, empty shoe,

Anybody's lap will do,

Fitted in a cupboard box,

In the cupboard with your frocks -

Anywhere! They don’t care!

Cats sleep anywhere.

It is advisable to choose a picture for the description of the poem. But this is the next trick.

8. Pictures

Better to use student drawings and real photographs.

It's good when the tutorial has a good picture on the current topic.

Then you can give your homework - describe it, but in the class you must definitely add your question, a new word, an expression, which must be remembered in the next lesson.

If you have collected a large stock of pictures, then there are problems with phrases:

He is reading.

She is eating.

will not be. But there can be a lot of pictures and you need to train often. Modern textbooks for primary school are good, but for older students (especially lagging behind) you need to use additional pictures.

Learning new vocabulary can be fun for toddlers

Younger schoolchildren They are very fond of another game "Hidden pictures", with the help of which, they also train new words, as well as new phrases. for instance:

I have got a pie. My pie is red.

If there are 10 words hidden in the picture, then you can give 3-4 words and collect pictures that do not sign, so the next time the pie can get green.

The beginning of the lesson is important for creating a foreign-language atmosphere in the lesson and the so-called "entry into the lesson", this is a way to interest students and attract their attention. There are many methods for creating a productive mood, and each teacher forms his own "piggy bank". It is important not to use them often in the same class, to modify and understand that the choice of means should depend on the mood of the class and each child individually.

"How to make your English lessons fun."

We are used to thinking about how to make a lesson useful: how to plan it so that we can do everything in time? How to explain a new topic clearly? How to work it out effectively? But no less attention should be paid to making the lesson interesting. No matter how much useful material we prepare, the student will learn it much faster and better if he is involved, and therefore motivated.

What is motivation? This is primarily interest, your goal, involvement, as well as incentive, inspiration, desire to learn, commitment to what you are doing. A motivated person achieves this goal faster and easier.

First rule interesting lesson English - various tasks

Retellings, translations and grammar exercises are monotonous and dull. Here's what else you can offer your students:

role-playing games
discussions on current topics
conducting surveys of classmates,
creating a project (for example, in groups, creating a cover for a book, creating your own cartoon),
team games (in 5 minutes, explain how you can more words in their group so that they can guess them),
writing short stories (composing your own based on a list of words or coming up with an ending to a story),
listening to songs with missing words
solving crosswords and collecting puzzles
working with pictures (finding differences or predicting the content of the text).

The second rule of an interesting English lesson is the correct selection of the level of assignments

The ideal lesson seems to be one where the students manage all assignments with ease and do not make mistakes. In fact, this lesson is wrong. If the assignments are too simple and the students crack them like nuts, then they will soon get bored. And the teacher will get bored too. And instead of an interesting lesson, you will get a dull swamp without any forward movement.

At the other extreme, tasks are too difficult. They cause irritation, and the desire to come to class disappears altogether. Why bother trying if it doesn't work anyway?

The ideal assignment is one step beyond your capabilities. You put in the effort and you manage in the end. Self-esteem rises, self-confidence appears. It's a great feeling. People love to do what they do well: they begin to put in more effort to achieve success.

The proverb says: “ A good beginning is half done ”. Likewise, the introductory part of the lesson is a key aspect of effective teaching.

The introductory part of the lesson is needed in order to:

Present lesson topic

Get students interested in the topic

Set the pace of the lesson and the right atmosphere for learning

I suggest several interesting tasks at this stage.

Snowball .

Purpose: consolidation of vocabulary on the topic of the lesson, memory training.

When starting the game, the teacher says the first word. Each subsequent student must name all the previous words in the order in which they were included in the game, and say a new word. If someone has forgotten a word or mixed up the order, he is out of the game.

∙ Family (lessons 10 - 18) - I have got a mother, a father, an uncle, an aunt ...

∙ Who do you want to be (lessons 19 - 25) - I want to be a driver, a doctor, a pilot ...

∙ Food (lessons 28 - 38) - I'd like to eat an apple, sweets, bananas, a cup of tea ...

∙ Clothing (Lessons 64 - 74) - Yesterday I bought a pair of shoes, a pair of boots, a hat, a cap, a sweater ...

Game "Who Knows the Colors Best?"

