Snowball training. Training exercises aimed at developing abilities for teaching activities. Exercise "Snowball"

Exercise “Getting Acquainted”

Goal: analysis of the past day, talking through the problems that have arisen, recognizing the positive aspects of the past part of the day, informing other group members about their reaction to certain events.

Conducted at the beginning of the training. Each participant names one positive and one negative event that happened to him during the day.

Exercise "Eye to eye"

Goal: Establishing interpersonal contact between training participants, receiving feedback, returning to childhood memories, some of which could cause difficulties at the moment.

Participants break into pairs and carefully look into each other’s eyes for 3-5 minutes, trying to imagine what this person was like as a child. Then everyone shares their impressions and checks their guesses.

Exercise “Hello!”

Presenter: “It is known that the word “hello” can be pronounced in any way. Try to identify your potential for using greetings. Let everyone in the circle say the word “hello” in their own way.” Discussion: participants' assessment of the subtext that each person put into the greeting.

Exercise “Ladies and gentlemen”

Goal: awareness of one’s inner qualities through association, the formation of positive thinking, and a change in excessive criticality towards oneself. Participants sit in a circle. Everyone chooses a “pseudonym” for themselves, for example, the name of an animal. In turns, participants tell their nickname to their neighbor, who must explain this choice by giving a compliment.

Exercise “Positive and negative hero”

Goal: analyze your values ​​and inform other group members about this. Each participant names one positive and one negative, from his point of view, hero.

Exercise “Admiration and Indignation”

Goal: analyzing your own impressions of the experience, informing other group members about your values. Each participant talks about one event that outraged him and one that caused admiration.

Exercise “Establishing Contact”

We select 2 participants from the group (1 storyteller, 1 listener). At will, the narrator chooses a topic for conversation. The trainer gives the listener an introduction to “listening” - for example: if you are not interested, end the conversation; be sharp and rude; if the interlocutor expressed himself poorly, interrupt. Your opinion is the most correct; pretend that you are listening carefully, but yourself think about something else; change the topic of conversation if the topic is not interesting to you; correct him if he pronounces words incorrectly; do not look your interlocutor in the eyes; stand as close to him as possible; use closed poses.

3 minutes are allotted for the conversation. At the end of the conversation, all participants except the Listener discuss the conversation, answering the questions: “How did the conversation go?”, “What helped the narrator?”, “What hindered?”. The trainer writes down the information received on the Flip Chart, having previously divided the sheet into two parts: +/–.

Part 2. We select 1 more pair and give the listener another introductory one: “Keep up the conversation, even if the topic is not interesting to you; do not correct your interlocutor, do not interrupt him; do not change the topic of conversation; We use open postures, a smile, eye contact.” The conversation is the same 3 minutes and then a discussion in a group with recording on “FCh”. Discussions should begin with the opinion of the Storyteller. As a result, at FC we have criteria for correct and incorrect behavior when establishing contact.

Exercise “Story in a circle”

Each of those present in a circle talks about their idea of ​​the ideal in a certain area. Topics could be something like: How would I spend $1,000,000? How do I imagine heaven? What kind of home would I like to have? What would I do if I were omnipotent? What would I do if I were the head of state?

Exercise “My name is... I love myself because...”

Goal: Restore the names of group members in memory and create a working atmosphere (this exercise is best done on the second day of the seminar). Procedure: Participants stand in a circle. Each person says two phrases in turn: “My name is...” and “I love myself because...” Do not be distracted by arguments and discussions of your desires. Just say them one by one, impartially and quickly.

Exercise “I am...”

This game is recommended to be played when a trusting relationship has been established between the participants. Goal: To help participants get to know each other better and tell about themselves. Materials: Small pieces of paper, pens and safety pins for each participant. Progress of the exercise: Everyone is given pieces of paper and pens. Within 5 minutes, each participant comes up with ten words or phrases that characterize him; writes down these characteristics and attaches a piece of paper to his chest. Then the participants begin to move around the audience and read each other’s characteristics. After the inscriptions are read, everyone sits in a circle and begins to discuss: what was most remembered in each of them, what caused surprise, laughter...

Exercise “Getting to know the group”

Goal: Meet the group. The trainer introduces himself and talks about the goals of the training. Instructions: “We have a lot of work to do together, and therefore we must get to know each other and remember each other’s names. In the training we have a great opportunity, usually unavailable in real life, to choose a name for ourselves. You are given 30 seconds to choose your in-game name and write it on your badge. The rest of the group - and the presenters too - will address you only by this name throughout the training. Now let's introduce ourselves to each other. Let's do it this way: everyone, in turn, puts on a badge, says their name and explains why they like it. Everyone repeats his name after him in unison.”

Exercise “Let’s get to know each other”

Purpose: To introduce participants to each other. Allow participants to get to know each other better before working together. Group members are invited to introduce themselves. Each participant, introducing himself, lists those qualities that contribute to or hinder effective communication, names his hobby, his life motto. The performance takes place in a circle. Participants have the right to ask any questions.

Exercise “You and I are similar in that...”

Participants line up in two circles - internal and external, facing each other. The number of participants in both circles is the same. Participants in the outer circle say to their partners opposite a phrase that begins with the words: “You and I are similar in that...”. For example: that we live on planet Earth, study in the same class, etc. Participants in the inner circle answer: “You and I differ in that...” For example: that we have different eye colors, different lengths hair, etc. Then, at the command of the leader, the participants in the inner circle move (clockwise), changing partners. The procedure is repeated until every member of the inner circle has met every member of the outer circle.

Exercise “The Best Greeting”

Goal: Analyze how we greet each other in order to achieve better mutual understanding when communicating. Age: teenager, youth. Materials: Prize for the winner (this could be a pen, a small bright toy, etc.). Progress of the exercise: The group is divided into pairs; within each pair people greet each other. At a signal, one partner from each pair moves to the other (to avoid chaos, you can suggest a transition order, for example, clockwise), and greetings continue with new partners. To diversify your greetings, you can play out various situations and roles: for example, you unexpectedly met an old friend; you come to the boss; you meet with subordinates, with a person of respectable age, with a child, just with the first person you meet; you find yourself in a village, etc.

After the end of the game, an exchange of opinions begins at the signal. There is a competition for the best greeting. The winner is chosen based on the highest number positive feedback about his manner of behavior and speech, according to the number of people who want to adopt his good manners.

Exercise “For greetings”

Goal: Development of a trusting communication style during the second and subsequent days of the seminar, creating positive emotional attitudes towards trusting communication. Procedure: Participants sit in a circle and take turns greeting each other, making sure to emphasize their partner’s individuality, for example: “I’m glad to see you, and I want to say that you look great” or “Hi, you are as energetic and cheerful as always.” You can remember that individual trait of a person that he himself identified when he first met. You can contact not only a specific person, but everyone at once. During this psychological warm-up, the group should tune in to a trusting style of communication and demonstrate their kind attitude towards each other. The facilitator should pay attention to ways of establishing contacts and, at the end of the exercise, analyze typical mistakes, admitted by the participants, and also demonstrate the most productive ways of greetings.

Exercise “My name is”

Goal: Prepare the group for the upcoming joint work and create the appropriate environment and mood. Materials: Whatman paper and multi-colored markers. Procedure: The group sits in a circle. The first participant writes his name and something else associated with the name on whatman paper. For example: “My name is Maxim, but my friends usually call me Max.” Each subsequent participant does the same. After the latter writes his name, the Whatman paper is hung on the wall and remains there throughout the entire lesson.

Exercise “The most – my most poster”

Goal: Acquaintance, creation of a trusting atmosphere. Progress of the exercise: Participants are asked to create a poster, based on which they can find out: Name. Age. Weight. Height. Favorite color. In addition to the above set, participants, of their choice, add at least two more images to the poster, telling about: a) what they like to do; b) who are their friends; c) what they look like when they are happy (self-portrait); d) their family; e) if they could make one wish that would immediately come true, they would make...; f) the place where they like to spend time, and more. Participants attach posters to their chests and walk around the room in random order for 15 minutes, getting to know each other. The drawings can then be posted on the wall in the workroom for the rest of the day (or the end of the workshop).

Exercise "Snowball"

Goal: Get to know each other, defuse the situation. Procedure: Participants take turns saying their name along with some adjective starting with the first letter of the name. The next person in the circle must name the previous participants and then himself. Thus, the further you go in the circle, the more names with adjectives you will have to name. This will make it easier to remember and defuse the situation. Example: Sergei is strict. Sergei is strict, Peter is diligent. Sergei is strict, Peter is diligent, Natasha is independent, etc.

Exercise “Say hello with your elbows”

Participants greet each other with their elbows touching. Set chairs and tables aside so that participants can move around the room freely. Ask participants to stand in a circle. Invite everyone to pay “one to four” and do the following:

Each “number one” puts his hands behind his head so that his elbows are pointing in different directions; each “number two” rests his hands on his hips so that his elbows are also directed to the right and left; every “number three” puts left hand on the left thigh right hand– on the right knee, with the arms bent and elbows pulled to the sides; each “number four” holds his arms folded crosswise on his chest (elbows pointing to the sides).

