Grammar Games - Motivation in Teaching English

5. The student then passes the object to the next student and asks, "What did we do with the pen?" That student repeats what the teacher did and what the first student did with the object. The second student then does something different with the object before passing it to the third student.

Example:

Teacher: I put the pen on the desk. What did I do with the pen?

Alfredo: You put the pen on the desk. (to the next student, Damian) I put the pen above my head. What did we do with the pen?

Damian: The teacher put the pen on the desk. Alfredo put the pen above his head. I put the pen under my book. (to the next student) What did we do with the pen? etc.

6. This activity continues until no one can do something different with the pen that can be described using a preposition of place.

NOTE: You may want to write the prepositions that have been used on the board to help the students remember.

Variation: Give each student a card to use with a preposition of place on it.

4. ERROR ANALYSIS

Materials: Worksheet 1.2 or other similar picture See the Paragraph 2.2.3 - chapter 1 (worksheet 1.2: ERROR ANALISIS)

Dynamic: Pairs

Time: 1. Divide the class into pairs. Give each pair a copy of the worksheet or other similar picture.

NOTE: If you are using your own picture, also give the pairs several sentences you have written about the picture, as on the worksheet. Some sentences should be accurate, and others incorrect.

2. The pairs read the sentences about the picture and decide if they are correct or incorrect in their preposition usage. If they are incorrect, they must correct them.

3. When a pair is finished, check their work. If this is a competition, the first pair to finish the worksheet correctly wins. If using this activity as a review activity, go over the answers together when everyone has finished.

SUGGESTION: As a follow-up activity, have each pair write 10 True/False sentences with which to challenge another pair.

5. PREPOSITION BEE

Materials: Worksheet 1.3 A or 1.3 B for instructor's use See the Paragraph 2.2.3 - Chapter 1 (Worksheet 1.3 A: PREPOSITION BEE (LOWER LEVEL)

(Worksheet 1.3 B: PREPOSITION BEE (HIGHER LEVEL)

Dynamic: Teams

Time: 10 minutes

Procedure: 1. Divide the class into two teams. Have them line up along opposite walls, or arrange their desks in two lines.

2. The first student from Team A steps to the front of the class. Read a sentence, omitting the preposition. The student must fill in the blank. Several answers will probably be possible; give the team a point for any appropriate answer.

3. Alternate students from the two teams until everyone has had a turn or you are out of time. The team with the most points wins.

SUGGESTION: Instead of reading the sentences, use an overhead and reveal one sentence at a time. This avoids repetition and helps the students to focus on the sentence.

NOTE: You may want to make your own sentences based on the prepositions your class has covered. This activity could also be done at a higher level with sentences using phrasal verbs.

PHRASAL VERBS

1. CONCENTRATION

Materials: Board, instructor's grid

Dynamic: Groups

Time: 25 minutes

Procedure: 1. Draw a grid on the board with just the numbers. On a paper, your grid will have the answers written in.

NOTE: In the example below, the phrasal verbs have been taken from the list in Fundamentals of English Grammar. Several of the verbs in the chart below can take more than one particle, but the list is usually limited to one or two combinations. It is important to choose combinations you have studied and to limit entries so that three or even four matches are not possible. If you have studied more than one combination (such as ask out, ask over, and ask around,) and you want to review them using this activity, you will need to use some particles more than once. That way, the students will be able to make matches such as ask out, drop out, and so on. This chart is intended only as a model to help you explain the game; your own chart will be geared to the lessons in your class.

On the board:

Instructor's grid:

2. Divide the class into groups of about five. Tell them that this is a memory game and no writing is allowed. Explain that they are looking for matches and will get a point for each match. They can confer as a team, but you will accept an answer only from the student whose turn it is. They can call out two numbers together the first time since no one knows where any of the words are. In subsequent turns, they should wait for you to write the first answer before they call out their second number.

3. As the first student calls out numbers, write the words that correspond to these numbers in the blanks. Ask the class if it is a match. If not, erase the words. If so, leave them there and cross them out (see below).

On the board:

Variation: Instead of matching the verb with an appropriate preposition, you can set up the grid to review meaning. Your instructor's grid might then look like this model. Follow the same rules for the game above.

Instructor's grid:

2. TIC TAC TOE

Materials: Board, Worksheet 1.4 (optional) See the Paragraph 2.2.3 - chapter 1 (Worksheet 1.4: TIC TAC TOE)

Dynamic: Teams

Time: 10 minutes

Procedure: 1. Draw a tic tac toe grid on the board with the first word of the phrasal verbs written in. Divide the class into two groups.

2. A student from Team X comes to the board and writes in the corresponding particle for the verb he/she selects. If correct, he/she draws his/her mark in the square (an X). (You may choose to accept only combinations you have studied in class or that are listed in the students' books, or you may decide to accept any correct combination. Whichever you decide to accept, make your decision clear to the students before playing the game.)