The teacher names the color designation in English. Students show an item of a given color. If any student makes a mistake, his team gets a minus. The team with the fewest disadvantages wins.
The teacher shows the object and asks: “What color is this?” Students answer: “It is red.” Etc.
The teacher alternately asks both teams questions: "What is white?" Students answer: “The chalk is white”, “The snow is white”, etc. The team that comes up with the most proposals wins.
The teacher calls students from two teams in turn. The called student should point to the subject and say a sentence, for example: "The bookcase is brown", "The blackboard is black". He gets as many points as he made up sentences, using words in them for different colors. If he made a mistake or called the same color twice, then he must give up his place to a student from the other team.
The driver thinks of an object. Students guess it by asking questions: "Is it brown?", "Is it red?" etc. When the students have guessed the color, they ask: "What is this?", and the driver calls the hidden object

During the lesson, you can offer the following tasks:

20 questions

Some students have difficulties in drawing up interrogative sentences, playing 20 questions will help improve knowledge in this direction and get to know each other better.

The point of the game is for one of the students to conceive a word, and the rest to guess it by asking questions to which the student can only answer yes or no. You need to pay attention to guessing words that are related to a specific topic.

Each teacher is constantly faced with situations when a student copes with grammar tasks perfectly, reads and understands texts, knows a lot of words high level but does not use them colloquially. How do you motivate students to use more complex constructs and build more complex sentences?

To begin with, we must always remember the TTT (Task, Tools, Time) formula. Your assignment should be interesting and understandable. It is advisable to show by your own example what you expect from the student. He must know the constructions and phrases that he needs to use when completing the assignment, and time must be given to think about the answer. If you are sure that all of the above conditions are met, you can proceed to the task.

So what exercises are interesting and can help your student to "talk"?

Make a sentence - score a point

List as many words as possible that you would like to practice in the lesson and ask the student to form sentences using as many words as possible. For each word used, the student receives a point. You can divide the students into teams and arrange a competition, at the end of which you can sum up and award the winner.

2. Broken phrases

A great way to repeat phrasal verbs. Write out the words in two columns. Let in the first you have verbs, and in the second - the prepositions combined with them in any order. The student's task is to remember what preposition the verb is combined with and make an example with it. Also, this task works great with stable phrases and even two-part nouns and adjectives.

3. Story-makers

As in the first task, write out as many words as possible and begin to tell the story in turn (one sentence at a time) using these words. The story won't end as long as there are unused words

4. Linkers

We all know how important it is to use linking words in sentences that our students forget. List linkers on the board, or use cards. Let it be only 5 bundled words per lesson. The student's task is to get rid of their cards during the lesson, using all the words of the bundle in oral speech. It's good if there are several students - they will come across different words and you will be able to replicate more linkers.

By the way, you can ask the students to have a list of different linking words in front of them each time during classes, for example:

You can mark words that have already been used during the lesson. This will give students additional motivation.

5. Cards

The task is similar to linkers, but on the cards we write out the words and expressions of interest to us, thereby encouraging the student to use them in speech.

6. Picture this!

Ask your students to imagine that they are in some place: their favorite room, a museum they recently visited, or a location from a previous trip. Next, ask them to describe what is happening around. What objects or people are in this place, what they look like, what kind of weather is there and what sounds they hear. And also what is happening and what emotions they are experiencing. Have the other students guess what the situation is.

7. Landscapes

Prepare any picture and ask your student to describe it, while you yourself draw what the student is saying. Great for practicing the There is / There are design and phrases in the background, in the foreground, in the top left-hand corner, etc. Feel free to paint! The funnier your drawings will be, the less stress the student will have, and you can even have fun laughing together at your common “masterpiece”.

Your lesson can be interesting for your student only if it will be interesting to you. With new assignments, strategies and methods, the same topic can be taught differently each time.

Interesting lesson = full attention of your student = fast and effective learning of the material = progress and enjoyment of learning the language.

Good luck and interesting lessons!

Depending on the level of the students, this question somehow arises before every English teacher and, despite the fact that the need to minimize native language in a foreign lesson is obvious, the solution to this problem requires some effort. Let's try to figure out how to use English as much as possible in an English lesson and not switch to your native language unnecessarily.

First, the teacherit is important to understand that no matter what stage of training the student is, it is not only possible, but also necessary to conduct lessons in a foreign language: exactly the constant use of English to solve educational issues, discussion, clarification of goals, as well as for games, comments, questions and grades is a prerequisite for the development of language skills in students. If children get used to the fact that all conversations, answers, questions, as well as explanations and comments occur in English in an English lesson, they can be expected to gradually become involved in this process and even at an early stage of learning the language will try to build phrases in English ...