Tell participants that they only have 5 minutes to complete the task. During this time, they should get to know as many members of the group as possible by simply saying their name and touching elbows.

After 5 minutes, gather the participants into four subgroups so that all the first, second, third and fourth numbers are together, respectively. Have participants greet each other within their subgroup.

This funny game breaks the usual greeting stereotypes and helps establish contact between participants.

Exercise “Handshake”

Procedure: Set aside chairs and tables so that children can move freely around the room. Encourage children to walk freely around the room and greet everyone they meet with a handshake. At this time they must say only their name. Make sure all children say hello to everyone.

The action is repeated, but now everyone must call their partner by name. If someone cannot remember the name of another, he gives a hint. You can add a fun extra twist to the game by having your party form a circle. One of the children goes to the middle of the circle and turns to someone: “Kostya, what’s my name?” Anyone who cannot remember the name of the person standing in the center changes places with him.

Exercise "Crossword"

Materials: Paper and pens according to the number of children. By completing this exercise, participants will be able to show initiative, organizational talent and imagination, and at the same time learn each other’s names. Procedure for the exercise: Have each child write their name on paper in block letters - in the middle of the sheet and from top to bottom (vertically). After this, participants begin to walk around the room, meet others and try to link their names with the letters of their own name in the form of a crossword puzzle. Participants whose names are very short can write their last name. Below is an example of a crossword puzzle where the base name was KATYA. Kostya Anastasia Tatyana Yana The one who manages to include the maximum number of names in his crossword puzzle in 5 minutes is symbolically rewarded by the group: everyone stands around the winner and enthusiastically applauds him for 10 seconds.

Game "Imaginary Stories"

Time: 30 minutes. Each group member comes up with a hero who will bear his name and tells his story. Invite participants to break into pairs. Give couples 5 minutes to get acquainted first. Partners introduce themselves by name and discuss the following questions: From whom did I get my name? Which of my friends (relatives) has the same name? Are there any famous people with my namesakes? Do I know any literary or film characters with the same name? How does my name affect my behavior in life? Now explain the task itself to the squad members: everyone must invent a story and tell it to their partner. The hero of the story bears the name of the narrator. The partner should silently and interestedly listen to the story and at the same time try to understand what kind of person the narrator is, how he perceives life. After completing the story, the listener asks questions to the speaker. 10 minutes are allotted for communication in pairs. At the end of the game, all participants gather together and sit in a circle. Each participant introduces his partner and tries to characterize his personality. The purpose of the presentation is not to tell a story that has already been told again, but to present the partner’s personality from different, sometimes unexpected, sides.

Exercise “Rituals of greeting”

Participants greet each other using greeting rituals common to different cultures. Invite the group to form a circle. One of the participants begins the “dating circle”: he steps into the middle and greets the partner standing on the right. Then he walks clockwise and greets all members of the group one by one. Each time the participant must greet his counterpart with a new gesture. At the same time, he introduces himself, saying his name. In the second round, another participant enters the circle, standing to the right of the first, and so on. Greeting options:

 slight bow, arms and palms extended to the sides (Japan);  hug and kiss three times alternately on both cheeks (Russia);  light bow with arms crossed on the chest (China);  handshake and kiss on both cheeks (France);  light bow, palms folded in front of the forehead (India);  kiss on the cheeks, palms resting on the partner’s forearms (Spain);  a simple handshake and a look in the eyes (Germany);  soft handshake with both hands, touching only with fingertips (Malaysia);  rub noses against each other (Eskimo tradition).

Exercise “Four Corners – Four Choices”

Time: 30 minutes. Preparation: Set aside chairs and tables so that children can move freely around the room. During the game, for each round you will need four large sheets of paper (AZ format) and tape. Attach sheets of paper in the four corners of the room and write the names of colors on them (red, blue, green, yellow). Sheets are attached in visible places. Participants stand in the middle of the room. Explain to the children that during the game they will be able to get to know each other better. First, everyone walks around the room, then everyone stops at the piece of paper that seems most suitable to them. All participants gathered in one corner tell each other why they chose this particular color. Everyone must remember everyone who is in the same corner (3 minutes). In the second round, you can write the four seasons on new sheets of paper. In the third round you can use the names of four musical instruments, for example: violin, saxophone, harp, drum. In the fourth, draw geometric shapes on paper (one on each sheet), such as a triangle, square, circle and irregular shape. After each round, players gather in the middle of the room. The order of the game is strictly observed: participants must stop near the piece of paper whose inscription they like the most. At the same time, they remember everyone who stopped nearby.

At the end of the game, summarize by asking the participants the following questions:

 Which participants were most likely to end up in the same group?  Which players were rarely or never in the same group?  What interesting things did each of you learn about the other members of the group?

Possible entry options:

 tools: hammer, saw, pliers, needle;  cities: Paris, Rome, Moscow, Shanghai;  drinks: coffee, tea, Coca-Cola, milk;  animals: lion, antelope, snake, eagle;  buildings: villa, bungalow, castle, temple;  famous people: A. Einstein, G. Puccini, W. Shakespeare, Bill Gates.

Warm-up "Let's say hello"

Exercise "Ball"

Goal: Remember the names of the training participants and relieve tension in the group. Materials: Ball. Progress of the exercise: All participants stand in a circle. The presenter throws the ball to one of them, saying his name and the name of the person to whom the ball is addressed. The game continues until the participants stop asking each other names and start quickly passing the ball.

Exercise "Hello"

Children come up to a poster with “hello” painted palms and find their palm by color. The leader helps the children find their palm. Then the presenter draws the children’s attention to a large plush lion sitting in a hoop and invites them to say hello to it. Each child shakes the lion's paw and calls his name affectionately.

Exercise “Getting to know epithets”

The facilitator invites the participants to introduce themselves. State your name and two epithets for it. Epithets must begin with the same letter as the name. But first it is necessary to name the name of the previous one and its epithets.

Exercise “My ears are locators”

Age: teenager. Presenter: “I am a source of energy and I recharge the person sitting with me to the right and left. I raise my hand to my ears, and my neighbors raise their hands to their ears. My ears are locators, I’m calling Tanya! Now Tanya raises her hands to her ears and calls someone else.” Comment: The exercise helps participants remember names and relieves tension through the comedy of the situation.

Exercise “My character traits”

Purpose: familiarization exercise. You need to give your name and two character traits. Participants first name the previous one and his character traits, and then themselves. Warm-up exercises:

Exercise “Find a Pair”

Goal: development of sensitivity to non-verbal means of communication; creative interaction with other group members; developing an attitude of mutual understanding among group members; development of skills to express oneself through non-verbal means. Time: 10 minutes. Materials: strips of paper with the names of animals. The players are given strips of paper on which the names of the animals are written. Without talking, everyone must find their “pair”: the same animal. Couples stand in a circle. Each pair depicts its own animal, the rest must guess what kind of animal it is.

Exercise “Object – association”

The presenter names or shows an object; in a circle, you need to name the associations that this object evokes. For example, a notebook - paper, wood, branch, leaf, letter, pen, etc.

Exercise “Color Association”

The presenter names the color, you need to remember and name in a circle what this color has. For example: red - strawberry, tomato, traffic light, berry, blood, fire truck, fly agaric, etc.

Exercise “The letter is a celebrity”

The presenter shows a card with a letter, you need to call in a circle the names of celebrities that begin with this letter.

 Example: letter “G” – Gorky, Griboyedov, Galkin, etc.

Icebreaker exercise “Counting”

Goal: relieving the internal tension of the participants, uniting the group by jointly and simultaneously performing the exercise. Procedure: The presenter names a number not exceeding the number of people in the group. The named number of participants stands up. In performing the exercise, it is necessary to achieve synchronicity; participants should not deliberate.

Exercise "Carousel"

Goal: mastering adequate communication skills, practicing effective means communication, development of skills to behave in accordance with the “here and now” principle. Time: 30 minutes. The group is divided in half, forming two circles: outer and inner. At the signal from the group leader, the participants in the outer circle move clockwise, and the inner circle moves counterclockwise. At the leader’s signal, the participants stop and turn to face the corresponding partner in another circle. Those in the outer circle play the role of police officers, giving traffic instructions to their partners in the inner circle, who play for the sake of motorists. Participants spontaneously continue the game for three minutes. At a signal from the leader, the group begins to move again, then at a signal it stops and repeats the procedure for selecting partners. This time, the participants in the inner circle play the roles of salespeople trying to sell something to prospective buyers from the inner circle. After three minutes, the participants stop the game and share their impressions. Other roles you can choose for this exercise are:

 relatives who have not seen each other for a long time:  children who received a new toy.

Exercise "Orange"

An exercise to “warm up” the audience. Goal: development of communication skills. When passing an orange along the chain, say “good afternoon” to the neighboring participant, without repeating the intonation and manner of all previous “links in the chain.”

