Changes in teaching a foreign language in primary school during the transition to fgos: experience, prospects. Uud formations through gaming technology in English language lessons in elementary school as part of Phytos

Since 2011, our school has moved to the Federal State Educational Standard of the 2nd generation. In this regard, the question arose of professional retraining of personnel. Since 10.10.2011 On June 25, 2012, among the teachers who received referrals for retraining, I had the opportunity to study under the program: “Theory and Methods of Teaching a Foreign Language in Elementary School” at the Institute of Educational Development of the Omsk Region. Classes (in the amount of 504 classroom hours) were conducted by highly qualified teachers with extensive experience in language teaching, as well as a clear understanding of current trends in language learning. Textbooks of the publishing house “Oxford University Press” (“New English File”) were taken as a basis for the learning process. Our attention was given courses of lectures, which made it possible to get acquainted with the basics and innovations in the methodology of teaching grammar, vocabulary, listening, reading, writing, speaking. The precise organization and planning of each lesson allowed us to obtain a high level of language training and language skills, which I successfully applied in the process of teaching English. Learning (any) language at an early stage contributes not only to a more solid and free practical possession of it, but also carries a great intellectual, educational and moral potential.

I work with the teaching center “Spotlight”, authors: M. Pospelov, V. Evans, D. Dooley, who, in my opinion, allows you to build training both individually and differentially, here are the greatest opportunities for intensification and improvement of education.

The activity of a teacher working under the Federal State Educational Standards is strikingly different from the traditional activities of a teacher in many respects. Even when preparing for a lesson, the teacher now spends twice as much time as compared with the previous academic years; in addition to the textbook and the methodological recommendations, he uses the resources of the Internet. GEF NOO makes demands not only on the subject, but also on metasubject and personal results. It is necessary to implement these requirements within the framework of in-class and after-hour activities. First of all, the nature of the activity of the teacher and the student is changing. The student ceases to be a passive participant in the educational process and, together with the teacher, participates in setting the goals and objectives of each lesson, determines the plan of his work, chooses the means and ways to achieve them, actively participates in evaluating his activities and classmates. If you try to list the most characteristic features of a modern foreign language lesson, then, in my opinion, the following qualities:

Complexity;

Harmonious organization of speech and language material;

Strict sequence of exercises;

The special atmosphere of communication;

Practical orientation (communication);

Meta-subject.

I try to conduct each lesson in a fascinating way, using creative forms and techniques in each class, depending on individual abilities. I always start a lesson from the “warming up activity” stage. This moment perfectly "warms up" students and prepares for work in the classroom. I try to bring the “warming up activity” stage in line with the theme of this or previous lesson.

At the stage of formulating the topic and the objectives of the lesson, students form cognitive and regulatory EDL (for example: select and save the goal set as a sample, focus on the sample and the rule for performing the action). When teaching goal setting, it is possible to introduce a problem dialogue, as a result of which children define the limit of their knowledge - ignorance and set a goal for the lesson. At the planning stage, the teacher and students in joint activities determine the sequence of work in the lesson. When planning the practical activities of students in a classroom, one should take into account the differentiation of students by level of training and by pace of work. It is necessary to select such tasks so that a situation of success is created for any student. For example, I developed assignments aimed at the formation of phonetic, lexical and grammatical skills (multilevel measurement and didactic material). Also at this stage you need to think about the forms of organization of work of students in the classroom. If in a traditional lesson frontal work was used more often, now it can be individual, steam, group forms. Work in pairs and groups is necessary in order to teach students to cooperate with each other, to teach interaction, the ability to distribute roles, that is, to form communicative skills among students. In my work, I took the communicative approach of teaching English, which is aimed at the practice of communication, as a basis. I consider the purpose of my work not only to give the student a certain amount of knowledge, but also to teach him how to learn, heighten his interest in learning. When schoolchildren start English classes, I cannot complain about the lack of interest in the subject. The novelty of the subject and the educational process does not leave children indifferent. My task is to ensure that interest is constant and sustainable. Where there is interest, there is success. In my teaching, I devote much attention to the formation of motivation. The formation of motives is the creation of conditions for the manifestation of internal motives for learning, their awareness by the students themselves. A special role in the formation of motivation is played by the novelty of the information received, the inclusion of students in the search and creative activities. My task is to make children understand that learning is very interesting. And I want to convey to each student that English is not boring grammar rules, but above all - an interesting, beautiful language, having learned that they can communicate in any country. Group work is good to use for creating creative projects. In elementary school, the game is a form of knowledge of the world. Given the age characteristics of primary school age, I try to use as much gaming moments as possible in my lessons. What is boring with traditional forms of work, is easily absorbed in the game. When presenting and consolidating new vocabulary, such games as “Echo”, “What’s number?”, “What’s missing?”, “What’s changed?” Work very well. I use different types of role-playing games (dramatization-monologue, role-playing plot). The place in the lesson and the time spent on the game depends on a number of factors: the preparation of the students, the material being studied, the specific goals and conditions of the lesson. The teacher should remember that any game in the educational process is a methodical device belonging to the group of active ways of teaching practical knowledge of a foreign language. The game should stimulate the motivation of the doctrine, arouse students' interest and desire to perform the task well, it should be carried out on the basis of a situation adequate to the real situation of communication. The game should be accepted by the whole group, cause students a sense of satisfaction, joy. The freer the student feels in the game, the more initiative he will be in communication.