An important concept in the conversation about the use of English in the classroom is the so-called. Teacher Talking Time (TTT), that is, the time of the lesson when the teacher is talking. Of course, there are Student Talking Time (STT)- student talk time. Since it is obvious that it is the student who needs training and development of language skills in the lesson, his STT, "talk time", should be maximized by reducing TTT, "teacher's talk time." Thus, the teacher is faced with a difficult task: to speak less and at the same time in English. And here are the tools you can use to solve this problem.

Grade language - simplify the language and speak a little slower

Firstly, in order to speak English in the lesson with children who have just or recently started to learn the language, everything you say must be simplified: use as much as possible the vocabulary that the children already know, as well as "international" words - something that sounds about the same in English as in Russian. This is an excellent and incredibly useful practice both for you (later you will be able to switch to different levels automatically), and for the students: you will speak English with them, using what they already know, and children will get used to missing or guessing unknown words (incredibly useful a strategy for using English outside of school).

For example, you may need to give instructions for completing an assignment in pairs. Probably speaking to an English-speaking teenager, you can say: “Take your handouts and when you” ve read the task fill in the first column with information about your hobbies. ”It is unlikely, however, that the average fifth grader will understand such instructions.

It can be simplified like this:

Or, for example, a student asks the meaning of the word dangerous.

Instead of the unadapted "it is something that can harm you or cause problems", you can say more simply "it" s bad for you. Fire (draw fire on the board) is dangerous: ouch! (You can show how you pull your hand away). Angry dog (draw a dog's face with bigger teeth on the board) is dangerous (point to an angry dog and teeth). At some point in your explanation, someone from the group will definitely guess. Encourage ideas that students will come up with, even if they are not entirely correct. Show with gestures that the student has almost guessed and needs to try a little more. Praise everyone involved - not too much, but be sure to show that you appreciate their efforts.

Use gestures and pictures - use gestures and pictures

As you have already noticed from the previous advice and examples to it, gestures are an indispensable attribute of simplifying the language. And this is absolutely natural, because in life we often use gestures to reinforce what is said. Of course, not every English teacher is capable of portraying an angry toothy dog, but most of the common verbs and objects are easy to show. And what is difficult to depict is sometimes easy to sketch on the board: love looks like a heart, angry looks like a smiley with knitted eyebrows, and windy looks like curls in which a couple of leaves hover.

There are some gestures that you will use quite often, and when the children remember them, it will become a very handy tool. Thus, you can show the tense of the verb: the past - point with your thumb behind your back, the present Continuous - point with your index finger in front of you.

Plan and break down what you are going to say - plan in advance what you are going to say

Plan ahead of what you are going to say: Most importantly, be sure to plan instructions for difficult or new assignments. First, state what needs to be explained. Then break it down into steps and think about at what point you will voice it. After that, simplify the text as much as possible.

For example, you need to explain to students how to play a game like Happy Families (this is a type of game where there are cards in a set on several topics and each player, having determined a topic for himself, collects it during the game, exchanging cards with neighbors). If you focus on the starting level of students, you can prepare the following explanation:

(Surely one of the children already understood what game you are talking about, and happily duplicates you in Russian: nod and show that the guess is correct, but do not allow the discussion to be translated into Russian).

2. Each student takes 5 cards (not fast, speak and point 5 with your fingers and pretend to take the cards).

3. Hold your cards like this (raise your hand with cards and show how to hold).

4. Student number 1 takes one card from student number 2 (again, take your time and show on specific children who gets the cards from whom).

5. Now, student number 2 takes one card from student number 3 ... - and so on. Follow the class to see if the children understand the instructions or if it is better to repeat something again.

6. If you have 4 cards from 1 topic (speak slowly and show all the numbers on your fingers) - 4 birds or 4 animals - the game is finished, you are the champion!

Give examples and models - show yourself how to complete tasks

One of the most convenient ways to avoid lengthy and complex explanations, especially when it comes to instructions for a task, is to demonstrate how it is done. You can either do it yourself, simply by doing the first step of the exercise out loud, or ask someone who already guessed it. For example, if you are starting to solve a crossword puzzle, you can do this:

1. Let "s look at the crossword (take a crossword puzzle and look at it demonstratively).

2. Read number 1 Across (opening your leaflet or textbook to the children, point with your finger which section you are reading from) - "This is something you wear on your head" (read the assignment aloud).

