The game "The letter got lost"
Target: to learn to distinguish consonant sounds and letters by ear and in writing, develop attention, wit, resourcefulness.
Description. Before the teacher begins to read the poem, he asks the children to listen carefully to all the words and, where an error sounds, pronounce the correct word in unison.
It is not known how it happened
Only the letter got lost:
Jumped into someone's house
And hosts it.
But as soon as I entered
mischievous letter,
very strange things
Began to happen.
The hunter shouted: “Oh!
D believe they are chasing me!”.
In front of the kids
Kry With painters are painting.
Throwing the doll out of my hands
Masha rushes to her mother:
There creeps green l uk
With a long mustache!
They say one fisherman
I caught a shoe in the river,
But then he
Got hooked d ohm.
Take a look guys:
R like they grew up in the garden!
The snow is melting, the stream is flowing,
The branches are full v rachi.
We collected cornflowers -
On our heads SCH enki.
Old Grandpa Pahom
On ko h he rode on horseback.
boo bug d ku did not finish:
Reluctant, tired.
On the yellowed leaves
Drops le v its foliage.
Mom with b glasses went
On the road along the village.
Misha did not cut firewood,
stove To heated with epks.
The sea turns blue before us
fly m aiki over the waves.
L. Shibaev
Game "Typography"
Goals: expand the vocabulary of children; develop ingenuity, thinking, erudition.
Note. The teacher can offer the children any key word in literal composition and interpretation that corresponds to a particular age of the children.
Description. The game is played by two teams of 8 people each. For the participants in the game, you need to prepare two sets of cards with letters that form the word "literate". Cards of one set differ from another in color. Teams line up one against the other, each player has a card with a letter that he must remember. The teacher names one by one the words that can be made up of the letters included in the word "literate". For example: hero, sea, theme, thunder, atom, company, march, mountain, grotto, tom, mouth, din, magician, bargaining and others. Team members, whose letters are included in the word called by the teacher, take a step forward and line up so that each word can be read. The team whose representatives quickly “fold into a word” counts a point. Then the players return to their places and wait for the next word to be called. The team with the most points wins.
For the manufacture of cards, you can choose other words in which all the letters are different. For example, from the word "file" you can make up the words: drops, paws, packs, sticky. From the word "tributary" - portico, tropic and others. For each class, words are selected that, in terms of complexity, correspond to the age of the students.
The game "Words on the topic"
Goals: to develop the logical speech and thinking of students, to contribute to the creation of a favorable climate for the collective and competitive work of children.
Note. With each age category, the given topics are complicated by the teacher.
Description. The teacher invites the children to choose words related to a specific topic, for example: “The house where I live”, “Our school”, “Walking in the forest”, “In the grocery store”. The one who starts the game calls all the words that he can remember (words that are not related to the topic are not recorded). Then the teacher invites other children to complete this list. When all the additions are made, the teacher invites someone to name at least one more word related to the topic, which has not yet been named. The winner is the one who named the most words, as well as the one who added the last word to the already named words.
After that, the players begin to select words for another topic.
Fives game
Goals: learn to combine words into a generalized topic, develop the ability to interact with team members.
Description. 25-30 people can participate in the game. According to the number of participants, it is necessary to prepare cards with words (or drawings) on certain topics: "Plants", "Animal World", "School Supplies", "Vehicles" and others. For each topic, 5 words or pictures are selected. The cards are shuffled and distributed to the players. The tasks of the players: to unite in groups of 5 people so that in each group everyone has cards on the same topic. Finding among all the playing owners of cards with the right words (or pictures) is not at all easy. The first five, who correctly chose the words (pictures) and came to the teacher, get six points, the second - five points, etc.
Topics for which fives should be united can be announced by the teacher when all the cards have been distributed. But you can not name the topics - let the guys guess for themselves. The game will be more difficult, but more interesting.
Game "Let's play with words"
Target: to expand the vocabulary and speech of students, their understanding of the richness of their native language, the possibility of composing (folding) many words from the same word.
1. Guess the word that needs to be entered in the cells to get new words:
2. Guess the word that needs to be entered in the cells to get new ones
.jpg)
Answers. 1) foxes; 2) chalk; 3) bow; 4) port; 5) goal; 6) anthem.
Note: you can offer tasks to teams, you can use this form for individual work of students.
The game "Parade of Literates"
Exercise: determine whether all of these statements are correct; put all the sentences in order.
The cat ran swiftly on one leg.
She was so frightened that she fainted.
The picture shows a middle-aged student.
His right cheek smiled cheerfully.
My father was walking towards me. The girl and the dog barked happily.
The younger sister wore a scarf on her head, the older sister wore boots.
He mounted his horse and rode on foot.
He got into bed and fell asleep with all his might.
When my friend was drowning, I rushed to save him because he was wearing my swimming trunks.
My friend has a snub nose that smoothly passes into the neck.
Some monkeys hang upside down from trees.
When the fog cleared, the prince saw the Tatar-Mongol yoke.
The hunter closed his eyes wide and fired.
We slept, but we didn't sleep.
Repin walked along the banks of the Neva and saw barge haulers on the Volga.
The boy licked his lips.
My favorite part of nature is the sun.
There were many pigeons on the roof, forty people.
At recess, we rode on the railing from the first to the third floor.
Smiling shyly with only his eyes, he sniffed with one nose.
Misha looked in the mirror for a long time until he recognized his own face.
He wanted to say something, but his tongue was dumbfounded.
A shot rang out and he was wounded in the right head.
A boy and a girl entered the class, they were brothers.
The Northern Ocean is very icy.
Darwin worked like a beast on his theory.
His face was oval, like a right angle.
I felt at home in my boots.
Vova has a bruise under his eye, which suits him very well.
He had a sword with one cartridge.
The sister loves to help her sister Tanya when she eats chocolate.
I love books so much that I even read them.
Finally we saw a birch grove, where there were only oaks.
Various thoughts came to my mind, but the best ones settled on a jar of strawberry jam.
He was very frightened, and his soul went into his boots.
I quickly stood in one place.
Behind the numerous freckles on his face, it was impossible to see the features of his character.
He had white teeth peeking out from under black curls.
Suddenly, he heard someone's eyes.
Olya ate a bagel along with the dog that was running beside her.
And then he took a knife and shot himself.
There was something blue behind the bush.
He recognized her by a mole on her right nose.
Falling asleep, sitting on a horse, Sergei cheerfully sang a song.
His ears stick out in all directions.
Vacations were his favorite time of the year.
Thoughts, as luck would have it, did not want to think.
I was so cold that I was sweating.
On the left, the forest is rare, but dense.
At first, his forehead sweated, and then only a lump appeared.
A thought came to me.
Serezha's hands were itching on his knees.
Sasha came out to the loud lowing of the whole class.
He hit his head hard, after which he limped for a long time.
Game "Collect words"
Exercise: connect the words of the columns so that new words appear.
Tasks with letters and the words "Down the ladder"
Exercise: pick up the words as their letter count increases (that is, the steps of the ladder increase) and get a vocabulary ladder.
|
mane |
dandelion |
||
|
intermedia |
founder |
||
|
fighter |
justification |
||
|
improvisation |
observer |
||
|
use |
philanthropist |
||
|
artificiality |
shrewdness |
||
|
invention |
relatively |
||
|
allusiveness |
fortification |
Game "Friendly family"
Goals: to consolidate the concept of parts of speech, exercise in compiling examples (words) denoting all parts of speech.
Description."Friendly family" is ten parts of speech. The host calls a word consisting of 10 letters. For example, literature. It must be written vertically and a word (part of speech) must be selected for each letter.
L- whether - a particle.
AND- or - union.
T- three hundred - numeral.
E- to go is a verb.
R- happily - adverb.
A- a - union.
T- that is a pronoun.
At- at - a suggestion.
R pink is an adjective.