Game "Salute"

Purpose: to warm up the participants. Instructions for participants: “Salute with your right hand, and at the same time extend your left hand forward with protruding thumb, saying at the same time: “Wow!” Then clap your hands and do the same, but quickly change hands.” For the presenter: For variety, you can add leg movements to the movements of your hands - stamping to the beat of the music. The game can be played sitting, standing or on the move. The game can be played to rhythmic music, and a march is best suited for this purpose.

Exercise “Show”

Purpose: removing muscle tension, icebreaker exercise. It is necessary to depict, using all training participants:

 cool hares, wild pigs, lone wolves, crazy chickens;  orchestra, train, centipede, zoo, TV, telephone;  fans whose team is losing, spectators watching a cool action movie, people in line for sausage, patients from the ward before surgery;  Leaning Tower of Pisa. Chinese wall. Kremlin, bridge over the Thames;  the letter “A”, “K”, “W”, “R”, “Y”;  the painting “Bears in a Pine Forest”, “Barge Haulers on the Volga”, “Ivan the Terrible Kills His Son”, etc.

Game “Kids - kids”

Goal: development of interpersonal interaction and non-verbal communication skills, expanding the repertoire of means of influence in the communication process. One group of participants is separated from the rest, for example, by chairs. These are “little goats” that sit in the “house”. The other group is divided into “wolves” and “goats”. They have the same task: to get into the house, for which they can use all methods of persuasion. The “little goats” allow their “compatriots” into the “house” and do not allow the “wolves” in.

Exercise “Fun Counting”

Purpose: warm-up exercise. Can be used to develop thinking and attention in schoolchildren. To carry out this exercise, a set of cards with numbers from 0 to 9 for each team is prepared in advance. The group is divided into 2 teams. The teams line up opposite the leader, in front of whom there are two chairs. Each player receives a card with one of the numbers. After the team leader reads the example, the players with the numbers that make up the result run out to the leader and sit on chairs so that the answer can be read. Let's say this was an example: 16+5. Participants who have cards with the numbers 2 and 1 in their hands should sit on the chairs next to the leader, since the sum of 16 and 5 is 21. The team that managed to do this quickly and correctly earns a point. The score goes up to five points.

Exercise “Rhyming names”

Participants need to compose a couplet in their name, which begins with the words: “My name is...” Example:

 My name is Nikita, mosquitoes love me!  My name is Nina, I came from the store!  My name is Sasha, my porridge burned!  My name is Nastya, hello to everyone from me!  My name is Rita, everything in the garden is watered!

Exercise "Line"

Goal: team building. Instructions: Form a line according to:

 growth;  hair color;  alphabet of names;  foot size;  zodiac sign.

Exercise “Writer”

Goal: development of children's speech, vocabulary, thinking and creativity. Can be used as an icebreaker in adult training. Procedure: Three words are given. For example, a table, a watermelon, a carriage. It is necessary to come up with as many sentences as possible, each of which would use all three words. Words can be changed in any way.

Exercise "Apchhi"

Purpose: for general relaxation, uplifting mood and vitality. Especially if there is some tension between the participants or some bad feeling remains from the previous exercise or statement. Procedure: Participants are divided into three groups. Each group is given its own task:

 1st group should shout loudly “Achi”  2nd group loudly shout “Yachi”  3rd group shout loudly “Boxes”

At the same time, all three groups loudly shout each of their phrases. It turns out to be a very beautiful and tasty SNEEZE!

Exercise “15 words”

The presenter invites the participant to name 15 words starting with a certain letter, with the condition that if the pause between words is more than 5 seconds, then the participant does one squat. It is assumed that the participant is in front of his group.

Exercise "Limping Monkey"

Duration 3 minutes. Everyone gets up and starts walking chaotically. The trainer (leader) gives the instruction: “Just don’t think about the lame monkey. Whoever thinks should clap his hands.” The result, as a rule, is thunderous applause. Settings can be given in a variety of ways.

Exercise "Please"

Age: for children 7-8 years old.

Option 1. All participants in the game, together with the leader, stand in a circle. The presenter says that he will show different movements (physical education, dance, comic), and the players should repeat them only if he adds the word “please” to the demonstration. Whoever makes a mistake is out of the game.

Option 2. The game goes the same way as in the first option, but only the one who makes a mistake goes to the middle and performs some task, for example, smile, jump on one leg, etc.

Exercise “Forbidden Number”

Age: for children 6-7 years old. How to play: The players stand in a circle. A number is chosen that cannot be pronounced; instead of pronouncing it, the player claps his hands. For example, the forbidden number is five. The game begins when the first child says: “One”, the next one continues counting and so on until five. The fifth child silently claps his hands five times. The sixth says: “Six,” etc.

Exercise “Who is the brake?”

Goal: balance of excitation and inhibition mechanisms. A small object lies on the table in the middle. The two place their leading hands on opposite sides of the object at the same distance. The presenter calls various numbers. When an even number is called, you need to grab the object.

Exercise “Fly in a square”

Purpose: aimed at group interaction. Let's mentally imagine a tic-tac-toe field consisting of nine squares. A fly sits in the central square.

The task is to mentally move the fly up and down, left and right. Participants make one move sequentially. It is forbidden to make shuttle moves (back and forth). You cannot fly out of the field. The exercise can also be used as a warm-up technique. Over time, you can complicate the task by upgrading a flat field into a volumetric one (cube).

Exercise “Phrase in a circle”

Some simple phrase is chosen, for example: “Apples were falling in the garden.” When the gong hits, starting with the first player, everyone takes turns saying this phrase. Each participant in the game must pronounce it with a new intonation (interrogative, exclamatory, surprising, indifferent, etc.). If a person cannot come up with anything new, he is out of the game - you cannot repeat the intonation. This continues until there are only a few winners left (three or four), but if no one is able to come up with anything, the game may end earlier.

Exercise “Wish for Today”

The work begins with everyone expressing their wishes to each other for today. They should be short, preferably one word. One of the participants throws the ball to the person to whom he addresses the wish, and at the same time pronounces it. The one to whom the ball was thrown, in turn, throws it to the next participant, expressing his wish for the day. We must carefully ensure that everyone has the ball and try not to miss anyone.

Exercise “Dwarves and Giants”

The participants forming a circle must follow the commands of the leader. If he says “giants,” then everyone stands on tiptoes and raises their hands up; if they are “dwarfs,” then everyone squats. During the game, the host tries to confuse the participants, for example, by crouching and saying “giants.”

Exercise "Hurricane"

Participants sit in a circle. The presenter goes to the center and invites everyone who has a certain characteristic to change places (white shirt, teeth brushed in the morning, black eyes, etc.). Everyone who has this characteristic must change their place or become the leader. The presenter names only the sign that he himself knows this moment possesses. When participants change places, he must take someone else's place. The person left without a chair becomes the leader. If he fails to sit in a circle for a long time, he can say: “Hurricane” - and then everyone sitting in the circle must change places.

Exercise “Empty Chair”

Everyone is counting on the first or second. Participants numbered “one” sit in a circle, participants numbered “two” stand behind their chairs. One chair remains free. The task of the participant standing behind an empty chair is to invite someone sitting to look at it. A participant who notices that he is being invited must run to an empty chair. The partner behind him must detain him.

Exercise “Granny from Brazil”

All participants stand facing in a circle. The presenter shows movements and says certain phrases. The participants’ task is to repeat everything after him.

1. Standing straight, holding your hands at your sides, cheerfully: “I have a grandmother in Brazil!” 2. Repeat position 1, then put your right leg forward, turning your foot inward: “She has a leg like that!” 3. Repeat positions 1 and 2, then turn the body so that the left (right) shoulder moves forward, and put the elbow of the left (right) hand forward, tucking the hand under the arm: “She has such an arm!” 4. Repeat positions 1, 2 and 3, then tilt your head onto your shoulder and curl your mouth: “She has her head on one side and her mouth is crooked!” 5. Repeat positions 1, 2, 3 and 4, then, jumping in the resulting position, loudly: “She jumps and shouts: “I am the most beautiful grandmother in Brazil!!!”

Exercise “Break into the circle”

Goal: Uniting the group, relieving emotional stress. Procedure: Group members join hands and form a closed circle. In advance, the leader (based on the results of past classes) determines which of the participants feels least included in the group. He invites him to be the first to perform an exercise: to break the circle and penetrate into it. Others can do the same.

Exercise “Typewriter”

Purpose: Warm up, develop skills of cohesive action. Progress of the exercise: Participants in the exercise must guess the phrase. The letters, its components, are distributed among everyone. The phrase must be pronounced as quickly as possible, with everyone saying their letter, and in the intervals between words everyone clapping their hands.

Exercise “Balls in the Air”

Purpose of the exercise: Warm-up, learning to coordinate joint actions, confident behavior when necessary to adequately respond to a rapidly changing situation. Description of the exercise: Participants form teams of 3-4 people and stand in circles, holding hands. Each team receives 5 inflated rubber balls. You need to hold them in the air for 5 minutes without releasing your hands. At the same time, you cannot simply put them on something or squeeze them between bodies, they must fly in the air all the time. Fallen balls cannot be picked up. The team that manages to hold the most balls wins. Discussion: What qualities do participants need to demonstrate in order to successfully complete such a task?