4. Okay? Now you finish the rest. Clarify that everyone understands and give the assignment. If one or two do not understand, repeat to them again without distracting the others.

Use and display classroom language- use "phrases for the lesson" and make them always in sight of the children

Classroom language, or lesson phrases, are the most common phrases you and your students use in class.

Usually, the list looks something like this:

Sorry, I don "t understand.

I don "t remember.

What does ____ mean?

What "s ___ in English?

Can you say that again, please?

Can I have _____, please?

Help me, please!

So that children always use these phrases, you can write them and hang them on the tablets near the blackboard, distribute them on printouts and ask them to paste them into notebooks, or simply write them on the blackboard, disassemble and ask the children to rewrite them in notebooks.

Help learners say what they want- help students to formulate English phrases

This is probably one of the easiest ways to switch the class to English: when a child speaks something in Russian and cannot formulate it in English, translate and ask to repeat it. This is not a bad strategy because the student gets a good model and actually pronounces it himself. This should not be done in the case of any long and unrelated comments, but if necessary, the strategy absolutely justifies itself.

At the same time, teach schoolchildren to ask a specific word that they do not know, and formulate a phrase with it, nothing that it will not always be absolutely correct.

An English lesson in which the native language is used minimally and only when necessary is not an ideal picture, but joint work students and teachers, without whom the results in the study of a foreign language are impossible. At the same time, by trying different techniques and analyzing your actions and students' reactions, you can establish an effective working environment in the classroom and create an English-speaking environment in which students gradually develop their skills.

Dear Colleague! Once upon a time, teaching was my favorite thing. As in the famous saying, I received little money for my "hobby" and was happy. So are my students. However, later in the Russian education system, "perestroika" began and teachers-enthusiasts were replaced by teachers. Yes, the salary increased, but for this money they began to demand from us not just “teach children”, but “control” them, and I was tired! Yes, to work in a system when every step of yours and every step of your student is under total control is not mine! But for you, dear colleague, I publish my developments on this site, which now takes all my time. Today we'll talk about how to make English lessons more interesting using the textbook material?

Here are some tips to help you make your English lessons more interesting using only textbook material (from personal experience).

These exercises contribute to the development of all types of activities, namely writing and speaking, listening and grammatical skills, as well as develop independence in learning. And most importantly, your students will come to your aid!

How to make English lessons ... MORE INTERESTING

Writing Speech Work: Punctuation

Exercise 1. Punctuation marks

Print it, removing all commas, periods and, accordingly, capital letters.
Challenge the students to copy the text into a notebook using punctuation marks and capital letters.
Ask them to compare their version with the text in the textbook.
You can arrange a competition between two teams, each of which write text on different halves of the board.

Development of language guess

Exercise 2: Broken Sentences

Take a little text from the tutorial.
Print it, then cut out a strip the width of a ruler and paste in the center of the text.
Students should read the sentences, inserting possible words into the sentences as they go.

Note. Alternatively, you can ask the students to simply cover the text with a vertical strip of paper and read the sentences one at a time.

Developing listening skills and boosting vocabulary

Exercise 3. Listening to activate the covered topic
(it is advisable to ask at home to repeat the words on this topic)

Option 1.

Before starting the listening, students should write down in a notebook 5 words that they can hear in the text.
Then have them swap notebooks.
During listening, students cross out the words they have heard.

Option 2.

Give the students a list of 15 related words(10 of them they will hear in the recording, and 5 not).
Ask them to pick 5 words on the topic.
During listening, students cross the words they heard from the list.
If someone guessed all the words, then he won (come up with a reward).

Exercise 4: Engage the Best Students

Texts for audio recordings (appendix to any textbook) are very valuable material. Be sure to use it!

Divide the students into small groups (3-4 people).
Instead of the audio recording, ask the best students to read the text for the rest of the group who will be doing the listening task.
During the reading process, it is allowed to ask to repeat sentences in English (Can you repeat that, please? Etc.), but only 3 times.
Play audio to test the exercise during the final listening.

Note. This exercise should be practiced in cycles until everyone in the group is speaking. The composition of the groups needs to be changed: the second time, for example, you can unite strong children together.
Exercise 5. Review

As a repetition, use the texts that you have already listened to, but in a different form.
Type the text, but remove 10 words from it, leaving gaps.
During listening, students must write words into the text.