A- ah - interjection.
Another example with the word is diligence.
T- you are a pronoun.
R- unless - a particle.
At wonder is a verb.
D- ten is a numeral.
O- oh - interjection.
L- easy - adverb.
YU- yula - noun.
B- without - a suggestion.
AND- or - union.
E- unctuous - adjective.
The game "Find the numbers"
Exercise: read funny poems by Wanda Khotomskaya. Indicate the numerals: how many of them, in what words do they occur?
We have three ses three tsy.
You don't know them?
How would I feel three to be
Tell about three.
One in C three jove,
Lived above the window three well.
WITH three whose craftswoman is she -
Come to her, baby!
The other one in Us three zah,
No mustache three c no,
But on the other hand three Well
Served for lunch!
And at the third, in Bys three tse,
Bys three on the river,
And frolic three tones
At night on the sand.
Wu pro one hundred go watchman -
Not about one hundred rny house:
Cha one hundred it has a centipede
wanders under one hundred scrap.
cherishes one hundred leg
Chi one hundred toyu feet
AND one hundred personal polish
Cleans one hundred boot.
Vme one hundred two is not easy
Clean up everything one hundred,
Straightaway one hundred only shoes
Nobody wore it!
Wu pro one hundred th one hundred legs
One hundred it stand,
Can you have one hundred legs
Experience to adopt!
Translation by L. Kondratenko
The game "Who will make more words?"
Goals: expand vocabulary, develop observation, mindfulness, thinking.
Guys! Help me read the words that were made up. I guess that there was a fox here, she wagged her fluffy tail and mixed up all the words. No wonder people say about the fox: "Wags its tail, covers all traces."
The player with the most words wins this game.
(Words: perch, cat, whale, cinema, window, note, etc.)
11 Volsky Military Institute of Logistics (branch) FGKVOU HE “Military Academy of Logistics named after Army General A.V. Khrulev” of the Ministry of Defense of the Russian Federation
The article, based on an electronic manual on the Russian language for the preparatory course, shows the role of linguistic games that contribute to increasing the interest of students in the study of the Russian language. During the training of military personnel of foreign armies in the military universities of Russia, the experience of similar work in the Volsk Military Institute of Material Support is described. A psychological and pedagogical analysis of linguistic games is carried out, game methods are compared in the Russian language classes both with students of secondary schools and educational institutions of higher education. Particular attention is paid to the analysis of game situations in the classroom of Russian as a foreign language. Examples of linguistic games in the classroom with military personnel of foreign armies are given, including didactic, plot-role-playing, research games, riddle games, problem situations, entertaining dialogues, trainings, games "to overcome obstacles", writing texts on a given topic, etc. The authors come to the logical conclusion that games develop memory, attention, the ability to concentrate, the ability to listen to each other. Thanks to linguistic games, students develop speech ingenuity, master complex sentence structures, and acquire the skill to critically evaluate their own and other people's speech in terms of correctness, compliance with lexical, grammatical, and syntactic norms of the Russian language.
game in class
linguistic games
Russian as a foreign language
1. Antonova Yu.A. Methodical methods of teaching Russian as a foreign language [Text] // Cultural Linguistics. - 2010. - No. 4. - P. 5–14.
2. Glazunova O.I. Russian language and culture of speech: textbook / O.I. Glazunov; ill. V.A. Berezina [Text]. – M.: KNORUS, 2012. – 248 p.: ill.
3. Kon I.S. Sociology of personality / I.S. Kon [Text]. - M.: Politizdat, 1968. - 383 p.
4. Krupskaya N.K. Ped. op. / N.K. Krupskaya [Text]. - T. 3. Education and upbringing at school [Ed. N.K. Goncharova, I.A. Kairova, N.A. Konstantinov. Prep. text and notes. EM. Tsimkhes]. - M .: Publishing House of APN, 1959.
5. Nikitenko G.Yu. Game as a means of increasing interest in the lessons of the Russian language / G.Yu. Nikitenko [Text] // Russian language at school. - 1991. - No. 6. - P. 8–12.
6. Postnikova O.A. Linguistic games in the classroom of Russian as a foreign language / O.A. Postnikova [Text] // Actual problems of the humanities and socio-economic sciences: Sat. mat. IX Intl. scientific-practical. conf. / ed. cand. tech. sciences, prof. gen.-m. MM. Gorbunov. - M .: Publishing house "Pero"; Volsk: VVIMO, 2015. - Part 5. Actual problems of the military and humanities. - Prince. 1 (Psychological and pedagogical sciences about war and the army); L-Z. – P. 84–88.
7. Russian language. Elementary course: Electronic textbook / M.K. Kusheeva, O.A. Postnikova, N.G. Nikitina, S.V. Chernyshova, S.A. Davydova, E.V. Dyachenko, V.V. Romanova. Ed. cand. ped. Sciences, Assoc. A.V. Nemchininov [El. resource]. - Volsk: VVIMO, 2016. - 3500 Mb.
8. Chumpalova I.Yu. Elements of entertainment in the lessons of the Russian language / I.Yu. Chumpalova [Text] // Russian language. - 2008. - No. 24 (551). – December 16–31. – P. 20–26.
The Russian language is the subject of a huge worldview potential, of great functional significance. It is not only a subject of study, but also a means of learning in work on other subjects. To instill interest in learning, to form an internal need for continuous replenishment of knowledge is the main task of the teacher. The fact that interest in the case helps to master it, facilitates the work, N.K. Krupskaya: "Interesting work makes it easier to do it, to teach you to work better, it is better to educate a conscious attitude to work." The most important condition for an interested attitude of the student to the subject is the personality of the teacher, his passion for his work. L.N. Tolstoy advised teachers: “If you want to educate a student with science, love your science and know it, and students will love science, and you will educate them.” But in modern conditions, it is also necessary to use various forms and methods of teaching in Russian language lessons. In particular - to use gaming moments and linguistic games. “Variety is a good sign of good teaching,” said F.I. Buslaev. We must not forget that the game is a natural need not only for children, but also for adults. The need of the individual for the game and the ability to get involved in the game is characterized by a special vision of the world and is not related to the age of the person.
One of the first attempts to define a game in linguistics was L. Wittgenstein's idea of language games. This problem acquired a special meaning in Soviet pedagogy. The need for the game in it was affirmed as dependent on the creative capabilities of the student's personality. After all, they “... are aimed at consolidating theoretical information about the language”, “help to repeat and consolidate the basic rules of phonetics, morphology and syntax” (as stated at that time in the works of L.R. Zinder, N.A. Kondrashov, L. F. Kolosova, L.P. Ruposova, M.A. Korchitsa, V. Alpatov and others). A number of authors (D.N. Uznadze, N.P. Anikeeva, O.S. Gazman) pointed out that getting pleasure, joy, positive emotions is one of the motivating forces that give rise to the game. The game is social in its origin and content. "A game is such an activity in which social relations between people are recreated outside the conditions of directly utilitarian activity."
But the last 20-30 years have been characterized by a special interest among philologists in linguistic games. This was reflected in the works of T.A. Gridina, V.Z. Sannikova, A.I. Skovorodnikova, N.I. Formanovskaya, O.N. Parshina, O.S. Issere, Yu.V. Bulina and others and is explained by the fact that linguistic games - develop the intellect and creative abilities of students (D.V. Lyubich, M.A. Krongauz), allow you to better understand the laws of the language, develop attention, memory, intelligence (S.I. Lvova ), they pay special attention to the “speech environment” of a person: colloquial speech, folklore, fiction (B.Yu. Norman).