When teaching students self-control and self-assessment, regulatory and communicative ECDs are formed (for example: developing educational cooperation with a teacher and peers, developing the planning and regulating functions of speech). Along with the five-point grading system, other techniques can be used. For younger students, it is best to turn a grade from a number into a word. For example: 5 –perfect, excellent, 4-very good, nice, 3- not bad. The teacher should remember that assessment is primarily a means of motivation for the child. It is advisable to teach children to mutually evaluate written and oral works, to objectively evaluate their work and answers. The stage of reflection in the classroom with its proper organization contributes to the formation of the ability to analyze its activities in the classroom. Reflection of the mood and emotional state of children is also important. You can reflect not only on the basis of one lesson, but also on the basis of a quarter, studying any topic. Here are approximate options for reflection:

After each lesson, have students complete the sentences:

I like it…

I learned…

I made mistakes ...

The best thing in class I did ...

"Ladder of Success":

At the decision of each task of a lesson, draw the little man on the corresponding step of the drawn ladder.

“Come and color”

“Helping hands”.

Working as a foreign language teacher in elementary school, I came to the conclusion: it is impossible to use only those methods that have developed once and are considered to be generally accepted. “Teaching is an art, not a craft - this is the very root of teaching. Trying ten methods and choosing your own, reviewing ten textbooks and sticking to no one strictly - this is the only possible way of live teaching. Eternally inventing, demanding, improving is the only right course for a teacher. ” The new standard, by presenting new requirements for learning outcomes, gave us the opportunity to take a fresh look at the lesson, to implement new creative ideas. But this does not mean that traditional methods and methods of work should be rejected. They can be applied in a new way, along with modern technologies. A modern teacher is a person capable of self-development, self-improvement, who has realized the need for learning and introducing new technologies and innovative approaches in teaching.

Ivanova Nina Vladimirovna

Municipal Educational Establishment "Chapaevskaya Secondary School" Kolosovsky Municipal District of Omsk Region, teacher of English

Chekunova Alevtina Viktorovna,

english teacher

MBOU SOSH №9 Gukovo

Effective innovative methods and techniques of teaching English at the initial stage in the conditions of the new generation of GEF.

2014

Modernization of the content of education in Russia at the present stage of development of society is not least connected with the innovation processes in the organization of teaching foreign languages. Teachers of a new generation should be able to choose and apply precisely those technologies that fully comply with the content and goals of studying a particular discipline, contribute to the achievement of the goals of harmonious development of students, taking into account their individual characteristics. According to the educational standard of basic general education in a foreign language, teaching English has two main objectives:

development of foreign language communicative competence, which implies the development of speech, language, socio-cultural, compensatory, educational and cognitive competencies;

development and training of the ability and readiness for independent and continuous learning of the English language [2].

The goals can be implemented subject to the use of all groups of educational technologies that are not used in isolation. There is an active process of their integration. In practice, this technology is implemented through the use of various methods and forms of work.Currently, such methods of learning English are very popular. communicative method  design and activity methods   the 25th frame method, TPR (Total Physical Response), or the full physical response method.Modern linguistic schools are constantly developing new and new methods of learning English and memorizing foreign words: an associative method, an immersion method, an express method.