Exercise "Confusion"

Goal: Increase the tone of the group and unite the participants. Progress of the exercise: Participants stand in a circle and extend their right hand to the center. At the leader’s signal, each player finds a “handshake partner” (the number of players must be even). Then everyone extends their left hand and also finds a “handshake partner” (it is very important that this is not the same person). And now the task of the participants is to unravel, i.e. line up in a circle again without separating your hands. The task can be complicated by prohibiting all verbal communication.

Exercise “Line up according to your height!”

Goal: To overcome barriers in communication between participants, to liberate them. Procedure: Participants become a tight circle and close their eyes. Their task is to line up in a row by height with their eyes closed. When all participants find their place in the ranks, you must give the command to open your eyes and see what happened. After the exercise, you can discuss whether it was difficult to complete this task (how the participants felt) or not. Note: The game has several options. You can give the task to build by eye color (from the lightest to the darkest, of course, without closing your eyes), by hair color, by the warmth of your hands, etc.

Exercise “Circle of Acquaintances”

Goal: To unite and liberate the training participants. Progress of the exercise: Participants stand in a circle. In turn, one participant takes a step into the middle, says his name, shows some movement or gesture, characteristic of him or invented, then returns to his previous place. All players repeat his movements, intonation, and facial expressions as accurately as possible. If you cannot repeat a gesture or sound correctly the first time, you should try again. Next, another participant comes into the circle, says his name, suggests his movements and/or sounds, and everyone tries to repeat them as accurately as possible, and so on, until each of the participants offers something and the rest repeat it as accurately as possible.

Exercise “Two ranks”

Purpose: Warm up, develop dexterity, confidence in your reaction to rapidly changing circumstances. Participants are divided into two teams, which line up opposite each other at a distance of 6-7 meters (for participants with good physical fitness- up to 10 meters), the interval between neighbors is 50-60 cm. The driver from each team stands in the opposite line. The driver whose team got the right to move first (this is determined by drawing lots) throws the ball to any member of his team standing in the opposite line. If a participant catches the ball, then he goes with it to the opposite line, throws it to another member of his team, etc.

Exercise "Owl"

Goal: Training in reaction speed, observation, and the ability to act in accordance with a rapidly changing situation. Description of the exercise: One of the participants – the driver – portrays an “owl” that guards its prey during the daytime. But, being a nocturnal bird, in bright sunlight it does not see anything (the driver’s eyes are closed or blindfolded) and therefore cannot fly (it is forbidden to leave its place). The “prey”, which is represented by 10-15 crumpled sheets of paper, lies at the feet of the driver. The rest of the participants position themselves around, pretending to be a flock of “daytime birds,” and at the leader’s signal they try to steal the “owl’s” prey. The one who is caught by the “owl” is eliminated from the game. During one attempt, you are allowed to steal only one piece of “prey”. The participant who gets the most of these pieces wins and is rewarded with applause. Discussion:

 What qualities of the “owl” and “day birds” determined their success in this game?  Where in real life are these qualities in demand?

Exercise “Catch in a circle”

Purpose: Warm-up, training the ability to act confidently in rapidly changing situations, harmoniously with partners. Description of the exercise: Two participants stand facing each other and join hands, the rest move freely around them. Their task is to catch one of the remaining ones (without releasing their hands, “surround” the other participant from above). The person who is caught fits in between the first two and joins hands with them so that a circle of three people is formed. The three of them catch the next participant, the one caught becomes the next sector of the circle, etc. The task is to catch all the participants in this way. If there are 1-2 participants left who cannot be caught, the game can be completed earlier. Discussion:

 How did the specifics of “catching” participants change as the number of people in the circle increased?  What qualities, besides agility, allowed the participants who went the longest without being caught to dodge more successfully than others?

Exercise "Tail Eye"

Purpose: Rallying, warming up, training the ability to manage other people and follow the instructions of the one who controls. Description of the exercise: Participants stand in a column, each placing their hands on the shoulders of the person in front. The presenter explains that the participants are a mysterious centipede whose eyes are located not on the head, but on the tail. Everyone except the one standing last closes their eyes, and the one who is in the tail controls the movements of the entire “centipede,” giving voice commands to the one in front, and, if necessary, to other participants. The task is to move in this way along the trajectory specified by the leader (walk around the perimeter of the room, walk in a “snake” between several chairs, etc.). If the leader notices that someone other than the one in the tail opens his eyes, the “centipede” starts the journey all over again. The game lasts 3-5 minutes, every minute the order of the participants in the column changes. Discussion:

 What is the difficulty of the task of controlling the movements of the “centipede”, what qualities allow you to successfully solve it?  How did the impression of the game change when the participants found themselves in different places in the column (for example, they were at the beginning, and then moved closer to the tail)?

Exercise "Centipede"

Purpose: Warm-up, unity, training in confident behavior when necessary to coordinate your actions with the actions of others. Description of the exercise: Participants are divided into 2-3 teams and line up in columns. Each one bends left leg and grabs it with both hands bent leg the participant standing in front (in the area ankle joint). At the command of the leader, the columns begin to move in this form, and a competition is organized between them for the speed of movement. Discussion: Participants exchange their impressions of the game and thoughts on who made the greatest contribution to the victory

Exercise “Hermit Crab”

Purpose: Warm-up, mobilize the attention of participants, train the ability to adequately respond to a rapidly changing situation. Description of the exercise: Participants are divided into threes. Two people from each trio stand facing each other, join hands and depict a sea shell - a “house” for a hermit crab. The third participant stands between them and portrays the “tenant” - a hermit crab. The driver gives the commands:

- “Residents are looking for houses.”

At this command, the “hermit crabs” leave their shelters and strive to occupy new ones, while the “shells” remain in place.

- “Houses are looking for tenants.”

“Hermit crabs” remain in place, and “shells”, without unclenching their hands, move in search of new residents.

- “Storm”.

At this command, everyone leaves their places, the “hermit crabs” begin to look for new shelters, and the “shells” - for new residents.

The game is more interesting if the number of participants is such that one person remains “homeless” each time (he becomes the next driver). Discussion

 Which role did each player like best?  What kind of skills does this game develop, in what real life situations are they in demand?

Exercise “Parcel”

Participants sit in a circle, close to each other. Hands are kept on neighbors' laps. A player “sends a parcel” by lightly tapping one of his neighbors on the leg. The signal must be transmitted as quickly as possible and return in a circle to its originator. Variants of signals are possible (different numbers or different types movements).

Exercise “Roaring motor”

The presenter says: “Have you seen real car racing? Now we are organizing something like a car race in a circle. Imagine the roar of a racing car. One of you starts: “Rrrmm!” – and quickly turns his head to the left or right. His neighbor, in whose direction he turned, immediately “enters the race” and quickly says his “Rrrmm!”, turning to the neighbor sitting next to him. Thus, the “roar of the engine” is quickly transmitted in a circle until it makes a full revolution. Who would like to start?

Group juggling game

Time: 5 minutes. Preparation: Move tables and chairs aside. You will need six to ten soft foam balls (balls of wool will also work). Explain to the children that they will be practicing throwing and receiving balls, and that gradually more and more balls will be introduced into the game. more balls. Tell them that everyone should throw the ball very carefully so that it can be easily caught. Otherwise the game will not work. All players stand in a circle, and everyone remembers who they receive the ball from and who they throw it to. To make it easier to notice this, at the beginning of the action, all players raise one hand up and lower it only after they catch the ball thrown to them. Start the game by calling a player's name and throwing the ball to him. The player catches the ball and, calling another participant in the game by name, throws the ball to him. Continue the game until all raised hands come down, therefore until each player catches and passes the ball further. Play the game again. Now introduce an extra ball into play, so that the group follows the same rules with two balls at a time. When the group finishes playing with two balls, a third ball can be added... then a fourth... a fifth... The more balls, the more noticeable the juggling effect. At the end of the game, the participants applaud each other.

Game "Running Hands"

Time: 5 minutes. Participants are divided into teams of six people. Each team forms a circle. All players extend their right arms to the center and place their palms on top of each other.

Now the participants move their palms: the most bottom hand begins its journey upward, followed by the hand of the second player, which is now below, etc. Hands must move strictly in turn, and only one player can move a hand at the same time. After team members learn to work quickly and harmoniously, competition begins between teams: who can change the position of their hands faster. Once the team has successfully completed the regrouping, all its players will have to shout with one voice: “Ready!” Play this game two or three times and finally ask if the players feel different from their partners’ hands.

In the heat of competition, it is often difficult to determine the moment of the end of the competition, so for convenience, you can mark the hand of the first player, for example, with a cross. If you have enough time, conduct a competition with your left hands and, which is quite difficult, with both. IN the latter case The hands of the same participant should not lie on top of each other. The success of the game largely depends on how well the players have developed their ability to concentrate and coordinate their movements.

