Grammar Games - Motivation in Teaching English

4. Next, each group makes a sentence orally for each phrasal verb. Rotate the cards again until each group has seen every card and can make a logical sentence. Monitor the groups during this phase.

5. When the students have a good grasp of the definitions, return their original phrasal verb cards to them. Each group now writes a paragraph using all of their phrasal verbs.

6. When the students have finished, rotate their papers clockwise and the 3"x 5" cards counterclockwise. (Each group will have another group's story and a new set of cards.)

7. Each group reads the paragraph and adds a second paragraph, using their new group of phrasal-verb cards.

8. Have them repeat steps 6 and 7. Each group should now have a three-paragraph story.

9. Return the original story to each group. Tell the students to look it over and make any changes they think are necessary. Have one student from each group read the story to the class. Collect the stories for a final teacher correction.

8. CLASS SURVEY

Materials: 3" x 5" cards in four different colors list of difficult phrasal verbs sheets of newsprint and markers (optional)

Dynamic: Groups

Time: 40 minutes

Procedure: 1. Choose four themes and for each theme make up a set of questions, using the phrasal verbs that you want to practice. (You may want to have the students compile a list.)

Examples: Family:

Do you take after your father or your mother?

Did you grow up in a large family or a small family?

Do you get along well with your brothers and sisters?

Are you named after anyone in your family?

School:

Do you go over your notes after class?

Do you try to get out of doing your homework?

Do you ever have trouble keeping up with the assignments?

What is an important grammar point that you have to look out for?

2. Write one set of questions on one yellow card, one set of questions on one green card, etc.

3. Divide the class into groups. (Four groups of four works well, but five groups of five or three groups of three also works. Put extra students into existing groups to work as pairs.)

4. Tell the students that they are going to do some investigation into the society of the classroom by doing a survey. Give each group a set of same-color cards and a theme: The Yellow Group--Family; The Green Group--Friends, etc. Give the question card to the group leader and a blank card to each of the other members.

5. The group members copy the questions from the group leader's card on their own cards so that each has a card with the same questions. They may add questions of their own if they wish or if there is extra time. Any additional questions must include a phrasal verb.

6. When each member has an identical set of questions, the teams stand up and form new groups with one member of each color. (If there are extras of one or two colors, they can work as partners within the group.)

7. In their new groups, the students take turns interviewing each group member. The yellows ask their questions first and record the data, then greens, then blues, etc. Everyone asks everyone else in the group his/her questions.

8. The students reform their original same-color groups, summarize their findings, and present them to the entire class. If time permits, have the groups prepare a visual on newsprint in the form of a pie chart, a graph, a list of statistics, or another type of visual. The posters can be part of the presentation and later be put up around the board.

NOTE: To save time, write out the duplicate cards yourself on colored index cards or copy one set of questions on different-colored paper. This will take the place of step 5. Collect the cards and reuse them in later classes.

SUGGESTION: This activity works well with preposition combinations instead of phrasal verbs.

Examples:

Best Friends:

What do you look for in a best friend?

Is your best friend patient with you?

Do you ever hide anything from your best friend?

Do you ever argue with your best friend?

Work:

Are you content with your job?

Do you look forward to going to work?

Do you forget about your job when you leave at the end of the day?

Does your boss ever take advantage of you by having you do extra work?

2.2.2 Conditionals and Wishes

TRUE IN THE PRESENT/FUTURE

1. SUPERSTITIONS

Materials: None

Dynamic: Small groups

Time: 15 minutes

Procedure: 1. Write a few superstitions on the board. Here are some examples. If a black cat crosses your path, you'll have bad luck. If your palm itches, you're going to receive money. If you break a mirror, you'll have seven years bad luck. If you step on a crack, you'll break your mother's back.

Look at the verb forms in the if-clause and result clause together. Ask students to generate a rule (if this is an introduction) or review the rule (if you have already introduced this form).

2. Break students into small groups and have them discuss superstitions from their countries. They should list three or four to share with the rest of the class.

3. As a whole group, share the superstitions and discuss which are universal and which seem to exist only in one or two cultures. Students often have similar superstitions in their countries and like to share them, and it is interesting to compare slight variations.

4. For further review of forms, you may want to write several of the students' superstitions on the board and analyze them (Were they written correctly?).

2. SUPERSTITIONS MATCH A

Materials: Worksheet 2.1 See the Paragraph 2.2.3 - chapter 2 (Worksheet 2.1 and 2.2: SUPERSTITIONS MATCH)

Dynamic: Whole class

Time: 15 minutes

Procedure: 1. Cut up the worksheet or make your own. Give each student half of a superstition, that is, one card.

2. The students circulate and try to find the missing half of their superstition. When students feel they have a match, they sit down. You will probably have to check student matches and advise them to sit down or find a different match. (In case you are unfamiliar with some of the superstitions in the worksheet, the //-clause on the left matches the result clause directly across from it.)