A large amount of information and fast updating of knowledge make me, a teacher of a foreign language, switch to a new way of thinking - critical, creative and dialectical, and look for the embodiment of these ideas when choosing an educational and methodical complex. For many years I have been working under the author program of V.P. Kuzovlev, candidate of pedagogical sciences. In the method of teaching English, I use certain learning technologies, many of which are aimed at developing goal setting skills, planning the result of my activity, carrying out information retrieval and extracting information from various sources, and its further use for planning and carrying out my activities.

The main task of the teacher is to teach children the skills to independently obtain the necessary information, analyze the knowledge gained and apply them to solve new problems. Using the project method allows me to achieve a given goal.In English classes, the guys make creative, informative, fantastic projects. Basically, most of the projects are carried out by my students in the course of the final lessons, when, based on the results of its implementation, students are assimilating certain educational material. An example of such works can serve as projects that we have done with students in grades 5-8: “My dream clothes”, “It's my favorite shop”, “The board of our class”, “My beautiful carpet”, “My Favorite music ”and others.

Speaking about children of primary school age, when choosing the technology of their education, it is necessary to take into account the psychological and age characteristics of younger schoolchildren, who require frequent changes in the forms, methods and techniques of instruction. Learning the language of schoolchildren is an art, and babies the art of art.

For effective learning is important:

To study the identity of each student and the team as a whole (by observing in the classroom and outside it, exchanging opinions with colleagues, talking with parents);

To use such situations in organizing communication whenever possible and to offer such tasks that affect the interests of the student related to his personal experience, encouraging the student to use the material being mastered to express his thoughts in accordance with a particular communication situation;

Maintain interest in students with low speech status and low popularity status in the organization of steam and group work;

Systematically pay attention of the students to the success of individual children in their activities.

ABOUT

the ability of the teacher to organize the lesson correctly and correctly choose one or another form of the lesson depends largely on the effectiveness of the educational process. Non-traditional forms of lessons provide an opportunity not only to increase the interest of students in the subject being studied, but also to develop their creative independence, to teach them to work with various sources of knowledge. Such forms of training "remove" the traditional lesson, enliven the idea. An example of a non-standard approach to teaching English to schoolchildren is the creative lesson “Christmas” in the 3rd grade, during which students from each group created creative individual products: letters to Santa Claus.

Creating a situation of success in a foreign language class is an important aspect of a teacher’s activity. What kind of activity is the most interesting for the child? Of course, a game!  It is a natural form of the child’s activity. The game carries a large positive charge in the formation of communicative motivation, because the basis of any communication is the solution of the problem, which is discussed in a life situation.

The game "Animals" ("Animals")

Speech task:to train students in the name of various animals, in the use of personal pronouns with the verb to be.

Have

prisoners are standing in a circle. Each participant with a drawing of an animal or holding a toy. The children take turns calling the neighbor’s animal on the right and their animal.

P 1:Not is a rabbit. I "m a monkey.

P 2:Not is a monkey. I "m an elephant. The game "Pass the question."

For this game you will need a ball.

The task of this game – oral skills development .

The teacher passes the ball to the student and asks a question. The student, answering the question, passes the ball to another student with his question, etc. The teacher passes the ball to the student and asks a question. The student, answering the question, passes the ball to another student with his question, etc. .

Primary school students cannot sit comfortably for a long time due to lack of control over motor muscles. Considering the movement needs of primary students, various relaxation pauses :

1) Hands up, hands down, hands on hips, sit down.
Hands up, hands to the sides, bend left, bend right.
One, two, three hop! One, two, three stop!
Stand still!

2) In the course of conducting physical exercises, I effectively use the song.

"If you are happy and you know it ..."

Children gladly perform movements and perform a song.

3) To relieve eye fatigue, I spend special electronic physical minutes, during which the guys repeat the movements of fairy-tale characters or track the butterfly's flight path.

Speaking about the means that promote the development of interest in the English language, one can not stop atsinging. Using singing in the classroom, we solve several problems: singing contributes to the improvement of foreign language pronunciation, develops memory, carries a great aesthetic and educational potential. In addition, singing brings a variety to the lesson, relieves fatigue. To memorize the forms of the verb to be, we are singing a song with the guys"I am, you are" on the motive of the song "A Christmas Tree was born in the forest". A student in grade 4, after using this song in class, came up with his song for this tune with the word “Sorry”.