Grammar

Exercise 6: Working in mini-groups with experts

After the verification work, in a similar way, you can organize the work on errors.

Tell class members that you will need helpers for the next lesson. Those wishing to be experts will help you review the grammatical topics covered, which were erroneous. Also ask class members who are not very good at such topics to raise their hands.

In the next lesson, student experts give a small explanation (presentation of this section) in mini-groups.
Weak learners then ask them questions and correct mistakes.
You oversee the process, adjusting your assistants as needed.
In conclusion, you can suggest performing a short test (5 minutes) on this topic.

Note. For strong classes, you can ask the experts to study any grammatical section, which is given at the end of the textbook, usually in English or in Russian (available on our website). They then explain the topic to their classmates in mini-groups (about 10 minutes).

This practice is very motivating and pulling up children, and also contributes to the development of reflection in the child.

Exercise 7. Performing grammar tasks

Often, when doing exercises from the textbook, one student comes to the blackboard and writes sentences, and the rest simply copy. Divide the board into two parts and call two people to the board. If they have different options, for example, the translation of a sentence or the use of verb tense, then the rest of the students will take an active part in the discussion. And brainstorming will help many to understand the topic!

Development of writing skills

Oh, how tired I am of these formulaic letters to imaginary friends! Ask your students to write a letter to the authors of the textbook! By the way, the address is on the cover. Let them write in the letter what they think of the textbook, what is the most interesting section, which is the least interesting, what topics they would like to see in the next edition of the textbook. By the way, you can ask a few questions to the authors of the textbook.

What to do to make children want to learn English themselves? How to properly conduct English lessons for children so that they want to learn?

The answer is simple - don't strain.

Focus 80% of your efforts on making English lessons easy and fun for your child. There is no need to try to conduct the lesson strictly according to the rules: the main thing is that it is interesting for you and your child.

And what is the easiest way to arouse interest and turn a lesson into a favorite pastime? We need to fill the lesson with joy and laughter! Make your child laugh.

It is important! The brain just needs a little rest, and laughter will help both relax and assimilate information. After all, information, with an emotional uplift, is assimilated much deeper.

And, since children's humor is different from that of an adult (children's jokes and fables no longer seem funny to us), let's remember several ways to make a child laugh.

9 ways to make your English lessons fun and loved

Use things for other purposes. For example, while drinking your toys, one of them began to drink tea from a shoe, and not a cup or a fork to eat soup. If you have an active game with the study of clothes and body parts, then you can suggest putting a hat on your leg or socks on your hands, and mittens on your feet.

Add inappropriate things. For example, if you are playing with toys, you can add a ladle or shoe to them. Imagine how funny it is when a toy store is trying to sell one shoe.

Get dirty. It always makes kids laugh if someone gets dirty in something. For example, if a bunny fell into flour or mom got her nose dirty.

Tickling. Another easy way to cheer up your kid when the plot of a book or game requires a laugh, just tickle him. How do you like the idea of conducting an English lesson, accompanied by the joyful squeal of your beloved child?

Faces. Children love to make faces, but they are even more amused if their mother makes faces. Use funny faces when role-playing or reading a book.

Funny voices. Change your voice when speaking on behalf of different characters, it will be at least interesting, and if the bear suddenly speaks in a thin voice, like a mouse, then it’s also funny.

Confuse the place. During the game, when you sort objects according to any signs, put the object in the wrong pile, this will make the child laugh. If suddenly the child does not understand that you are mistaken, then you can artistically turn your head (or even grab your head) and say “no, no, no, this should be right here”. For example, when you are sorting large and small items, place the very small item next to the large ones.

Confuse objects. Do not use this technique if you are just starting out on a topic. But when the child already knows the names of the objects on the topic well, then try to confuse the name, for example, call the bear a monkey. If the child does not notice the mistake, you can always quickly correct yourself, which also most often causes laughter.

Something unusual, extraordinary. For example, a toy jumped over their heads or it started to rain from stuffed animals. The fish tried to take off, and the plane went on the rails instead of the train.

Gradually, you will understand which jokes the child likes best and it will not be difficult for you to come up with new ones right on the go. Improvisation often works better than any planned action.

I want to return to the games that passed easily and naturally again and again. Come back, play, joke and have the most fun.

And then English lessons for children will become loved and long-awaited 🙂

Sincerely yours, Anastasia Rykova