Exercise "Jugglers"

Purpose of the exercise: To develop the ability to adequately respond to a rapidly changing situation, reaction speed, and dexterity. Description of the exercise: Participants stand in a circle, they are given 3 to 5 balls at a time (you can also use lumps of crumpled paper sheets). The task is to simultaneously throw all these balls so that none of them falls on the floor. The time that can be maintained in this way is recorded. It is interesting to organize a competition between several teams to see which one can last longer. Discussion: What qualities, besides dexterity, from the point of view of the participants, predetermined success in this game?

Game "Japanese Butterfly"

Goal: involving participants in group work. Time: 10 minutes. Preparation: Set tables and chairs aside. Choose a participant to play the role of "Tory". "Tori" is Japanese for "bird". All the rest are “butterflies”. Tori stands with her eyes closed and with outstretched arms in the center of the circle. His hands are open, palms pointing upward. Butterflies go in a circle around Tori. Every now and then one of the Butterflies stops in front of Tori and lightly touches his palms. Tori tries to catch that player's hand. As soon as the Butterfly is caught, she also stands in the center of the circle, closes her eyes and extends her arms in the same way with open palms. Now the contestants tease the two Tories as they try to catch the next Butterfly. The game continues until only one Butterfly remains free. This Butterfly becomes the new Tory in the second round, but you can end the game here too. In this case, Butterfly makes another circle around the group and greets each Tori in the Japanese manner (slight bow, hands at sides).

Warm-up "Let's say hello"

Purpose: Warm-up, mutual greeting. Progress of the exercise: Participants are asked to form a circle and divide into three equal parts: “Europeans”, “Japanese” and “Africans”. Then everyone walks in a circle and greets everyone “in their own way”: “Europeans” shake hands, “Japanese” bow, “Africans” rub noses. This exercise is usually fun and emotional. This is best done at the beginning of the session to greet each other and energize the group.

Exercise “And I’m going...”

Purpose: warming up the participants. Procedure: Participants sit in a circle. There is one more chair in the circle. One of the participants sits clockwise on an empty chair and says: “And I’m going.” The next participant in the chain moves to an empty chair and says: “And I’m next.” The next one behind him sits on the vacant chair and says, “And I’m a hare.” The next one changes seats and says: “And I’m with...” (name of any participant). The named person moves next to him. Thus, the circle is broken and the whole chain begins anew. Each time the participants change clockwise faster and faster.

Who said "Woof"

Purpose: warm-up exercise, development of attention. Age: preschool, junior school. The presenter invites the children to turn into dogs (cats, frogs, goslings, etc.). One child stands with his back to the group and guesses which child said “woof.”

Game "Killer"

Participants are given cards with the name of the role; one of the players takes on the role of a killer. He has to “shoot” all the inhabitants of a peaceful city, he does this with the help of a wink. Whoever he winks with one eye (unnoticed by the others) is considered killed, after which the “corpse” folds its arms in a “cross” on its chest. The “civilians” players will have to find the killer. In this case, the following conditions must be met:

1. Having discovered the “killer,” the witness raises his hand, declaring: “I am a witness,” and then waits for the next witness.

2. An accusation is possible with two or more witnesses

3. After the count of the leader, on the count of three, the witnesses, without saying a word, must point to one person.

A) both players name the same killer person, i.e. versions turned out to be correct. In this case, the killer “dies” and the residents win.

B) both players point to different people. In this case, the truth-seekers themselves die (folding their arms), even if one of those named was really a killer (which the presenter himself knows about).

C) any influence on the game by the “dead” must be strictly suppressed. Information for discussion:

 what feelings does a person experience when he makes a confession and is not completely sure that he is right?  what does the exposed person experience?  How does an innocent person feel who has been accused of murder?  what does he feel when he sees that he has become an unwitting cause of the death of other people? etc.

After the exposure, the city “falls asleep,” and the former “killer” chooses his successor by touching him on the shoulder twice. He himself becomes the host for the next game.

Game "Commissioner Cattani"

Players sit in a circle facing the center. The presenter distributes one playing card (or a special card) to the participants, having agreed in advance which cards will represent “mafia”. Their number depends on the size of the group and should not exceed a third of the participants. For example, for a group of 15-16 people this is 3-4 mafiosi. One of the cards or cards denotes the people's avenger, who has the right to administer justice alone.

Players look at the cards without showing them to anyone, after which they are collected. Mafiosi should not show their affiliation in any way. The presenter says: “Night is coming to the city. “All the residents are asleep.” Everyone closes their eyes, and after some time, when the presenter is convinced that no one is peeking, he gives a sign to the mafia, for example: “Only the mafia is not sleeping. She goes hunting." Mafia people open their eyes, choose a victim, negotiate with their eyes and show it to the leader, after which they close their eyes again. “The morning has come! - announces the presenter. - The city woke up, and its residents learned a terrible message. That night a civilian was killed: - the presenter points to the participant chosen by the mafia. -Who is the criminal?

After the mafia makes its move, the presenter announces, for example, the following: “It’s payback time! Commissioner Cattani delivers justice." After these words, the player who received the corresponding card opens his eyes and points to the one he considers to be a mafioso. Usually in this case, incorrect moves are not counted, that is, if the commissioner points to an “honest person,” then the move simply turns out to be idle and no one is eliminated from the game.

Game "Mafia"

Purpose: warm-up, warming up the participants. Players sit in a circle facing the center. The presenter distributes one playing card (or a special card) to the participants, having agreed in advance which cards will represent “mafia”. Their number depends on the size of the group and should not exceed a third of the participants. For example, for a group of 15 - 16 people this is 3 - 4 mafiosi. Players look at the cards without showing them to anyone, after which they are collected. Mafiosi should not show their affiliation in any way, and “honest people” should detect them by their behavior and, figuratively speaking, “put them up against the wall”: “Night is falling on the city. The residents are sleeping,” says the presenter, all participants close their eyes, and the presenter continues: “Meet the mafia!”

The mafiosi open their eyes and look at each other. After this, the presenter invites them to close their eyes and says: “Morning has come. The news spread throughout the city that the mafia had appeared. Residents are discussing this message and trying to guess who the culprit is.” The group opens its eyes and has a discussion, analyzing the behavior of each participant. To make things easier, everyone can simply name their candidates. (Usually, in one turn, the player names a number of suspects equal to the number of mafiosi, but for each round of the game, only one is sentenced.) The one who receives the most votes is considered “condemned.” If the group guessed correctly, the leader says: “Congratulations! You killed a mafioso,” and the group continues their discussion. If the participants indicate incorrectly, the presenter announces: “Alas! You killed an honest man!” The player the group points to is eliminated from further play. The presenter says: “Night is coming to the city. “All the residents are asleep.” Everyone closes their eyes, and after some time, when the presenter is convinced that no one is peeking, he gives a sign to the mafia, for example: “Only the mafia is not sleeping. She goes hunting." Mafia people open their eyes, choose a victim, negotiate with their eyes and show it to the leader, after which they close their eyes again. “The morning has come! – announces the presenter. “The city woke up, and its residents learned a terrible message. That night a civilian was killed: - the presenter points to the participant chosen by the mafia. “Who is the criminal?”

The group resumes discussion. The game continues until all the mafiosi are discovered and eliminated or the number of civilians becomes less than the number of bandits (in this situation the game loses its meaning). If the game went quickly, then you can play it in several circles. In order to give the game more drama and give free rein to acting talents and imagination, you can invite each participant to choose a specific role for themselves: mayor, merchant, pensioner, etc. Very often, behavioral stereotypes inherent in the participants in life are projected onto the game. It can be useful to discuss this in personal growth training.

In the process of discussing candidates for the sentenced, you can give them the last word, so that they try to avert suspicion from themselves (any arguments are given), placing the game emphasis on “staying alive” at any cost. During the final vote, participants may change their point of view and may even acquit the suspect. This makes players aware of the ability to defend themselves, to understand their importance, self-worth, or vice versa: You can place the main emphasis on discussing suspects, highlight a lawyer and a prosecutor, modeling the process of making a group decision.

Game "Broken Phone"

Participants stand in a column one at a time. The leader stands at the end of the column. Thus, all participants have their backs turned to him. With a tap on the shoulder, he invites the participant in front to turn to face him. Then he gestures to show some object (matchbox, pistol, volleyball etc.). The first participant turns to face the second and also with a tap on the shoulder asks him to turn around and shows the object, the second passes it to the third, the third to the fourth, and so on. The last participant names the object. Conditions: everything is done silently, only with gestures, you can only ask to repeat, participants should not turn around until the previous participant taps him on the shoulder.

Exercise-game “Tick-tock”

Participants transmit a sound transmission to each other: “tick” - to the right, “tak” - to the left in a circle. “Boom” means a change in the direction of sound transmission. Any participant in the game has the right to change the direction of the pass. The point of the exercise: The game is fun and easy, it helps relieve the tension of the previous exercise. Time: 5 - 7 minutes.