3. Go over the superstitions together, talking about meaning and form.

3. SUPERSTITIONS MATCH В

Materials: 3" x 5" cards, or paper cut into strips at least 2" x 4"

Dynamic: Groups

Time: 15 minutes

Procedure: 1. Follow steps 1 and 2 for Superstitions.

2. Have the students write their superstitions on the cards or paper strips so that one half of the superstition is on one card and the other half is on a different card. (Each group should produce only half as many superstitions as there are members in their group, so that a group of four students will write two superstitions, a total of four cards. In step 2 of Activity 1, students may have generated many superstitions, so instruct them to choose the ones they like best.)

3. Collect and shuffle the cards. Hand one card to each student. Students circulate and try to find their match. (The student who wrote the superstition will have to be the judge of whether or not the match is good because you will probably be unfamiliar with several of the superstitions.)

4. As a class, go over the superstitions and check (as a group) to see if the correct grammar forms were used.

4. JUST THE FACTS

Materials: Worksheet 2.2 See the Paragraph 2.2.3 - chapter 2 (Worksheet 2.2: JUST THE FACTS)

Dynamic: Whole class

Time: 10 minutes

Procedure: 1. Cut up the cards in the worksheet or prepare your own. Distribute one to each student, who must construct a sentence that uses the true conditional form.

Example: Add lemon to milk

Example fact (by student): If you add lemon to milk, it curdles.

2. Arrange students in a circle, and have each say his/her sentence.

Variation: To avoid students' losing interest, do step 2 as a memory round. Each student says his/her sentence and repeats all those that came before his/hers.

5. EXPERIMENT REPORT

Materials: None

Dynamic: Small groups

Time: 10 minutes

Procedure: 1. Divide the class into groups of three or four. Assign each group an experiment.

Suggested experiments: putting a spoon in the microwave mixing blue and yellow paint boiling eggs in water with onion skins touching your tongue to a frozen surface shaving your eyebrows frowning all the time

2. The students discuss what they think the result will be, Then each group reports to the class, using some conditional sentences.

(If you intend to have the students act out the experiments in class or for homework, obviously there are some in the list above you would not want to assign.)

NOTE: Because the results of these experiments can be perceived as

a habitual result or as a predictable fact, either the present or the future can be used in the result clause.

6. DIRECTIONS

Materials: A map (Worksheet 2.3) and a handout (either A or B) per student See the Paragraph 2.2.3 - chapter 2 (Worksheet 2.3: DIRECTIONS)

Dynamic: Pairs

Time: 15 minutes

Procedure: 1. Break the class into pairs and give a map and two worksheets to each pair. Each student handout contains both locations and routes as indicated in Worksheet 2.4.

2. Student A begins and asks Student В for directions to the first location. Student В looks at the map and the list of routes on his/her handout and gives advice in a conditional sentence.

Example:

Student A: How can I get to Bethesda?

Student B: If you take Route 190, you will get to Bethesda.

3. After Student A has asked for directions to all the locations on 2.3 Part A, Student В asks for directions to the location on his/her handout (2.3 Part B). Student A now gives the advice.

NOTES: Locations and the ways to get there are not in order. Students must match them. A local map also works well because the students are familiar with places and highways. Pattern the handouts after Worksheet 2.3, in that case.

Variation: For a higher-level class, provide locations only and have the partner search the map for a route that goes to the requested location.

UNTRUE IN THE PRESENT

1. MEMORY GAME

Materials: 3" x 5" cards

Dynamic: Whole class

Time: 25 minutes

Procedure: 1. On each card write an adjective in large letters so that it can be seen around the room.

SUGGESTIONS: sad, drunk, lonely, stranded, nauseous, hungry, thirsty, nervous, angry, rich, sick, sleepy, famous, tired, poor, lost, married, single, scared

(Include a few new words that will be challenging even for higher-level students, such as jilted or stranded.) Have students sit or stand in a circle while you distribute the cards. (If you use adjectives like married or single, be sure to give them to students who are not!)

2. Ask who has the best memory and then start with the person next to him/her. If you know you have a weak student, you may want to start with that person. The first student holds up his/her card and composes a sentence, using the untrue present conditional.

Example card: lonely Example sentence: If I were lonely, I would call my family.

3. The second student says his/her sentence and repeats student one's sentence. Continue around the circle, with each new student adding a sentence and repeating all the previous sentences. The last student will have to remember the sentences from all the other students. It is important that students hold their cards toward the circle at all times because they serve as clues. Also, don't let any of the students write. Students may cue their classmates through gestures. The only correction allowed is to emphasize were rather than was.

NOTE: If your class is large, divide it into two groups and play two rounds. The same cards can be used, but different sentences must be created. The game has been played with up to 14 in a low-level class and up to 22 in a high-level class.

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.

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