Modern linguistic games in the Russian language classes help to excite emotions, surprise at the unusual, often a joyful feeling in the process of activity, pleasure from the result. This becomes especially noticeable in the classes of Russian as a foreign language with cadets of foreign armies. This experience is available at the Department of the Russian Language of the Volsky Military Institute of Material Education (VVIMO), where students from the countries of both the Near and Far Abroad (including Angola, Cambodia, Cuba, Mali, Mongolia, Niger) are trained. A distinctive feature of the training of students from the armies of the far abroad countries is that the period of their training is increased by one course - preparatory (in which they mainly master the Russian language).
It is customary to distinguish between two main types of linguistic games: games with fixed and open rules and games with hidden rules. An example of games of the first type is the majority of cognitive and didactic games, as well as educational ones. The second type includes games in which social relations or material objects are freely and independently reproduced on the basis of life or artistic impressions.
Usually, the following types of games are distinguished: didactic games - specially designed to enrich natural science knowledge, develop certain mental qualities and properties (observation, memory, attention); role-playing games - games in which students imitate real activities. Story games, in addition to cognitive purpose, develop initiative, creativity, observation.
Based on these principles, at the Department of the Russian Language of VVIMO and in accordance with the requirements of the Minister of Defense of the Russian Federation, the electronic textbook “Russian Language. Elementary course”, created by the teachers of the department for cadets-foreigners of the preparatory course, contains mainly educational material with elements of linguistic games and tasks [see: 7].
The linguistic tasks of the study guide include:
Actually games (riddle games, task games, scene games);
Video stories about the language (situational - with real situations from the life of the language, its use, linguistic miniatures, including elements of fantasy);
Dialogues of an entertaining nature (they are presented in the form of tests on the principle of "yes - no" - his student guesses, i.e. finds what he is looking for);
Research games (interest in them is born under the influence of the proposed activity, surprising in its unusualness: the student is invited to conduct research, of course, feasible). Many tasks are of interest due to the unusual wording of the topic, an entertaining character: “The color of my republic” (about color symbolism, heraldry, phaleristics); “Why has the Russian language become a means of interethnic communication in Russia?”; "In the writer's creative laboratory"; "Linguistics and the Armed Forces (rear of the Armed Forces)", etc.
This electronic textbook was created on the basis of the SunRav Book program, recommended by a letter from the head of military educational institutions of higher education V. Goremykin. It consists of 6 sections - title page, introduction, textbook material, conclusion, list of recommended literature and test part. Linguistic games became the basis for a section with educational materials, for the convenience of students, divided into 13 training modules.
Let's take a closer look at some of them.
The first module (text) "Room" begins with a description of the room in which the cadet lives. Since at this stage of the lesson the student still practically does not speak Russian, all the words in the text are illustrated by the corresponding pictures, which are called by hyperlinks. So, with the help of illustrative examples, in a playful way, the cadet masters the basics of a foreign language for him. In subsequent texts, this technique is preserved, but only new (newly introduced) words will be illustrated.
Already in the first text, as a linguistic game, the task of selecting synonyms is used (for example, for the words “next to”, “in the center”, “here”). In subsequent lessons, this task becomes more difficult. Examples of organizing and conducting linguistic games for synonymy (or antonymy) include the following exercises:
1) continue the chain word of linguistics terms: suffix - synonym, pronoun - ... (if it is difficult to find a term for the last letter, you can use the second and even third letter from the end: the pronoun is the norm ...);
2) empty cells must be filled with synonyms for the words of the left column (the number of letters in the word in the left column and in its synonym in the right column must be the same);
Answer: power, flame, spade, village, imitation, meeting, content, amazing.
3) build a "ladder" to synonyms and antonyms (according to the principle of the previous task, you can use the words of one thematic series for each line);
4) remember proverbs that have antonyms: a) business is fun; b) the word is silence; c) old - new; d) learning - ignorance; d) farther - closer.
Answer: a) business - time, fun - an hour;
b) the word is silver, silence is gold;
c) an old friend is better than two new ones;
d) learning is light, and ignorance is darkness;
To consolidate the studied material, the above-mentioned method of illustrative examples is used. For example, the task is to complete or complete a phrase, insert missing words, answer the questions of a control test. As a hint, with the help of a hyperlink, the student calls up the corresponding illustration. So, in a playful way, he easily masters the educational material.
The game task to describe the room from the picture is designed to develop the speech of a foreign cadet. For him, typical types of rooms familiar from everyday life (from the cadet hostel) were selected. As a sample after this task, a video with the finished (best) story of the cadets is given, which creates an impetus for competition between students.
The second module "Audience" also begins with the text, but the educational room becomes the object of the game, and the illustrations-hints no longer concern objects, but their features. The same principle is consistently implemented in game tasks: pick up words and phrases, make phrases from the given words, insert missing words into the text.
Efforts in this direction as a result (by the end of training in this tutorial) lead to the solution of an educational problem of the following order: “Compose riddles by indicating a number of features of objects. Use the lists of signs from the Dictionary of Epithets. Make riddles for the words language, tank, battle, war. Answer: sonorous, beautiful, clean, understandable - what is it? (language). Armored, tracked, high-speed - what is it? (tank). Bloody, fierce, last, marine - what is it? (the fight). World, Patriotic, local, deadly, Seven-year - what is it? (war).
Module "My working day". The object of the game is the actions of the cadet during the working day, and illustrations-tips help to identify not only objects and their signs, but also actions. Students build phrases, select the necessary verbs, answer questions, draw up a text plan, convey the content according to the plan, talk about the working day. An example of a linguistic game conducted on the basis of the studied material is the Snowball game, organized during a practical lesson. The first player pronounces an uncommon sentence, for example: The cadet reads the text. Each next one must add one word to the sentence, correctly repeating the entire sentence: The cadet reads an interesting text. You can add anywhere, service words are not taken into account. A player who, when repeating, missed a word or rearranged words in places, leaves the game. The one who remains last wins.
The material of the module "In the Library" is intended, firstly, to consolidate and systematize the previously studied material, and secondly, to instill in a playful way an interest in reading, in the conscious use of the material of the educational library and the study room of the department. Its continuation during the training session is the game "Erudite", which not only activates mental activity, but also helps to expand the horizons of foreign cadets.
Guess the word by interpreting its lexical meaning.
a) He who loves his Fatherland is devoted to his people, Motherland (patriot).
b) The one who defends his homeland (warrior).
c) This science studies combat as one of the most important phenomena of war (tactics).
d) This is an organized struggle of subunits and units in order to destroy enemy manpower and equipment (combat).
e) What weapons include machine guns of various calibers and purposes, rifles, carbines, machine guns, grenade launchers, pistols, grenades (infantry).
f) These are weapons, devices and vehicles of the armed forces that ensure their combat activities (military equipment).
Modules "Day off", "Family" are designed to study the case endings of nouns, the module "My friend" - the endings of adjectives, the module "In the dining room" - conjugation of verbs. The study of military-special terminology falls on the modules "In the store", "Talking on the phone", "In the clinic". In the course of mastering their material, the following situations are played out with students:
1) In the “Day off” module, cadets are given the task to insert the missing letters at speed (it should turn out 7 words): sy…yb…dre…tran…vtobu…em…block.
Answer: cheese, fish, address, country, bus, family, apple.
2) As a result of mastering the “Family” module, cadets select synonymous proverbs of their people for Russian proverbs (Angolan, Malian, Niger, Cambodian, Mongolian, Yemeni, etc.). Topics can vary depending on the topic. For example, proverbs about the motherland and patriotism.
|
Russian proverbs |
Proverbs of the peoples of the world |
|
There is nothing more beautiful in the world than our Motherland |
No matter how bad the poor at home, it's worse in a foreign land (Niger) |
|
Whoever serves the Motherland faithfully performs that duty approximately |
It is better to have a thousand enemies outside the house than one inside the house (Yemen) |
|
Native side - mother, alien side - stepmother |
Whoever abandons his homeland dies alone (Mali) |
|
Take care of your dear land, like a beloved mother |
Meet the enemy in the field, otherwise you will have to drive him out of your house (Angola) |
|
To live - to serve the motherland |
If a tiger came up to the hut and sat down - expect misfortune (Cambodia) |
Similar tasks are given in the electronic study guide and other modules.