Exercise "Rain"

The leader is in a circle, he makes certain movements, and everyone repeats these movements in a circle. Since he turns to face everyone, and only after that the player begins to perform the movement, and performs it until the leader turns in a circle and gives a new movement, then one movement is performed in an increasing manner, and the second in a decreasing manner. Types of movements:

 1 circle – rubbing palms;  2 circle – snapping fingers;  3rd circle – patting on the thighs;  4th circle – patting on the thighs, supplemented by stamping.

 the game relaxes, relaxes, helps relieve tension.  the game activates attention and stimulates observation.

Time: 5 minutes.

Exercise "Thai boxing"

Goal: correction of aggression in adolescents, relieving tension. Two people in the ring, blindfolded, fight with bags filled with soft rags. Various options are possible: you can give one a bell and the other a bag - he hits the sound, the person with the bell dodges, you can give bags to both, and introduce two intermediaries - they direct their players with short commands.

The “Snowball” type exercise is also a kind of entertainment. Its principle is borrowed from a famous game. Someone (in our case, the teacher) reads the first line - the student repeats it; the teacher reads the second - the student repeats the first and second; the third is read - all three are repeated, etc. At the end you need to repeat the entire text:

One original official piece,

Two wild porcupines

Three trembling tarantulas,

Four grimy sorcerers scratched the eccentric's skull,

Five plump piglets sang pleasantly, tightlyhaving lunch,

Six nimble jackals were throwing silkwide-brimmed hats,

Seven dark orphans looked at the gray photographs,

Eight hair-eyed sparrows were making cherry jam,

Nine hefty fools teased a wooden treehorse, asking: uncle, give me melons!

With each line the number of words grows and the syntactic structure becomes more complex. An auxiliary means for memorization is, as in poetry, the associative connection of words by sound - in each line all words begin with the same letter/sound (alliterate). The element of absurdity helps to consolidate the skill of non-associative (illogical) memorization. The skill of stepwise lengthening of a structure is combined with the skill of syntactic development (see §10), only in this case it is proposed that the development be linear. By the way, the most convenient options for this are the “snowball” options, constructed on the basis of one structure:

My friend.

My friend went to the cinema.

My friend went to the cinema alone.

My friend went to the cinema alone, but didn’t take the girls.

In short, the possibilities of the “snowball” are very wide, and you can use it to solve various training problems, building an exercise, for example, on the material of the vocabulary you need. It is more difficult to reproduce a “snowball” in a foreign language; then we can offer a simplified version of the task: everyone must repeat only two adjacent lines. Here is one example of the German “snowball”:

Eine eigenartige Eidechse

Zwei zottelige Zollbeamten

Drei doppelseitige Deserteure

Vier vernünftige Veilchen sind voneinander vervollkommnend verziert.

Fünf fromme Frösche fauchen, falls Flöhe fortspringen.

Sechs saumseligen Südafrikanern sagt man: sie solltensich saubermachen.

Sieben selbstvergessen singende Säuglinge suchensorglos süße Suppe.

Acht allwissende Astronomen arbeiten allerlei Artenvon Atommodellen aus.

Neun nutzlose Nichtskönner neigen sich nacheinander, nachdem sie nebeneinander niederfallen.

Exercise 9. Memorizing text

The volume of text that a translator can remember is a benchmark indicator of the mobilization of his memory at the moment. Therefore, it is advisable to carry out control tests of the volume of text memorization and exercises of this kind regularly at all stages of training.

There is nothing fundamentally new in such tasks for any person. Back in school, we retold texts and wrote summaries. But translators require slightly different requirements when reproducing text. Let's consider the possible options:

1. The most accurate reproduction of a text fragment in your native language. Start with a phrase, then increase the volume to several phrases, a paragraph, a page. It is preferable to start with the genre of official speech, texts with the most frequent vocabulary, or with artistic prose close to the conversational style. Later you can move on to texts with more complex functional and stylistic characteristics. Additional tasks related to the content of the text or judgments about its content are not excluded. You read the text out loud or turn on the tape recording.

Carrying out control tests for a long time, you will discover a paradoxical phenomenon: first, an ever-increasing amount of RAM will be noticeable, and then students will replace an increasing number of words with synonyms when reproducing text. This is a normal phenomenon, indicating that the range of options in the active vocabulary and grammar of the native language has begun to expand. This means that the time has come to resume more intensive training in rote memorization, since a translator in his work sometimes needs to remember and repeat word for word, and not variably.

In addition, you can restore the content of the text along the chain.

2. The same objectives are pursued by exercises on memorizing text in a foreign language (the target language).

Selection of information on a specific topic from a listened text. You need to select and accurately reproduce only information on the topic that the teacher named. This kind of memorization can be combined with training in switching skills: after listening to a text in a foreign language, reproduce thematically combined information in your native language, and vice versa.

Reproduction of text fragments in an unfamiliar foreign language. It is unlikely that a translator will have the opportunity to repeat in his work significant fragments of text in a completely unfamiliar or little-known language. But individual quotes (say, in Latin, French etc.), as well as listing the names of public figures (for example, Chinese, African), rather lengthy names of organizations - you will certainly come across them. Therefore, it would be good to have the skill of reproducing fragments with a fairly high quality of phonetic imitation. To do this, the teacher should stock up on tape recordings of speech samples in different languages. This kind of exercise can be introduced at a very early stage of training. A wider range of tasks can be identified if the material for memorization is selected from a text in a closely related language. During classes with translators from German, this language turned out to be Dutch. After completing the exercise on memorizing fragments of the Dutch text (it was a humorous story consisting mainly of the characters’ remarks), it was interesting to discuss the content, plot, and characterize the characters. And as a result of this exercise, future translators acquire the skill of extracting, in case of emergency, information from a text in an unfamiliar language; It will be very useful for translators from German to memorize the text in a dialect (Bavarian, Low German, etc.).

Reproduction of poetic text. This is a simplified form of memorization. It mobilizes speech well and is suitable as a “charger” at the beginning of a lesson, as well as as a way to switch from one type of training to another. Experience has shown that the so-called limericks are perfect for this purpose - there are many of them in modern European children's poetry:

Es heulen nicht immer nach Notendie musisch begabten Cojoten,ohne Rücksicht auf Phonund dem Lärmschutz zum Hohn:für unsereins war" das verboten.

Ein Tischler- es war ein Chinese-

der aß so schrecklich gern Käse.

Er hatte Ideen,

Die ließen sich sehen:

Er schnitt den Käs" mit der Fräse.

For memorization, the first two lines are offered first, and then the end. If the task turns out to be too difficult, the material can be given as in the “snowball” exercise.

The touch of absurdity in the plot and modern language make limericks a fruitful material specifically for translation training. In ordinary poetry, the content is too “expected”, which leads to the usual, logical type of memorization.

When conducting text memorization exercises, do not forget to control the tempo of playback; Sometimes it is appropriate to introduce the condition of fierce competition as a training technique: during a prolonged pause, another student continues to complete the task.

Exercise10. Translator's attention

When learning interpreting, students from the very beginning should be focused on active assimilation and reproduction of spoken speech in any situation. It is useful to extend this specific “sucking” attention of the translator to the written text. Invite students, as a break from oral work in the “hearing-voice” mode, to write a dictation consisting of words that they often see in writing, for example:

Dictation 1. VOIMIX, KARL FAZER, BOUNTY, SNICKERS, DOVE, HALLS, UNCLE BEN"S, NESCAFE CLASSIC.

Dictation 2. TOYOTA, MERCEDES-BENZ, NISSAN, CHRYSLER, CHEVROLET, RENAULT, PEUGEOT.

For dictations, you can use, in addition to the names of goods, brands, companies, also the names of famous public figures, geographical names - everything that we often find in writing. Of course, the sound appearance of frequency vocabulary is most significant for an interpreter, but its connection with graphic design should always be supported, especially for frequency vocabulary with non-standard graphic and sound design (in the two dictation samples above you see mostly words with graphics of non-German origin). Otherwise, the translator will unwittingly make a mistake when relying on written text when interpreting - for example, in the case of interpreting a document from a sheet or simultaneous translation relying on written materials.

Exercise 11.

Mnemonics + logical

Deputy Director of State Educational Institution "SAT"

__________/V.A. Pilipenko

Lesson with elements of the “Getting Acquainted” training

(adaptation of first-year students to technical school)

Training workis one of the most effective forms working with students. The group form of training makes it quite easy to simulate the process of interpersonal interaction, to work out various situations, taking into account the individual level of development of communicative activity and the level of socio-psychological adaptation.

Social-psychological training (SPT) involves the combination of information preparation and training (“game”) exercises with subsequent analysis of situations that arise during their implementation.

The main or core goal of SPT is the development of communication competence. However, this is not the only goal facing the practice of socio-psychological training. It is accompanied and no less important by two other goals - the development of an active social position of the individual and the improvement of psychological culture.