The use of modern information technologies in foreign language lessons increases the motivation and cognitive activity of students of all ages, broadens their horizons. Great help during the lessons I have multimedia tutorials: “Professor Higgins. English without accent», « English base course"," Bridge to English ", Macmillan English Dictionaryand Macmillan Essential Dictionary .

For the development of cognitive motives of students in learning English, I actively use various methods and techniques, which include non-standard forms of lessons, extracurricular activities, the Week of Foreign Languages, language competitions. Every year, students of our school take part in distance English Olympiads "British  Bulldog ”,“ Olympus ”,“ Eidos ”, showing good results.

The importance of a reasonable approach to learning was noted by L. Tolstoy, who wrote: “Wisdom is not to know as much as possible, but to know which knowledge is most needed, which is less and which is even less necessary” [6 ].

The correct selected theoretical material, effectively enshrined in practice through the integration of various teaching methods in the course of the joint creative activity of the student and the teacher, is a qualitative innovative strategy of the modern teacher.

Literature:

1. Bim I.L. Personality-oriented approach - the main strategy of school renewal // Foreign languages ​​at school. - 2002. - № 2.

2. Galskova N.D. Modern methods of teaching foreign languages. Manual for the teacher. / / Moscow, ARCTI 2004.

3. Gladilina I.P. Some methods of work at the lessons of English in elementary school / I.P. Gladilina // Foreign Languages ​​in School.-2003.- 4. Kavtaradze D.N. Training and Play. Introduction to active learning methods. - M., 1998

4. Ogandzhanyan N.L. Elements of the communicative methodology of teaching English in secondary school. - English. - September 1 // No. 6, 2005.

5. Passov E.I., Kuzovlev V.P., Korostelev V.S. The purpose of learning a foreign language at the present stage of development of society. General methods of teaching foreign languages. Reader / Ed. Leontiev A.A. M., 1991.

6. Open lessons http :// art- roerich. org. ua/ humaneped/ open_ lessons. html

7. University readings- 2011 library. pglu. ru/ files/ public/ unuvread

The new educational standard sets a serious task for the community of students and teachers to form not only substantive, but also interdisciplinary results. Modern lesson involves the selection of the most effective techniques and methods of work, forms of organization of educational activities. The tasks of the textbook must be selected and redesigned.

Working in “tandem” with elementary school teachers in the Federal State Educational Standards of the NOU to study “second generation standards”, we introduced new forms of educational process organization to the school, created different forms of the educational process: lesson as a collective action, lesson - presentation, lesson - workshop, lesson - consultation, lesson solving project problems.

The system - activity approach underlying the new educational standard requires a combination of traditional and non-traditional forms of a lesson. I want to show the approach to the formation of the UUD by the example of teaching staged reading in English in the 2nd grade according to the textbook by I. Vereshchagina. and Bondarenko K.A. ()

The plot of the text is the monkey's journey in search of a friend, her meetings with different animals. The goal-setting, as the setting of a learning task, is built from the correlation of vocabulary about animals known to children and the one mentioned in the text, with the help of a viewing reading (their names they find their names in the text). The motivation for reading with a full understanding of the text set at home occurs through the assumptions of students about the goals of their meetings and the qualities that characterize them. Pupils suggest which animals can be in character, remember adjectives that are known to them from the material they have studied and additionally learn new ones if they wish. The goal is to stage the same text, having embodied different properties in animals, in fact, presenting the human characters that excite them may be their acquaintances, and this is not only interesting. The possibility of self-expression is the basis of creative activity. As a homework task, by choosing the goal of a staged reading of the text, children, in fact, independently isolate and form a cognitive goal: reading with full understanding. After the lesson, the students spontaneously integrate into groups by the number of characters plus the reader from the author, define the goals and functions of the participants (study the text well, learn all the details and react accurately when reading., Interaction methods (helping weaker students in the group, possible rehearsals) learn to resolve conflicts (for example, if there are several applicants for one role; not bona fide training of a group member), learn to plan educational cooperation with a teacher (if you need help, advice, advice).

Prediction and anticipation of the result occurs already in the process of group interaction after receiving homework after hours. Communicating in groups, children learn to take into account the positions of other people, partners, to participate in the discussion of emerging issues. Insularity, uncommunicativeness is overcome in the process of interaction, integration into the peer group is facilitated, productive interactions and cooperation are built, thus increasing the social competence of students.