Module "City of Volsk" - generalizing. Its game tasks reinforce the students' skills in using the concepts and phrases of the Russian language based on the environment familiar to the cadets. In this module, they consolidate the ability to correctly compose phrases from known words, nouns, adjectives, verbs, change their endings in accordance with the linguistic situation, supplement the text with appropriate words, phrases, phrases. The corresponding videos are included in the module as supporting material.
The module "Our Military Institute" is associated with the educational specialization of cadets - future logistics officers of the army and navy. It is intended for primary acquaintance of students both with the departments and disciplines of the military institute, and with its material and technical base. This module is built in the form of a virtual excursion, which allows in a playful way, viewing illustrations and videos, listening to audio accompaniment to the text, solving the simplest linguistic tasks, to get acquainted with the academic disciplines, audiences, teachers, with whom the cadets will meet at the 1st and subsequent courses.
Among the game situations offered in the manual are the following:
1) Group words with the same root: teacher, cadet, experience, refrigerator, sports, officer, hike, technique, society, equipment, depth, teaching, cadet, experienced, refrigeration, sports, officer, marching, technical, public, equipped, deep.
2) Of particular importance are linguistic games associated with the organization of logistics. So, when studying topics related to the organization of food supply, the following tasks are used: What phraseological unit was born from this historical fact? What is its meaning?
“In the old days in Russia, salt was quite an expensive product. It was brought from distant countries, the tax on salt was very high.
Now we salt food during its preparation, but in Russia it was different. They cooked, fried, baked without salt, and the owner at the table salted the already prepared dish. Sometimes, in order to show his disposition, a good attitude to the guest, he overdid it, and sometimes vice versa.
Answer: Leave unsalted slurping - remain dissatisfied, disappointed, not get what you expected [see: 6].
Thus, linguistic games in the classroom of Russian as a foreign language in a military university are an effective tool for teaching military personnel from foreign armies. The cadets develop memory, attention, the ability to concentrate and the ability to listen to each other. There is a skill to critically evaluate one's own and other people's speech in terms of correctness, compliance with the norms of the language. Speech ingenuity develops, complex structures are mastered. The staff of the Department of the Russian Language of VVIMO used this potential to the maximum when creating the electronic textbook “Russian Language. Elementary course" for cadets from the armies of foreign armies of the Far Abroad. The approbation of its educational material successfully began in 2015/16, and preliminary steps were taken in the 2014/15 academic year, which was repeatedly reported at conferences and forums.
Bibliographic link
Postnikov S.V., Postnikova O.A. LINGUISTIC GAMES IN THE LESSONS OF RUSSIAN AS A FOREIGN LANGUAGE IN A MILITARY UNIVERSITY // Modern Problems of Science and Education. - 2016. - No. 4.;URL: http://science-education.ru/ru/article/view?id=25066 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Ludmila Borisenko
Linguistic games as a means of developing communication for preschoolers
Municipal budgetary preschool educational institution of a compensating type d. /s. No. 22 "Why"
"Linguistic games as a means of developing communication of preschoolers"
Educator:
Borisenko Ludmila Viktorovna
Sayanogorsk 2012
The game accepts everyone
Words words words
Everything has a name -
And the beast and the object,
Things around are full - full
And there are no nameless ones!
And all that the eye can see
Above us and below us
And all that is in our memory
Signified by words.
They are heard here and there,
Outdoors and at home:
One is familiar to us,
The other one is unfamiliar...
Language is both old and forever new!
And it's so beautiful
In the vast sea - the sea of words -
Bathe daily!
A. Shibaev
Games for 2 ml. gr.
"Miscellaneous Words"
This game, in all its diversity and variability, allows the child to see the "similarity" of a wide variety of objects, objects, phenomena to each other, contributes to the development of observation and the ability to cognize the multifaceted essence of the surrounding reality.
For instance:
"dog" - big, shaggy, kind, cheerful, hunting, old, etc.
And vice versa, a noun is selected for the original adjective.
For instance:
"green" - tomato, grass, spruce, house, etc.
Poetic works can serve as an emotionally attractive basis and incentive for participation in the game.
What are the words
There is a sweet word - candy. There is a stubborn word - goal.
There is a quick word - rocket. There is a word green - spruce.
There is a sour word - lemon. There is a book word - page.
There is a word with a window - wagon. There is a forest word - a titmouse.
There is a prickly word - a hedgehog. There is a fluffy word - snow.
There is a word wet - rain. There is a funny word - laughter.
M. Plyatskovsky
"Recognition".
The goal of the game is to recognize an object, an object by a group of adjectives, epithets or by a group of words-actions. The words proposed as an initial support should be associated with the child's sensory and practical experience. For example, "green, curly, slender, white-trunked" - birch; “sparkles, warms the earth, disperses darkness” - the sun.
Games with words need to be gradually complicated, not only increasing the child's vocabulary, but also training his ability to easily find the right word. In order for the child to “scoop out” the necessary word from memory without much difficulty, it is necessary to diversify the options for games (“What happens?”, “What does it do?”). In the future, the main rule of such games is the absence of repetitions.
Games for Wed gr.
"Chain of words".
This game is used with children of middle preschool age and is carried out mainly in a verbal version, since it can be quite difficult to predict children's answers and quickly select appropriate pictures for them. The essence of the game is the selection of words - nouns and adjectives, characterizing in their association any object with similar qualitative features (cold - wind, ice cream, water; wet - clothes, hair, paper, asphalt; can not swim - brick, earth, screw etc.). That is, children make up a kind of "train" of words, where the words-carriages are interconnected.
For example, the original word is "cat".
What happens to a cat?
Fluffy, affectionate, colorful ...
What else is colorful?
Rainbow, dress, TV...
What else could be a dress?
Silky, new, straight...
What else can be direct?
Line, road, look...etc.
"Who's doing what".
This game enriches the vocabulary of children with words-actions (verbs) and allows not only to activate monologue speech, but also the expressiveness of non-verbal (non-verbal) means of influencing listeners. Within this option, there are several ways to organize the game action.
a) For the game, you need a set of subject pictures (a picture, a hammer, an umbrella, a clock, a cat, a dog, a ball of thread, a newspaper, etc.). Children are shown pictures (one at a time) and asked questions: “What can be done with this? What is it for?" You can also do the following: ask questions that reflect the specific use of the object, and the children point to a particular picture.
For example: “What can I hang on the wall? Where can you hide from the rain? Who takes care of the house? What can be read? What nails to hammer? How to find out what time it is? Who catches mice?
b) With older preschoolers, the game can be played without a visual basis. The host calls the object, phenomenon, object, and the players take turns calling the action performed by this object, and the noun for the next player.
For example, the host says: "Car." The child replies: "He's going. Artist". Next player: “Drawing. Hand ”, etc. In the future, several verbs are invented for one noun.
For example, “wind” - howls, raises dust, tears off leaves, inflates the sail, refreshes, disperses clouds, etc.
c) The game can be complicated by the use of non-verbal means of expression: gestures, facial expressions, pantomime. The task of children is to name the activity for one or more actions.
For example, an adult raises both hands - this action can mean lifting an object, hanging clothes on a rope, etc.
"Flies - does not fly."
This game helps to enrich the vocabulary of children, develops observation, attention, forms the ability to verbally draw up the results of comparison.
It is easy to organize and accessible to children of any age. It is based on elementary forms of comparison (on one basis, comparisons, using which you can come up with a wide variety of options: for example, “floats - does not swim”, “draws - does not draw”, “grows - does not grow”, etc. .
What is the difference
What is the difference between sprat and river
What is the difference between a barn and a lamb,
What is the difference between a cook and a dinner?