The objectives of the training involve solving the following problems:

• development of the process of self-knowledge of participants by reducing the barriers of psychological defense and moving to a personal level of communication;
• awareness of the conditions affecting the functioning of the group;
• mastering the skills of analyzing individual, group and organizational problems;
• mastering the techniques of effective interaction;
• expanding the range of creative abilities.

Contingent: 1st year students (participation by the class teacher of the group is possible).

Purpose of the lesson : optimization of the process of adaptation of first-year students to the learning conditions at a technical school.

Main goals :

• getting to know the group;
• awareness of personal qualities and scenarios manifested in communication;
• practicing effective interaction skills;
• the opportunity to express yourself in a group and receive feedback;
• acquisition of skills for joint activities;
• determination of status and role position in the group;
• creating a positive microclimate;
• orientation towards interaction, mutual assistance and support.

1. Introduction

• Introductory information
• Goals and objectives of the lesson
• Clarifying group member requests
• group rules

2. Warm up

• "Snowball"
• "The Blind and the Guide"
• Exercises on perceiving oneself through the perception of other people (“feedback mechanism”)
• "Interview"
• "Business card"
• "I am responsible for you"
• "Talent Tree"
• "Fax machine"
• Final part
• "Image of the group"
• Reflection (summarizing work)

For the easiest and fastest way to remember the names of group members and the ability to address them by name, I suggest preparing in advance badges or business cards for each group member indicating his name, origin, and a brief description.

Before the start of the training, it is necessary to distribute badges to the group participants, including the class. supervisor and ask them to carefully pin them to their clothes.

Sample:

Introduction

Communication between people is an extremely complex and delicate process. Each of us learns it throughout our lives, gaining experience, which is often built on mistakes and disappointments. Is it possible to learn to communicate effectively without using only your real experience? Yes, and you can do this using game exercises. A game is a model of a life situation, in particular communication, during which a person gains certain experience. In addition, when making mistakes in an artificial communication situation, a person does not feel the responsibility that is inevitable in real life. This makes it possible to try more, experiment, be creative, look for more effective ways interact with each other and not be afraid of “defeat”.

The positive aspect of game exercises is the opportunity to get an assessment of your behavior from the outside, compare yourself with others and adjust your behavior in subsequent situations. It is important to remember that it is much easier to notice mistakes and inaccuracies in other people’s communication than your own.

group rules

Each group may have its own rules, but those given below can be considered basic. They are discussed by all group members and accepted as the basic rules of the relationship or rejected, and alternative rules are put forward.

• Communication based on the “here and now” principle.Many people try not to talk about how they feel or think, because they are afraid of seeming funny. They are characterized by a desire to go into the realm of reasoning. But the main task of our work is to turn the group into a kind of three-dimensional mirror in which everyone could see themselves during the most diverse manifestations of character and behavior. Therefore, during class, everyone only talks about what worries them right now and discusses what is happening to them in the group.

• Personification of statements.For more frank communication during classes, we refuse impersonal speech, which helps to hide our own position and thereby evade responsibility for our words. Therefore, we replace a statement like: “Most people believe that...” with this: “I believe that...”. We also refuse to make undirected judgments about others. We replace a phrase like: “Many did not understand me...” with a specific remark: “Olya and Sonya did not understand me.”

• Confidentiality of everything that happens in the group.Everything that happens during classes is not disclosed under any pretext. We are sure that no one will talk about a person’s experiences or what he shared. We trust each other and the group as a whole.

• Inadmissibility of direct assessments of a person.When discussing what is happening, we do not evaluate the participant, but only his actions and behavior. We do not use statements like: “I don’t like you,” but say: “I don’t like the way you communicate.”

• As much contact and communication with different people as possible.Each of us has certain likes, we like some people more, others are more pleasant to communicate with. But during class we strive to maintain relationships with all members of the group, and especially with those we know least.

• Respect for the speaker.When one of our comrades speaks out, we listen to him carefully, giving him the opportunity to say what he wants. We help him, showing with all our appearance that we listen to him, are happy for him, are interested in his opinion, his inner world. We don’t interrupt until he finishes speaking.

• "Stop" rule. During the work of the group, any group member can stop the conversation, question addressed to him or any other action if he considers it psychologically dangerous for his inner world. A person feels empowered to try new ways of behavior only when he is free to make decisions.

Exercise "Snowball".

Target this exercise– creating a friendly atmosphere, emancipation, getting to know the training participants.

Each group member says his name and personal quality, for which he can be valued, loved, respected, etc. The first participant names his name and quality, the second participant names the name and quality of the first, then his own, etc. Thus, names and qualities grow like a snowball. The last participant calls everyone.

If you have already gotten to know your classmates well enough, you can indicate the qualities of your comrades on your behalf; if not, use his business card.

Discussion:

1. What helped you complete the exercise?
2. In what cases did anxiety arise?
3. Did the speakers look into the eyes of those they were talking about?
4. How did you use memory techniques?
5. Were you able to remember the names and characteristics of all group members?
6. Have you often used business cards?

Exercise “The Blind Man and the Guide”.

The goal of the game is to build trust in the world around you.

I want to offer you a game in which your eyes will rest, and your hands, ears, and intuition will guide you.

I suggest you split into pairs. One person from the pair closes his eyes (you can blindfold your eyes with a scarf). The second becomes a guide. He must guide his partner throughout the room, avoiding obstacles. The “blind” must trust his “guide” and under no circumstances open his eyes. Having walked around the room, the participants of the pair change roles.

The guys use any techniques to guide their partner around the room, some holding his hand, some on their back, it turns out very interesting.

Discussion:

1. Which of the participants liked being a guide more, and which liked being blind?
2. How did you feel in these roles?
3. When have I felt insecure?
4. When did I feel confident?

The next two exercises are interconnected and follow from each other. The purpose of these exercises is self-disclosure, self-expression, more detailed and intimate acquaintance of group members with each other, and bringing the team closer together.

Exercise "Interview"Performed in pairs.

“You have 20 minutes during which you need to interview each other. You should learn as much as possible about your partner: his life, interests, values, important life events, in order to get an idea of ​​this person as accurately as possible.”

Exercises “Business card”, “I am responsible for you”.

To perform the exercise, participants sit in a circle.

Each participant talks about their partner for one minute, introducing them to the group.

The presenter can ask clarifying questions, helping to make the “business card” the most informative.

Exercise “Talent Tree”

Goal: self-disclosure of group members, formation of positive self-perception and perception of other people.

Materials: a “talent tree” drawn on a sheet of Whatman paper, leaves cut out of colored paper, glue.

In front of you is a tree of talents. But there are no leaves on it, only bare branches. Our task is to decorate this tree with our talents (leaves cut out of colored paper are handed out, on which each participant in the lesson writes one or more of their talents).

Presenter's conclusion: Now go to the tree of your talents, admire how beautiful it is, despite the autumn cold, and when all the trees have already shed their leaves, your tree pleases the eye with the abundance of your best skills.

An example of an already completed talent tree for one group,

as well as a decorated alley of talents for freshmen:

Exercise "Fax"

Recommendations for the presenter. To complete the exercise, you need to prepare a cardboard with the sentence “We the best group!”, pen and paper. You can choose calm music to perform the exercise, because... it must be executed silently.

All participants stand in a column or snake one after another. The last participant receives a message unknown to the group (“We are the best group!”). He conveys the message one letter or symbol at a time (draws with his finger on the back of the person in front). Each participant passes the received letter (symbol) to the next one, writing it on his back. The participant who stands first writes down the letters received. There should be a proposal. If one of the participants did not understand the letter that was given to him, he pats himself on the shoulder, which means it needs to be repeated. It is better to use printed letters.

Discussion:

• Are you satisfied with the result of the work?
• What helped and what hindered you from completing the task effectively?
• What can you say about the coherence of the group?
• Did you perform your functions responsibly enough?

Exercise “Group Image”

“I would like now for each of you to express your personal vision of the group as a whole, coming up with some image, comparison or symbol. For example, you can say: “It looks like a cage with lions, where beautiful and powerful animals, little known to each other, are squeezed into a small space. The bars prevent them from moving, the cramped conditions and anxiety make them aggressive, and, on top of all this, they are also fed food that is unusual for them.” Another group could be described as: “A Mercedes without a motor that passengers must power by pedaling. It looks great, but it lacks the powerful engine to propel it forward.”

Think a little about what metaphor would be appropriate for your group.”
Each participant offers his own metaphor, after which the group can discuss the following questions:

• Is there something common in all these images?
• Did you like all the images?
• Why did certain images arise?

In the second part of the exercise, participants create metaphors that characterize an ideal group, that is, one in which they could learn with joy and passion. After listening to everyone, again try to find commonality in all the metaphors and formulate the goals that the group members strive to achieve.

Reflection . This procedure ends the lesson.