Children control the preparation of weaker comrades, including using modern means of communication.

In the next lesson, one of the students reads the text of the fairy tale, the other students play what they have heard. In this way, emotional and kinesthetic training of vocabulary and auditory skills takes place. The mutual control itself is carried out not only within this group, but also the one that oversees the performance - all inaccuracies are clearly visible to children interested in the competition. Effectively occurs the selection and awareness of students that already learned, and what else needs to be learned. They themselves make the necessary additions, which is the basis for the regulation and mobilization of students.

Staged reading allows you to fully achieve the mastery of the lexical and grammatical component of the text, to improve the skills of meaningful reading and listening. Further tasks based on the read text (retelling, dialogues between characters) serve as the basis for the further development of oral and written speech (for example, list animals, describe their character, make a sentence of these words, etc.).

It is impossible to overestimate the creative component in the preparation of groups. Striving for entertainment and clarity, they even prepare elements of costumes and masks.

I believe that joint work with the author of the text manifests itself in endowing the characters with different characters (students' choice): in one group a lion can be a brave hero, and in another - a cowardly bully or “shy”. The moral of the text changes accordingly, children show a variety of fairy tales, subconsciously aiming at variability, searching for alternative approaches to life situations and ways to solve problems. The elements of psychodrama, laid in this form of work, help students to live on the stage and overcome their own complexes and fears, to resolve conflict situations, because the characters that children endow their characters with are usually taken from their life experiences. The redesign of the tasks of the textbook taking into account the FSEs of the IEO, provides ample opportunities for the formation of personal, communicative, cognitive and regulative ECD and provides both creative, aesthetic perception of the artistic text, and the formation of the ideological and moral foundations of the individual.

Municipal budgetary educational institution
  Parabel gymnasium

One of the most important goals of primary education in accordance with the Federal State Educational Standard of Primary General Education is the formation of universal educational activities in the classroom.

The educational standard of the new generation sets new goals for the teacher. Now, in elementary school, the teacher must teach the child not only to read, write and count, but also to inculcate two groups of new skills.

First, these are universal learning activities that form the basis of the ability to learn.

Secondly, to form children's motivation to learn.

The use of games and game situations in the classroom reveals the abilities of children, their individuality, increases the motivation of students to learn English, helps to create a benevolent atmosphere in the classroom.

Games allow for an individual approach to students.

Collective games develop the ability to work in a group, to find the necessary forms of cooperation to achieve the task.

Students successfully learn didactic material, involuntary memorization of lexical units is activated, speech skills are formed.

While in the learning game, students receive mental, motor and emotional relaxation;
  This method of training is of great interest among students to learn new material and motivates them to further obtain practical knowledge.

In a broad sense, the term “universal learning activities” is the ability to learn, self-development and self-improvement by consciously and actively acquiring a new social experience, and not just mastering students of specific subject knowledge and skills within individual disciplines.

In a narrower (actually psychological meaning), “universal learning activities” is a combination of the student's actions, ensuring his cultural identity.

There are four types of CRAs: personal, regulatory, cognitive, and communicative.

It is quite obvious that there is no hard gradation on the formation of a certain type of UCD in the process of studying a specific subject. In some topics, great attention may be paid to the formation of some types of UUD, in others - to the formation of other types of UUD. But in general, in modern English lessons all four types of universal learning activities are being shaped.

Learning a foreign language at an early stage should be based on the game. Playing in the classroom in a foreign language is not just collective entertainment, but the main way to achieve certain learning objectives at this stage. The game must have a motive, a goal and a result. Therefore, this method of learning as a game can contribute to the formation of a ULA.

The game is seen as preparing a student for personality-oriented interaction with other participants in the educational process, ensuring personal growth, raising the level of reflection and self-awareness as a subject of knowledge and thinking, actualizing the need for self-realization and self-development in learning a foreign language.

Games are an active and fun way to achieve many educational goals. The game is an excellent way to spur students, to make them work actively in the classroom. After a difficult oral exercise or other tedious activity, a fun game is an ideal opportunity to relax. The games are aimed at increasing the effectiveness of pupils ’educational and cognitive activity, at mastering the knowledge gained, at increasing interest in the subject being studied by influencing the human psyche produced during the game.

Games help to remove stiffness, especially if we exclude the element of competition from them or minimize it. Spontaneous play enhances attention. The game allows the teacher to correct students' mistakes quickly along the way, preventing them from deeply fixing themselves in the memory.