It is so interesting and necessary to ask.
meticulous old man
The old man was meticulous, but pleasant in taste.
Approached and asked: - Or rather?
What is a potato? - More precisely,
Small orange. tanned watermelon,
More precisely? buried in the ground
Or rather, because it's hot.
hippopotamus without a tail, - Or rather?
without ears and without a neck, - More precisely,
no teeth and no mouth, it's time for me to have dinner.
very very lazy
G. Kruzhkov.
Games for Art. gr.
"Drawings in a circle."
At least 3-5 children are expected to participate in this game. Each child receives a blank sheet of paper and a simple pencil. At the signal of an adult, children begin to draw. After 1-2 minutes, a conditional signal is given, and each of the children passes his sheet to the child sitting to his right. Having received the started drawing from the neighbor, the child continues it for 1-2 minutes and again, on a signal, passes it on. And so several times (depending on the number of participants in the game, until the sheet on which he first began to draw returns to him. You can talk with the children about what their original idea was and how it changed along the way games In the "circular" way, not only drawings can be made, but also collages, which, in turn, serve as an excellent support for inventing fables, fantastic stories and other products of children's literary creativity.
"I want to draw."
Each of the participants in the game in turn tells the idea of \u200b\u200bthe picture that he would like to draw, and the adult tries to combine everything said into a single plot. For example, one child says that he would like to draw an aquarium, another - a bear, a third - a rocket, etc. The adult generalizes: "We draw an aquarium in which bears live, rockets fly and ...". As they draw, children can make additions to their drawing, detail objects (a bear in a diving mask and fins, etc.). usually such drawing is accompanied by children's laughter, writing funny stories.
"Funny pictures".
To organize the game, you need a set of pictures, illustrations or postcards (at least 20 pieces) of both subject and plot content. The essence of the game is as follows: the pictures are laid out one after another (one at a time) in a completely meaningless order, but at the same time, the content (image) of each subsequent one is tried to be connected with the previous one in such a way that a story, fairy tale or story is obtained. After the literary work is finished, the pictures are collected and mixed well. The task of the children is to consistently and as accurately as possible restore the entire work invented from the pictures.
The so-called "express" table can also be used as a support for compiling stories. It is compiled as follows: a sheet of paper is drawn into 20 squares. Children call any words in turn, and an adult fixes each word in a separate square using the corresponding drawing. When the table is completely filled, you can start writing stories in which each subsequent picture acts as a starting point, but a link in inventing subsequent plot events. In the future, children can independently compose such supports and exchange them with each other, writing stories according to the tables of game partners, peers.
"Color Stories".
This game also aims to develop children's literary creativity. Unlike the previous game, as an initial visual material, children are offered a strip of paper consisting of 8-10 squares of different colors arranged in two rows, on the basis of which a story or a fairy tale is actually invented. The game proceeds as follows: children are presented with a colored strip, point to the uppermost square and ask: “What does it look like? What happens in this color? Based on the child's answer, the adult comes up with the first sentence, and the children compose all the rest based on the associations of each next colored square with the realities of the world around them.
For example, children are presented with a strip consisting of: 1 (top) row - green, blue, yellow, white squares; 2 (bottom) row - brown, red, orange, purple squares. The work may look like this: “The green forest rustled its foliage in a welcoming manner. The blue sky above the forest was clear and transparent, and the dazzlingly bright yellow sun warmed with its warmth everyone who fell under its rays. A forest bird is located on a branch of a white birch. Cleaning her brown wings, she sang merrily as she greeted the new day. The forest dwellers greeted her singing with approval: strawberries turned their red heads towards the sun; orange fox sisters chattered in unison, telling each other their dreams; beetle, spread its purple wings and flew on business. The forest was filled with sounds, and a new day began. To complicate the game, it makes sense to invite the child to rely on the association of color with the mood, the situation in the process of creating a literary work.
Games for prep. gr.
"Guess the Mood"
First, children are introduced to various emotional states, they analyze the means of expression that allow others to correctly understand them. Then various situations are offered, to which it is necessary to choose the most appropriate mood, state, feeling. For example, the situation “lost in the forest” - what mood, feeling arises immediately (sadness, fear, fear); what quality of a person is most useful in this situation (decisiveness, resourcefulness, courage, etc.).
In this game, you can use any means of expression (facial expressions, gesture, pantomime). For example, invite the guys to display a certain gesture (“Stay still!”, “I’m afraid”, “This can’t be done”, “Come with me”, “Hello!”, “See you soon”, “Who did this?”, “Let's make peace”, “I'm afraid”, etc.) and pick up a picture (or express mimicry, corresponding to the partner's emotional reaction to this gesture. Or show with body parts (shoulders, body, arms, head, nose, ears, eyes) certain states: “I am proud”, “I am the strongest”, “No”, “I don’t like this”, “I really love these sweets”, “I see a rainbow in the sky”, “I hid”, “Where are you "and so on.
The spectrum of human feelings is very extensive and children can master it with the help of the magic word “as if”, which has a special magical attraction for them. It is in the proposed circumstances that, as K. S. Stanislavsky believed, a powerful creative impulse lies. Give the children the following tasks:
a) pass a book to each other as if it were a bomb, a brick, a crystal vase, a flower;
b) take a thread from the table, as if it were a snake, beaded beads, a hot baked potato, a fidget-grasshopper;
c) walk along a line drawn in chalk, as if it were a rope, a wide road, a narrow path or a narrow bridge over a river;
d) to walk along a “seemingly” crowded street, like a soldier, like a very old man whose shoes are very tight, like a ballerina, like a fashion model, like a “pusher”, like a person who carries a heavy burden.
Empathic ability is important not only in communication between people, it plays a special role in literary creativity, is a kind of exponent of the author's style, serves as an indicator of the originality of the work.
"Yes, no."
The author of this game, Lucho Lombardo Rodice, called it "The Guessing Game". He wrote about it like this: "This is one of the most fruitful and rewarding games in terms of intelligence and the accumulation of cultural baggage." Indeed, this game is more than just a way of guessing. This is the main method of human intellectual activity, the ability to classify and combine experience data into a concept. During the game, children master the ability to ask questions, hone their wording, enrich their speech practice. The atmosphere of the game is always filled with mystery and humor. The rules of the game are quite simple: one of the players conceives something or someone, and the other participants in the game, with the help of questions that are allowed to be answered either “Yes” or “No”, try to determine what was conceived. You can illustrate with the help of a poem that adults read in roles:
I guessed the subject.
Is this a watering can?
Not a watering can?
It's a cat?
Is it a midge?
Maybe a button?
So, a bottleneck!
Can't find an answer.
After reading, you can ask the children: “Guys, why do you think they couldn’t guess the subject? How should you ask questions so that, without guessing and sorting through different names, you can guess what is guessed? - and analyze with them examples of the correct wording of questions. For example, the word "grandmother" is guessed.
Question answer:
Is the item alive? - Yes.
This animal? - Not.
Is this a plant? - Not.
Is it a person? - Yes.
The male? - Not.
Lives in our city? - Yes.
Lives with you? - Yes.
This is your sister? - Not.
Mum? - Not.
Grandmother? - Yes.
The content becomes more complicated - the objects, situations can be endowed with contradictory characteristics; "Yes-no" come up with the children themselves.
"Explainers".
This game has several varieties, the course of which is always accompanied by a special emotional state of children - the child "gets used" to the role of an adult and explains, clarifies, shares his knowledge himself, which means he is full of confidence and self-esteem. But he does not speak “the way it should be”, not according to the scheme, but the way he himself understands it. It is very interesting for a child to explain to others the essence of the objective world. The child will explain the meaning of a particular word, concept, purpose (function) of an object with pleasure and more confidently only if there is an immediate need for this, which is not difficult to create, including in the activity a real or game character interested in detailed explanation. An adult may well “temporarily” become an alien or a Dunno who wants to know and be able to do everything, or a forest, fairy-tale inhabitant, to whom much in the city is a curiosity, because he sees this for the first time in his life.