It is necessary to listen to each group member, find out about his emotional state, and give him the opportunity to express his attitude to what is happening. The discussion can be guided by the following questions:

• How do you feel when you finish class?
• What exercise was the most effective for you?
• What helped and what hindered you from completing tasks?
• What new things did you discover during this lesson?
• Are you satisfied with the result of our work?
• What can you say about the coherence of your group?

This procedure (reflection) can also be performed in the form of a questionnaire.
“You need to complete the sentences given in the questionnaire, and thereby express your attitude to what is happening. Be extremely frank, as your opinion will help the facilitator think through the next lesson, making it more useful for you and for the whole group as a whole.”

Questionnaire “Frankly speaking...”

My name

• If you evaluate my internal state on a 10-point scale, then:

well-being -...

activity -...

mood - …

• During the class I realized that...
• The most useful thing for me was...
• I couldn't be more frank because...
• During the lesson I managed...
• I didn't succeed in class...
• On next lesson I would like to…
• In the place of the leader I...

1. What do we have to do here?

* Games and exercises. Every psychological game has a “double bottom” - on the surface there is the opportunity to get pleasure, but its meaning is not limited to this, the game also provides an opportunity to get to know yourself and others better, learn something, etc.

* Conversations on topics that are interesting to us and related to psychology.

* Studying some of our psychological qualities and discussing the results obtained.

2. How will this benefit us?

* We will be able to better understand ourselves: our feelings, experiences, desires.

* We will learn to express our feelings and desires so that other people understand us better.

* We will be able to communicate more successfully with other people: understand them better, conflict less.

* Finally, we'll just have a good time and have fun!

Other options for introductory conversations are also possible - for example, briefly talking about who psychologists are and what they do (Zuckerman, 1997), or asking the participants themselves what they already know about the training and what they expect from it. If participants have questions, you should try to answer them briefly but clearly. You should not drag out the introductory conversation (as, indeed, all subsequent conversations - teenagers prefer actions rather than conversations, and ignoring this fact leads to loss of contact with the group).

After an introductory conversation, the group begins to play. Sometimes it makes sense to start working directly with an interactive warm-up game. This is advisable when working in small groups (in this case, a game is held first, and only then an introductory conversation), as well as at the beginning of work with those teenagers who have already attended psychological training and do not need to be told what it is. For example, such a game is well suited for the role of the first one in training.

Warm-up exercise “Pencils”

Description of the exercise. The essence of the exercise is to hold pencils or pens, closed with caps, sandwiched between the fingers of participants standing next to each other (Fig. 2). First, the participants perform a preparatory task: having split into pairs, they sit opposite each other at a distance of 70-90 cm and try to hold two pencils by pressing their ends with the pads of their index fingers. The task is given: without releasing the pencils, move your hands up and down, back and forth.

After completing the preparatory task, the group stands in a free circle (the distance between neighbors is 50-60 cm), pencils are clamped between the pads of the index fingers of the neighbors. The group, without letting go of their pencils, completes the tasks synchronously.

Raise your arms, lower them, return to the starting position.

Stretch your arms forward, take them back.

Take one step forward, two steps back, one step forward (narrowing and expanding the circle).

Lean forward, backward, straighten up.

Sit down, stand up.

In the future, you can complicate and diversify the exercise:

Combine two movements at the same time (for example, step forward - raise your arms).

Use ring or little fingers rather than index fingers.

Keep your arms not at your sides, but cross them in front of your chest.

Perform the exercise with your eyes closed.

If the exercise is performed to slow music, then you can arrange a real dance in a circle.

Psychological meaning of the exercise. When performing the exercise, participants are required to clearly coordinate joint actions based on non-verbal perception of each other. If each participant thinks only about his own actions, then the exercise will be practically impossible. It is necessary to build your actions taking into account the movements of your partners.

Discussion. What actions should each participant perform so that the pencils in the circle do not fall? What should you focus on when performing these actions? How to establish the mutual understanding necessary for this with others, learn to “feel” another person?

From this discussion a transition is made to the topic of psychological training to which the participants came. The training is aimed at developing the skills necessary for this in a playful way - for example, coordinating joint actions, establishing mutual understanding with others, “feeling” the person who is nearby. And such skills are necessary to achieve success in many life situations (let the teenagers themselves give examples of situations).

Acquaintance

The next step is getting to know the participants. Even if the participants already know each other, it is still advisable to carry out this procedure for the following reasons.

The leader himself needs to get to know the group.

During the acquaintance, exactly those forms of the name that the participants prefer when addressing them during the training are spoken.

Getting to know each other is not limited to introducing people by name, participants
receive and Additional information about each other.

Here are several options for the dating procedure. They can be used either individually or as a single unit.

"Name-movement." The participants stand in a circle, each of them in turn steps forward, says his name and makes some kind of movement that gives him the opportunity to express himself. The group repeats the name in chorus, accompanying it with the same movement. After all the participants have introduced themselves, the procedure can be repeated, but the names and movements are reproduced in a circle from memory, without repeated demonstration.

This procedure not only gives the group members the opportunity to introduce themselves and get to know each other better, but also contributes to the self-knowledge of each of them, since it allows them to receive feedback from the group, looking at their movement from the outside - as performed by the group.

"Snowball". Participants are introduced by name, each subsequent participant must repeat the names of everyone (in more simple version- two or three) previous ones and only after that introduce yourself. In one of the options, when a participant forgets a name, complaining about his poor memory, he says instead: “Ram’s head” (naturally, meaning himself, and not the one whose name he forgot). The leader usually introduces himself last. If he manages to accurately repeat all the names, this significantly increases his prestige in the eyes of the group (and if the presenter is not confident in his memory of names, there is no need to take on this version of the exercise!). Simpler and quick option, appropriate in groups larger than 12-15 people, pronounce the names not of all predecessors, but only of the last four people.

In a more complex version, the participants pronounce and repeat not only the name, but also some word or short phrase (for example, on the topic “My greatest dignity”, “My desire”, etc.). It is not recommended to use negative topics (shortcomings, problems), since their repeated repetition can cause a suggestion effect. In this version, the exercise can be used not only for introduction, but also as a warm-up before the start of each lesson (naturally, the topics of statements should be changed each time).

The “Snowball” introduction procedure is widely used not only in trainings, but also wherever it is necessary to introduce group members (for example, in summer health camps).

"Performance with throwing an object." Participants stand in a circle. The presenter, holding a ball, small soft toy or other suitable object in his hands, introduces himself: says his name (possible option: name + tells some fact about himself), and then throws the object to any other participant. He catches the object, introduces himself, again throws it to another participant, etc., until the object is in everyone’s hands. After this, the throwing proceeds in the reverse order, but each participant no longer introduces himself, but instead says from memory the name of the person to whom he is going to throw the object.

If there is no suitable object for throwing, you can build one for similar game“snowball” made from crumpled paper sheets.

"Mutual representation". Participants break into pairs and take turns telling their partner about themselves. It is better if the presenter suggests a story plan.

How I would like to be addressed at the training.

What do I expect from our meetings?

My favorite and least favorite qualities in people.

My hobbies.

My favorite ways to spend my free time.

My dream.

The task completion time is 6-10 minutes. After this, everyone returns to the circle, where everyone briefly (0.5-1 minute) introduces their partner based on the story they heard.

“Mutual introduction” is advisable to carry out with older teenagers who have a fairly high level of development of social skills.

Game "The Dragon Catches Its Tail"

Description of the game. The group stands in a column, each participant holding the belt of the person in front. The beginning of the column is the “head” and the end is the “tail” of the dragon. The “head” tries to grab the “tail”, and it naturally tries to dodge. When performing this exercise, the entire column moves, but the participants do not open their arms. You can repeat the game several times, but it is advisable to change the order of the participants in the column.

Psychological meaning of the game. Activation of participants, development of the ability to coordinate joint actions.

Discussion. A lengthy discussion is not required, a short exchange of feelings is sufficient.

Reflection.Summarizing.

All children were asked to glue circles to the board. Those who liked the activity have a white circle, those who didn’t like it have a black circle.

Theoretical information

Psychology is an amazing science. At the same time, it is both young and one of the most ancient sciences. Already the philosophers of antiquity reflected on problems that are also relevant for modern psychology. Questions of the relationship between soul and body, perception, memory and thinking; questions of training and education, emotions and motivation of human behavior and many others have been raised by scientists since the emergence of the first philosophical schools Ancient Greece in the 6th-7th centuries BC. But the ancient thinkers were not psychologists in the modern sense. The symbolic date of birth of the science of psychology is considered to be 1879, the year of the opening of the first experimental psychological laboratory by Wilhelm Wundt in Germany, in the city of Leipzig. Until this time, psychology remained a speculative science. And only W. Wundt took upon himself the courage to combine psychology and experiment. For W. Wundt, psychology was the science of consciousness. In 1881, on the basis of the laboratory, the Institute of Experimental Psychology was opened (which still exists today), which became not only a scientific center, but also an international center for the training of psychologists. In Russia, the first psychophysiological laboratory of experimental psychology was opened by V.M. Bekhterev in 1885 at the Kazan University clinic.