In every game there is an element of surprise, an element of rivalry, and we all love to win. Even if victory is not the main thing, everyone loves to check his strength. Do not forget that the game is a projection of life situations.
  Students usually memorize better what they enjoyed doing. Therefore, games allow you to memorize deeply and permanently.
  Games make the learning process, sometimes difficult and tedious, fun, and this increases the motivation to learn.

You can start the lesson with a five-minute game, to make it easier for students to enter the learning rhythm, to refresh their memory, to get interested in learning new material. And yet, you can spontaneously interrupt a lesson when you begin to feel that attention is lost, to create a brief game situation.

The game at the end of the lesson is also very useful. In anticipation of the rest, students work with great enthusiasm, which may encourage students to expect the next lesson with impatience.

Different linguistic skills develop in different games: listening, speaking, reading, writing.

  Phonetic games:

Often, primary school children have a problem with the pronunciation of sounds. Phonetic games contribute to the formulation of the correct articulation of the organs of speech of students in the pronunciation of individual English sounds.

  "Playing Airplane"

The game is used to train students in pronouncing the sound [v].

Teacher: Let’s pretend we are airplanes flying in the sky. (Kids make airplanes) What sound do we make? - [Well]. And how about English children? - They say [v]. Let’s fly! (The teacher recites the poem, and the children pronounce the sound [v])

The plane is traveled up in the sky,

Moving so fast and ever so high

Over the land, and over the sea,

But we always come back in time for tea.

  "Catch the sound"

The game is used to repeat the sounds, the development of hearing.

The teacher says different words, familiar and no. Children should hear the word with the desired sound and “catch” it, depicting a clap.

  Grammar Games:

These games have the following goals:

• teach students to use speech patterns that contain certain grammatical difficulties;
• create a natural situation for the use of this speech sample;
• develop speech activity and independence of students.

"Hand"

A piece of chalk is almost always in the hand of a teacher. If you quietly hold it in your fist, you can ask:

"Children, what do you think? I have in my hand?"

Katya: You have a pen.

Teacher: Oh, no. Can it really be a pen? My hand is very small.

Andrei: You have an eraser.

Teacher: No, I have not.

Masha: You have money.

Teacher: No, I have not. I have a piece of chalk. Do you want to hide something? Now I’ll close my eyes, one ... two ... three ...

Pavel: What have I in my hand?

Teacher: Oh, you have an eraser. No? I’m not so good at guessing as you are. What is it? Oh, it? S a drawing-pin!

Unnoticed by the teacher showed two options for the game. The third option is a game by teams. Two teams stood against each other. Each hides its subject. "Hands down," says "teacher. The guys put their hands behind their backs and began to pass on their chosen thing. "Stop!" followed by another team. The subject was left with someone in hand. Who?

Team "L" Team "B"

Oleg: Misha has the stone.

Misha: No, I have no stone.

Katya has the ball.

Katya: No, I have no ball. Masha has the stone.

Masha: No, I have no stone.

Andrei: He has the ball. Etc.

Wins the team, the first guessed who has the subject.

  Lexical games:

In English classes, children are constantly acquainted with new words and expressions. Games are often used to practice the new lexical material.

  Tic-tac-toe

The game is used to consolidate new words on a specific topic. Children are divided into 2 teams "Crosses" and "Toes". The blackboard shows a playing field with inverted cards with words or images. If the students correctly call, the teacher draws a cross or zero in the field, respectively. Wins the team that quickly fill the line.

  "Mexican Wave"

The game is designed to fix new words. The pupils go to the blackboard and line up, in each person’s hands, a picture with the word on the topic being studied. The teacher in turn calls the words, slowly at first, gradually accelerating.

Pupils raise the cards with the words and in the end should get a "wave".

  "Chinese whisper"

The game is used for practicing, fixing and repeating words. Pupils whisper in turn, the hidden word in the class, and the last student should name the word he heard.

  Spelling games:

  Purpose of these games  - an exercise in writing English words. Some games are designed to train the memory of students, others are based on certain patterns in the spelling of English words.
  "Alphabet"

The team receives a set of cards with letters of the alphabet. When a teacher says a word, for example, "mother", students with the appropriate letters run to the blackboard and make up the word. For each correct word, the team gets a point.