This is how children explain the meaning of some words:
A museum is a place where people go to see paintings, a new exhibition, learn about a lot and have fun.
A cloud is such a fluffy, soft air, like a pillow, which often changes its shape. This is a part of the sky that is difficult to see at night if there are no stars and the moon, but you can guess that it is on top.
In the future, children are involved in the interpretation of various actions and their results. Such practice not only expands the child's speech range, but also allows him to comprehend the behavior of others and his own, enriches the experience of social interaction, and contributes to the formation of realistic self-esteem. Literary works are first used as analytical material (M. Gorky "Sparrow", V. Oseeva "Blue Leaves", "Magic Word", etc., and then proceed to explain the qualities, emotional states of a person, his actions that children encounter directly in real life.
We wish you success!
And so the game is over...
We have to close the book.
But we hope that with her
You have become a little smarter -
You learned a lot of funny words
And a lot of stuff.
And if you remember them -
No wonder your day is wasted!
Save this valuable treasure!
We don't say goodbye, see you soon!
B. Zakhoder.
Literature.
1. Belobrykina O. A. Speech and communication. A popular guide for parents and educators. - Yaroslavl: "Academy of Development". 1998
Linguistic game for students in grades 6-7 "Polyglot" Subject: Russian, English. teacher of Russian language and literature, MBOU "Zolotukhinskaya secondarysecondary school "MO "Akhtubinsky district" of the Astrakhan regionSamsonova Svetlana Vladimirovna
Explanatory note. This extra-curricular activity is held as part of the Russian language week, but in collaboration with English teachers. All tasks are carried out in a playful way, which allows you to activate the cognitive activity of students, makes it possible to work in a group.Students in grades 6-7 can participate in the game. Participation in the game motivates students to learn foreign languages, teaches respect for the word. Implementation plan.
- Announcement of the theme of the game, introduction of participants, familiarization with the rules of the game. Blitz tournament. Acquaintance with famous polyglots. Game "Entertaining linguistics" Game "Translator" Game "Favorite dishes of national cuisine" Game "Do you know English?" The game "Universal piggy bank of folk wisdom." Summing up the game, rewarding the best players.
Linguistic game "Polyglot" Target: to arouse students' interest in learning foreign languages, to form a careful attitude to the Russian language, to contribute to the formation of competent speech, to develop the ability to work in groups.Leading: Dear visitors, you are present today at the opening of the cafe "Polyglot"presenter: Let me introduce you to the program of our event:Firstly, you will get acquainted with the eminent guests of the cafe "Polyglot", with those who can be called great polyglots.Secondly, we will go on a virtual journey through the country "Linguistics".Leading: Next, we offer an entertaining game "Translator", which will end with a delicious competition "National Cuisine Dishes".Hospitable England will invite you to visit, with one condition: if you are ready to answer the question positively: Do you speak English? And, finally, we will open for you a "universal treasury" of words and expressions.So, 3 main tables are occupied by our teams. They participate in the competition for the title of "Honorary Polyglot"You can get the initial number of points by answering the questions of the blitz quiz.Blitz quiz. 1. What is linguistics? (science of language) 2. Little birds sat in a row and said little words. (letters)3. What is the name of the oldest Russian chronicle? ("The Tale of Bygone Years") 4. What is wrong with the phrase "the world-famous Moscow State University"? (famous university)5. How does iambic differ from chorea? (accent)6. What word is missing in the sentence "Moscow is the capital of our Motherland"? (there is)7. What is the difference between the words "cucumber" and "tomato" in terms of linguistics? (Native Russian and borrowed) 8. What languages belong to the East Slavic group of languages? (Russian, Ukrainian, Belarusian) 9. What is an oxymoron? (combination of disparate concepts)
10.Who is rightly called the founder of the modern Russian language? (A.S. Pushkin).
11. The science of language. (Linguistics.)12. The main purpose of the language. (A means of communication, a means of expressing thought.)13. Connoisseur of many languages. (Polyglot.)14. Name the country in which there are four official languages. (Switzerland: German, French, Italian, Romansh.)15. Name the author of the following statement: “In front of you is a mass - the Russian language! Deep pleasure calls you, pleasure to plunge into all its immensity and catch its wondrous laws. (N. V. Gogol.)16. "Tolmach" - who used to be called that? (Translator.)17. What part of the word does the Russian proverb advise to “see” (root)18. What is the name of a word formed from the initial sounds of words or the names of their initial letters? (abbreviation)19. Under what name did Mikhail Lomonosov combine the parts of speech: noun, adjective, numeral? (name)20. What part of the speech did the great Russian poet Pushkin offer to “burn the hearts of people” (verb)21. What are the names of all cases, except for the nominative? (indirect)22. Can the fate of a person depend on one comma? (Execution cannot be pardoned)23. How do you understand the phrase from N.V. Gogol's comedy "The Government Inspector"? “Is there such amber in the room”? (such a smell)24. What is the surname of the judge in the comedy "The Inspector General" by N.V. Gogol? (Lyapkin-Tyapkin)Summing up the results of the blitz quiz.Presenter: How many languages are there in the world? Why do we speak different languages? Is it possible for new languages to emerge? Answering these questions is not easy. The Bible story says that once people spoke the same language, but they were so proud that they decided to build a high tower to glorify themselves and become higher than God. And then there was a mixture of languages, which was called the "Babylonian pandemonium", for people turned into a crowd. in which no one understood the other, because they began to speak different languages. In order to understand each other, people today have to learn other languages. There are over 6 thousand languages in the world. How many languages can a person learn in his lifetime? Did you know that a person who knows several languages is called a polyglot.According to the academic dictionary of foreign words, POLYGLOT (from the Greek polyglottos - "multilingual") is a person who speaks many languages. But many are how many? Polyglots themselves believe that in addition to the native language, you need to know perfectly at least four languages: speak them absolutely freely and preferably without an accent, translate sounding speech and written text as accurately as possible, and write competently and clearly.
Who can we call real polyglots?(Italian Cardinal Mezzofanti, Empress Catherine II, Chairman of the People's Commissar of Education Lunacharsky and many famous people, among them there are outstanding Russian writers and poets.)
Leading: Learning languages is an extremely interesting activity. You can learn the most interesting facts from the field of linguistics right now. The teams will have to learn as many interesting facts from linguistics as possible in a short time. You are given a few minutes to read the materials, your task is to retell the facts that you remember. The team that has more stories wins, and without any distortion. (You can’t repeat the stories.) The teams answer in turn. Any person from the team can answer.) The price of each story is 1 point. The most entertaining facts from the world of linguistics ( application number 1)
Presenter: I want to tell you about who is considered the biggest polyglot. Here's what the Guinness Book of Records says about it:
The most important polyglot named Brazilian Ziyad Fawzi, who speaks 58 languages. He teaches foreign languages in Sao Paulo.
Leading: I have amazing news for everyone.
Thanks to our "hospitable" Russian language, we, without even suspecting it, know many words from different foreign languages,According to scientists, borrowed words in the vocabulary of the modern Russian literary language make up 10% of its entire vocabulary. The overwhelming majority of foreign words were borrowed together with a thing, a phenomenon, a concept, etc. (an umbrella from the Dutch language, a brand from German, an announcer from Latin, a boulevard from French)We invite teams to play the game "Translator". The rules of the game are simple. By meaning, you need to restore the word that came into our language from another language. Let's start with French. Then we'll talk in Italian and German, and finally we'll switch to Latin. We'll talk especially in English.. We offer the words as quickly as possible.
- We speak French.