3. A student from Team О then comes to the board and does the same. If an answer is incorrect, the student cannot draw his/her mark and erases the answer. The next player on the other team may choose that same square or another square.

4. The first team with three marks in a row wins.

NOTE: You will probably want to explain game strategy such as blocking, but often the student's choice is based on which verb he/she knows.

5. As a follow-up, divide the class into groups of three and use the worksheet. One student is X, one is 0, and the other is in charge and can have his/her book open to the verb page to judge whether an answer is correct. After the first game, the students should rotate roles so that the judge is now one of the players. Continue until all students have had a chance to be the judge. As you will see, some of the verbs on the handout take several different prepositions. As long as the students make an acceptable phrasal verb, the answer is correct.

NOTE: The items on the worksheet come from the list in Fundamentals of English Grammar. If this worksheet is not appropriate to your class, modify it.

Variation: On the grid on the board (or on a modified worksheet), fill in the squares with both parts of phrasal verbs. When a student selects a certain square, he/she must use the phrasal verb in a complete sentence which demonstrates understanding of the meaning. If the sentence is correct, the student puts his/her team's mark in that square.

Example:

ask out do over fill up

get off give up try on

turn off make up hang up

A student from Team X chooses "give up." The student then makes a sentence orally: I couldn't understand the assignment, so I gave up. The sentence must reflect the student's understanding of the meaning of the phrasal verb. A sentence such as I gave up or Don't give up is not acceptable. If a sentence is accepted as being correct, the student writes an X over the square. A student from Team О then chooses a square and makes a meaningful sentence using that phrasal verb. Alternate turns until one team has three in a row or the game is a draw.

3. PREPOSITION BEE

See the directions for the Preposition Bee on Worksheet 1.5 or a similar list of your own sentences. See the Paragraph 2.2.3 - chapter 1 (Worksheet 1.5: PREPOSITION BEE: Phrasal verbs)

4. BEAT THE CLOCK

Materials: 3" x 5" cards (see sample)

Dynamic: Teams

Time: 30 minutes

Procedure: 1. Put a sentence using a phrasal verb on one side of as many index cards as you need. Review and discuss phrasal verbs. Have the students create sentences or dialogues and practice orally.

2. Divide the class into two teams, A and B. Arrange the teams so that Team A's desks are directly across from (and touching) Team B's desks. If using tables, have Team A sit on one side and Team В on the other side.

3. Show the students the front of a card. The first student {A or B) who answers with a phrasal verb that correctly replaces the verb on the card gets a point for his/her team. If that student can then use the phrasal verb in a sentence with the correct tense, his/her team gets an extra point.

Example:

Card: I raised my children in Ohio.

Student response: bring up

I brought my children up in Ohio.

Sample cards:

FRONT BACK

5. "UP" VERBS

Materials: 3" x 5" cards

Time: Pairs/Small groups

Time: 20 minutes

Procedure: Write one verb on each card. Choose some verbs that can also be phrasal verbs with up.

Examples: ask (can't be used with up)

check (can be used with up)

cross (can't be used with up)

get (can be used with up)

2. Divide the class into pairs or groups of three or four. Give each group a stack of verb cards.

3. Tell the students to divide the cards into two piles: verbs with up/verbs without up.

4. When all the up verbs are found, have the students take turns explaining the meaning of each phrasal verb to the other students in the group.

Variation: Make three identical sets of vocabulary cards. Divide the class into three teams. Tell the students to find the up verbs. The team that finds the most up verbs wins. Each correct up verb is worth one point. For each incorrect up verb, subtract one point from the total score. Use the same procedure for any phrasal verb pattern (for example, out, away, through, etc.).

6. PHRASAL CHALLENGE

Materials: None

Dynamic: Pairs

Time: 30 minutes

Procedure: 1. Divide the class into pairs. Tell the pairs to write down eight phrasal verbs and their meanings that they think the rest of the class will not know.

2. After they are finished, join two pairs and have the first pair challenge the other pair. Each pair takes turns reading the phrasal verbs from their list and having their opponents state the meaning of each phrasal verb and use it in a sentence.

3. If the opponents answer correctly, they get a point. The pair with the most points wins.

4. For homework, have the students use the phrasal verbs that they missed in correct sentences.

7. STORY TIME

Materials: 3" x 5" cards, writing paper

Dynamic: Small groups

Time: 40 minutes

Procedure: 1. Divide the class into groups of three, and give each group five 3"x 5" cards.

2. Each group writes down a different phrasal verb on each of their index cards. You may want to let them use the lists in their books. Have them write the definition of each phrasal verb on the back.

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