The adequacy in using games
Learning grammar through games
CONCENTRATION
Go over the superstitions together, talking about meaning and form
CLUE
VALUES
The students read the summary and then write five conditional sentences based on the information in the summary
Circulate to check on student progress. When all pairs have finished, you may want to have volunteers give a few example sentences
Навигация
CLUE
Grammar Games - Motivation in Teaching English
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знака
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таблиц
1
изображение
2. CLUE
Materials: None
Dynamic: Whole class
Time: 10 minutes
Procedure: 1. One student volunteers to leave the room and, when he/she returns, will guess the word chosen by the class from clues given by the rest of the class. The volunteer can ask questions if they are in the form of the untrue present.
2. While the volunteer is out of the room, decide on a category (suggestions: occupations, food, school material). Have the class choose a word in that category. Brainstorm together the kinds of clues that can be given. They must be in the form of the untrue present conditional.
Example 1: Food server
Clues: If I were you, I would wear a uniform.
If I were you, I'd never have dirty hands.
If I were you, I would talk to many people.
Also, decide which clues should be saved for last. (For example: "If I were you, I would serve customers quickly in order to get a good tip.")
Example 2: mustard
Clues: If I were you, I'd be careful not to get this on my clothes.
If I were you, I'd never eat this by itself.
If you were a waitress, you would put this on the table next to the ketchup.
Last clue: If I were you, I would always put it on hot dogs.
3. When the volunteer returns, students take turns offering clues, but they must be in the form of the untrue present conditional.
3. BUILDING AROUND
Materials: None
Dynamic: Large groups
Time: 15 minutes
Procedure: 1. Put students into groups of five to seven.
2. One student begins with a sentence in the untrue present conditional.
Example: If I lived in France, I would speak French.
3. Each student builds on the story by taking the result of the previous sentence and turning it into an if-clause.
Example:
Student 1: If I lived in France, I would speak French.
Student 2: And if I spoke French, I would speak the same native language as Florence.
Student 3: And if I spoke the same native language as Florence, we would be good friends.
Student 4: And if we were good friends, we would go to parties together.
4. Encourage the students to correct/help each other within the groups.
4. SONG
Materials: Lyrics to a song, handout with questions (optional) Tape player (optional)
Dynamic: Pairs/Small groups
Time: 30 minutes
Procedure: 1. Choose a song that has several examples of the untrue present conditional.
SUGGESTIONS: "If I Were a Carpenter"
"If I Had a Hammer"
"If I Could Save Time in a Bottle"
Type up the lyrics, but leave blanks for the conditional forms—just provide the verb.
2. The students, working in pairs, fill in the missing verbs.
3. Listen to the song to check answers.
Variation: Add some questions that make use of the conditional or allow students to think about why the conditional was used. For the song "If I Were a Carpenter," questions can include:
a. What kinds of jobs are mentioned?
b. Does the man hold any of these jobs? How do you know?
С. The man asks a lot of questions about occupations, but what does he really want to know from his girlfriend? Write a conditional sentence to express what he wants.
5. LINE-UPS
Materials: Worksheet 2.4 or 3"x 5" cards[13]
Dynamic: Whole class
Time: 20 minutes
Procedure: 1. Use the cards in the worksheet or prepare your own cards with similar questions. If you make your own cards, it is advisable to make each set a different color so you can assemble students in lines more easily. ("Everyone with a pink card, stand against the board. If you have a yellow card, stand in front of someone with a pink card.") Have all the students holding one of the colors come to the front of the room and stand against the board (or wall). Have the other students stand in front of one of these students.
2. The students in the line against the board ask their questions of the student standing in front of them. When the students in the "answer line" have answered the question, they move on to the next "questioner." The students in the "question line" do not move.
3. When the students in the "answer line" have talked to every student in the "question line," it is time to change positions.
Continue as specified in step 2.
4. To wrap up this activity, ask each student to share some of the responses he/she received.
NOTE: If you have an uneven number of students, have one student wait at the end of the line until the students move. One student will always be without a partner, but because the students will answer the questions at different rates, it will always appear as if several students are waiting. If you have a very large class, divide the class in two and do the line-ups both in front and in back of the class.
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