"kiss", cake
"decoration" for meat or fish
"ace", first-class pilot
fireman, driver
store-bought mushrooms
"circle", stage of the competition
answers: - meringue - mousse - garnish - ace - driver - champignons - tour
- Let's speak German
"snake" is used for watering
"forehead" side facing the enemy
"ice mountain"
"place of treatment"
"warrior"
- "breath", a vocal piece for one voice
"teacher", major musician
"Mr", a popular board game
"death jump"
"bow", the hero of a fairy tale
answers:-aria -maestro -domino -somersault -cipollino Let's talk in Latin:
- "twice" shouting in the theater
"ball", school allowance
"elsewhere", legal term
light, hotel room
"folder for carrying papers"
answers:
Bis - globe - alibi - luxury - briefcase
English wordsL (insects)
Mosquito MosquitoLadybug LadybugGrasshopper GrasshopperFly FlyDragonfly DragonflyButterfly ButterflyAnt AntBee Bee
presenter: The famous thinker Voltaire wrote: "To know many languages means to have many keys to one lock."Now, as experts in several languages, you have to act as experts and name the language from which these words are borrowed.
bouillon gallicisms
blinds
football anglicisms basketballsports accountant Greekisms tie
school
gymnasium
Presenter: It is known that nothing unites people like a common table at which our teams will find themselves. On the table are dishes of different nations, or rather their descriptions. Guess the names of the dishes.
№1 choux pastry with cream inside. (French)
№2 sweet dish of whipped fruit, berry, milk mass (Franz)
№3 salted chopped herbs (French)
№4 fruit porridge casseroles №5 meat cooked on a spit (Turk.) №6 pasta with tomato sauce and vegetables (Italian) №7 roast beef, cut into large pieces (English) №8 holiday bread (Slavonic) № 9 flour sweet product "honeycombs" (German) №10 product with meat filling "bread ear" (Finno-Ugric) Answers: No. 1 meringue, No. 2 mousse, No. 3 salad, No. 4 pudding, No. 5 barbecue, No. 6 pasta, No. 7 steak, No. 8 pie, No. 9 waffles, No. 10 dumplings. Leading: Hospitable England is waiting for lovers of the English language. Younger children will compete in the selection of rhymes for poems, only English words can be substituted, older children will compete in the translation of English proverbs. English proverbs.
It is never too late to learn.
All is well that ends well. Promise little, much. As the tree, so the fruit. Never put off till tomorrow what you can do today. So many men, so many minds. Love me, love my dog. Better late than never. As you make your bed, so you must lie on it. Action speak louder than words. Like teacher, like pupil. To work with the left hand. An hour in the morning is worth two in the evening. Good clothes open all doors.Presenter: Rhyme game.| part
Why is a best friend
- A piece of fabric was bought for me,
- Friend I learned the secrets
- The white horse has disappeared from the board,
- Katya's birthday
- My baby brother
- Do not oversleep to the lesson
- Thunder beats like an alarm,
- From problems and school troubles
- Smells delicious: fried onions,
- In the palace of white ice
- He writes a lot, you read.
- There is sand in the shoes again,
- We all need it for lunch
- It's not hard to wash
- Vanya's throat doesn't hurt
- To open all the locks
- Hunters weapons: bow, spear, harbun,
- Mom will please you very much
- Brother's old dream
- Day and night my neighbor
|| part. Suggest a word.
- At seven o'clock
- I don't like to eat porridge,
- I have a mouth and I can talk.
- Birds start to sing
- Snow is falling all around.
- I can tell you all the day
Summing up the results of the competition for knowledge of English words.Presenter: The time has come to open our "universal treasury" of folk wisdom. Can you guess what set phrases are hidden in the pictures. Of course, these are well-known phrases: “pull by the tail, “watch like a ram at a new gate”, “crocodile tears”, “wet chicken”. Our last task for the teams is to select analogues of Russian phraseological units for foreign language expressions Tasks for teams: birds of the same plumage stay together-everyone has their time-not worth gunpowder and shot- black sheep in the family-when the sea returns all those who died in it- get from the rain under the drainpipe- live like a fattening rooster- in a good garden there are also rotten vegetables- like a dog fly - wheel the butterfly
Answers: - one field of berries-every dog has his day- the game is not worth the candle-White crow -when cancer on the mountain whistles- get from the ship to the ball- ride like cheese in butter-every family has its black sheep-like a dog's fifth leg-- shoot sparrows from a cannon In English, as in other languages, there are set phrases. (Idioms)Task: find a couple.
- To take oneself in hand - throw words into the wind (pull yourself together) To head is round and round-pull yourself together (head go around) To take the floor-head goes around (get out of the ground) One hair stand on end- go down in history (hang by a thread) To talk to the wind- get out of the ground (throw words into the wind) To go down in history- live like a cat and dog (go into history) To lead a cat and dog life - hang by a thread (live like a cat with a dog)
References. Internet resources: 1. ru.wikipedia.org 2. facte.ru.zabavnoe-yazykoznanie.html.
- Phraseological dictionary of the Russian language. Compiled by Stepanova M.I. OOO "Polygraph services" St. Petersburg. 2006. Dictionary of foreign words. 14th edition, revised. Moscow "Russian language" 1987.
Application No. 1
The most entertaining facts from the world of linguistics
1. The most capacious word on Earth is "mamihlapinatana", which means "to look at each other in the hope that someone will agree to do what both parties want, but do not want to do."
2. There are 28 letters in Arabic that are written differently at the end of a word than in the middle. .
3. Those whom we call "new Russians" are called "masetos" in Cuba.
4. In the Explanatory Dictionary of 1940, edited by Ushakov, there is such a definition of the word "Figli-migli" (!): "... used to refer to some tricks, jokes or some approaches to achieve something, accompanied by courtesies , antics, frills, winks".
5. "Hermitage" in French means "place of solitude".
6. There are only 12 letters in the Hawaiian alphabet.
8. Karamzin coined the word "industry", Saltykov-Shchedrin - the word "softness", and Dostoevsky - the word "shuffle".
9. There are more than 1000 different languages on the African continent.
10. Almost - the longest word in the English language, in which all letters are arranged in alphabetical order.
11. The words of Persian origin "pajamas" and "suitcase" have the same root ("pi-dzhoma", "dzhoma-dan").
12. The word "talentlessness" was introduced into the Russian language by the poet Igor Severyanin.
13. In ancient Egypt, the apricot was called the "sun egg".
14. In Filipino, "hello" would sound like "mabuhai".
15. "Fujiyama" in Japanese means "steep mountain".
16. Until the XIV century in Russia, all indecent words were called "absurd verbs."
17. There are no words in English that rhyme with month, orange, silver, and purple.
18. The words "cheerfulness" and "tea" are denoted by the same hieroglyphs in Chinese.
19. In Georgian, barbecue is called "mtsvadi", and in Armenian - "horovts".
20. The junior spiritual dignity is a novice, in Georgian it is called ... mtsyri.
21. There is a grammatical rule according to which native Russian words do not begin with the letter "a" (!).
22. The artificial international language Esperanto was created in 1887 by the Warsaw doctor L. Zamenhof.
23. Dal suggested replacing the foreign word "atmosphere" with the Russian "kolozemitsa" or "myrokolitsa".
24. In Chinese writing, the word "difficulty" is denoted as a hieroglyph, which depicts two women under one roof.
25. The nickname of the horse of Alexander the Great "Bucephalus" in literal translation means "bull-headed".
26. The oldest word in English is "town".
27. In Chinese, the sounds "r" and "l" do not differ.
28. "Sahara" in Arabic means "desert".
29. In Ukraine, the Milky Way is called the Chumatsky Way.
30. The Viking alphabet was called Futhark.
31. There are over 600,000 words in the English language.
32. The Latin name of Mickey Mouse is MikaelMusculus.
33. The words "for the future", "all-in" and "full face" are adverbs.
34. There is no Latin letter W in the Latin alphabet.
35. There are over 40,000 characters in Chinese writing.
36. Writer Ernest Vincent Wright has a novel called Gadsby with over 50,000 words. There is not a single letter E (the most common letter in the English language) in the entire novel. .
