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
VALUES
Grammar Games - Motivation in Teaching English
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знака
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таблиц
1
изображение
6. VALUES
Materials: Worksheet 2.5 [14]
Dynamic: Groups
Time: 20 minutes
Procedure: 1. Prepare two sets of cards from Worksheets 2.5 A and 2.5 B. Break the class into small groups. Give each group a values card and a YES or NO card. Stress that they cannot let any of the other groups know if their card says YES or NO.
2. Each group is presented with a situation. They must change the wording on the card into a conditional sentence. They then choose one classmate in another group who they feel will give them the answer on their YES/NO card.
Example:
The card says: You find a wallet with $50 and an ID inside. Do you keep it?
Sentence made by the group: If you found a wallet with $50 and an ID inside, would you keep it?
YES/NO card: YES
Task: Decide which of their classmates not in their group will answer YES to the question they generated. They must make an educated guess based on what they know of their classmates.
3. Check with each group to make sure they have chosen a classmate. When all groups have done so, play a round: the first group picks a student and asks its question. If the student's answer matches the group's card, the group receives a point. Go on to the next group.
4. Play another round.
7. IMAGINE THAT! (Might and Would)
Materials: None
Dynamics: Groups
Time: 15 minutes
Procedure: 1. Write a result on the board that is either unusual or funny. Ask students when or why they might do that action. Generate as many (if-clauses as possible.
Suggested results (can be used for teacher example and for groups):
go skinny dipping
call 911
paint my body
hop on one foot
climb on the roof
attract a lot of attention
climb a tree
2. Divide the students into groups. Give each group a different result and have them brainstorm if-clauses using might.
3. After each group writes as many (if-clauses as possible, have the students in each group decide which one of the (if-clauses would produce the result they have been working with. The groups should try to reach a consensus, but that may not be possible.
4. Share sentences (or (if-clauses) with the class.
Example: attract a lot of attention
Student sentences:
I might attract a lot of attention if I screamed in class. I might attract a lot of attention if I dyed my hair green. I might attract a lot of attention if I sang a song on the street corner.
5. As a whole class, look at the sentences each group has chosen to share with the class. Decide as a whole class which sentence would most likely produce the result.
SUGGESTION: If you do this game as a competition, have the class vote on the best sentence. The group that receives the most votes gets a point for that round. Then go on to another round of sentences. The only danger here is that students may vote for their own sentence and then no one group would ever win. This could be avoided by telling students that they cannot vote for their own sentence.
8. AS IF/AS THOUGH PICTURES
Materials: Magazines
Dynamic: Small groups
Time: 10 minutes
Procedure: 1. Arrange students in groups of three or four. Find, copy, and distribute magazine pictures that have people with unusual expressions.
2. Have students discuss several pictures, making sentences using as if or as though. ("He looks as if he ate a lemon." "He looks as if he were sick.")
3. Each group takes turns holding up a picture and describing it by using their sentences.
Variation: Have students find their own pictures, perhaps as homework. Or have them each bring a magazine to class and look through them in their groups for a good picture. (In this case, you may want to have some back-up pictures just in case.)
UNTRUE IN THE PAST
1. BUILDING AROUND
Materials: None
Dynamic: Large groups
Time: 15 minutes
Procedure: 1. Break class into groups of five to seven.
2. Have one student begin with a sentence in the untrue past conditional. Follow the steps in Building Around, 16.2.3.
Example:
Student 1: If I had gotten married after high school, I would not have come to the United States.
Student 2: If I had not come to the United States. I would not have visited the Grand Canyon.
Student 3: If I had not visited the Grand Canyon, I would not have taken so many pictures, (etc.)
2. STORY SAGAS
Materials: Worksheet 2.6[15]
Dynamic: Small groups
Time: 20 minutes
Procedure: 1. Have students work in groups of three or four. Give each group a story summary. If you plan to give each group a different summary, give each group a handout with all the summaries and then assign one per group. (There is a handout of sample summaries in Worksheet 2.6.)
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