37. The United Nations has only six official languages: English, French, Arabic, Chinese, Russian and Spanish.
A great contribution to the development of the theory of the language game belongs to the Dutch philosopher I. Huizinga. The game, in his opinion, is older than the cultural forms of society. Civilization comes from the game, not vice versa. Based on the analysis of the meanings of the word "game" in different languages and civilizations, I. Huizinga came to the conclusion that in most of them the "game" has a relationship with the struggle, competition, competition, and also with the love game (forbidden), which explains the trend playing with forbidden topics (taboos) in modern jokes. At the heart of the game is fighting or animosity tempered by friendships. The roots of play in philosophy begin in the sacred game of riddles; the roots of play in poetry are mocking songs teasing the object of ridicule. Myths and poetry were recognized as linguistic games, Huizinga believes that the language game is identical to magic. Despite Huizinga's assertions that the notion of play is not reducible to other terms and does not apply to the biological approach, it still seems possible to question some of his assertions. For example, his assumption that competition and competition are the basis that motivates the subject to ridicule the object does not apply to all statements.
The language game as operating with linguistic means in order to achieve a psychological and aesthetic effect in the mind of a thinking person is considered by many foreign and domestic scientists (Brainina, 1996; Vezhbitskaya, 1996; Sannikov, 1994; Huizinga, 1997; Bogin, 1998; Nikolina, 1998; Beregovskaya, 1999; Ilyasova, 2000a; Lisochenko, 2000).
In the works of a philosophical warehouse, for example, by J. Huizinga, the language game acts as a private realization of the game as an element of culture. It reveals features that are common with games of sports, music, painting, etc. plan.
Understanding that language is a special sphere of human life, literary critics and linguists devote special studies to the language game. There are works in which the consideration of the game is subordinated to the methods of its implementation. As a rule, the pun acts as the main such technique (Vinogradov, 1953; Shcherbina, 1958; Khodakov, 1968; Kolesnikov, 1971; Furstenberg, 1987; Tereshchenkova, 1988; Luxemburg, Rakhimkulova, 1992; 1996; Sannikov, 1997; Lyubich, 1998 ).
Researchers note that the language game is implemented within the framework of various functional types of language. This can be colloquial speech (Zemskaya, Kitaigorodskaya, Rozanova, 1983; Bondarenko, 2000), journalistic texts (Namitokova, 1986; Neflyasheva, 1988; Ilyasova, 1998, 1986; 2000), artistic speech (Vinokur, 1943; Krysin, 1966; Grigoriev, 1967; Bakina, 1977; Kulikova, 1986; Luxemburg and Rakhimkulova, 1996; Brainina, 1996; Nikolina, 1998; Novikova, 2000; Rakhimkulova, 2000).
It seems that it is fiction that turns out to be the very space in which the language game can be fully realized. Moreover, there are authors who to a large extent gravitate towards the playful manner of conveying thoughts. Artistic speech of the 18th - 19th centuries. realized the possibilities of playing with language means, primarily by creating a comic effect. Linguists note that among the masters of laughter in the Russian classics, A.S. Pushkin and N.V. Gogol. Pushkin has long been considered a recognized master of the pun created by both the clash of meanings and the play of the form of expression (Khodakova, 1964; Lukyanov, 2000). It is interesting that puns and - more broadly - in general, the playful manner of constructing a text are also embodied in Gogol not only at the lexical-semantic, but also at the syntactic level. In the second case, it is created by "uncilually interrupted, syntactically helpless speech of characters, coinciding (similar) ends of two or more sentences or phrases, in a funny way emphasizing the object of conversation or characteristics, and unexpected transitions from one key to another" (Bulakhovsky, 1954). Obviously, the language game embodied in Russian literary and artistic texts has its roots in the buffoon culture, the traditions of the Russian folk farce theater, and folklore in general. Without any doubt, game genres include ditties, anecdotes, jokes, tongue twisters, riddles. In the circle of authorized works, as scientists point out, the language of vaudeville is located to it (Bulakhovsky, 1954). The authors of comedies of the 18th century gravitate towards the language game (Khodakova, 1968).
It must be emphasized that the language game involves two fundamentally different forms of existence.
Firstly, one can find literary genres specially designed for its implementation, aimed at drawing the perceiver (reader, viewer) into the creative process, at generating multiple allusions in the recipient, capturing the hidden meanings lurking in the text. This is not only the already mentioned comedy, vaudeville, but also an epigram, a parody, a palindrome, an acrostic.
Secondly, a language game can appear on the pages of works that do not have it in the list of obligatory elements, the unconditional features of the genre. It is this form of manifestation of the language game that depends on the intentions of the author, on the warehouse of his consciousness. It seems to be the most significant in characterizing the writer's idiostyle, the specifics of his linguistic personality. The variety of methods of the language game, the commitment to certain ways of its implementation makes the writer's work individual, unique, and therefore recognizable. game at the lexico-semantic and syntactic level. The paradoxical compatibility of linguistic units is extremely significant for A. Platonov (Bobylev, 1991; Skobelev, 1981). Therefore, he embodies the game in a syntagmatic way.
E. Bern believes that the game has two main characteristics: ulterior motives and the presence of a win (Bern, 1996).
It should be noted that the language game does not mean a mandatory setting for the funny. Apparently, the creation of such texts, where everything is deliberately unclear, should also be considered a kind of language game with the reader. One of the techniques for generating game text with general unclear semantics is called nonsense by researchers. V.P. Rakov notes that nonsense (the absurdity of the meaning created in the text) can exist in different forms, generated either only at the semantic level, or at the formal level, but at the same time has the same goal - the impact on the reader, the work impressions of its paradox. The semantic "darkness" of works that contain nonsense prompts the reader, who is forced to seek clarity in the foggy, to activate the thought process. Especially this manner of creating works is characteristic of the literature of the “non-classical paradigm. It consists in "the destruction of the lexical cohesion of the aesthetic statement, its continuity, the deformation of the syntax and the strict optical geometry of the text" (Rakov, 2001).
This fact in modern literature is primarily characteristic of the postmodern direction. It is not for nothing that its representatives operate with the concepts of "world as chaos", "world as text", "double coding", "contradiction", etc. (Bakhtin, 1986). There is an attitude to work with methods of constructing a text, expressive and visual means, and not with meanings. Therefore, the game with language, focused on the use of the potential of language units, becomes an integral part of the texts of postmodernism. This leads to the appearance of works that are characterized by an excessively complex and sometimes confusing structure, which in turn affects the perception of their content (cf.: the works of Borges, Cortazar, Hesse, Joyce, etc.). Such dominance of form over content is determined by the essence of the game as such, its self-sufficiency, which implies “playing for the sake of the game itself”, the absence of any goals that matter outside the playing space.
A. Vezhbitskaya believes that “there is a special goal or task in the game”, but “this goal does not make any sense outside the game” (Vezhbitskaya, 1996). Thus, we can talk about a game with a form that is achieved by linguistic means (Zalesova, 2002).
The language game is one of the leading communicative categories. It is provoked by emotional categorical situations, which force the communicants into a language game. Any language game is a manipulation of the speaker with the language, which most often pursues a hedonistic goal (getting psychological and aesthetic pleasure). This is also observed in those cases when the language game is ritual, i.e. passes according to known rules, and in those when it is unexpected. In both cases, it must be implemented within the limits of understanding by all communicants, which requires them to have emotional intelligence and emotional / emotive competence. If this is not the case, then an anecdote, for example, or a joke becomes incomprehensible, and between the system values of linguistic signs and their values for the sender and recipient of the joke/anecdote, etc. semantic (emotional) dissonance arises (Shakhovsky, 2003).
