Grammar Games - Motivation in Teaching English

You're a good student. You are, too.

2. Divide the students into two groups. Each student receives one card. The students circulate and look for their match. They can say their sentences to each opposite group member until they find the appropriate matching answer.

3. Students can then invent their own sentences and see if their classmates can give an appropriate answer.

2. USING CORRELATIVE CONJUNCTIONS

Materials: Worksheet 3.2 See the Paragraph 2.2.3 - chapter 3 (Worksheet 3.2: USING CORRELATIVE CONJUNCTIONS)

Dynamic: Pairs

Time: 15 minutes

Procedure: 1. Put students into pairs. Fill the blanks in the worksheet with your students' names. Give one copy of the worksheet to each pair of students.

2. Have the pairs work together to write one sentence, joining the pairs of sentences on the paper with an appropriate correlative conjunction (both … and, not only . . . but also, either … or, and neither . . . nor).

Example:

Guillermo has black hair. Jorge has black hair. Possible combinations;

Both Guillermo and Jorge have black hair.

Not only Guillermo but also Jorge has black hair.

Variation: Use the worksheet as a model only. Write your own sentences containing" information about students in your class. This will make it seem less like an exercise and more fun for your students.

3. SAME / DIFFERENT

Materials: Worksheet 3.3 See the Paragraph 2.2.3 - chapter 3 (Worksheet 3.3: SAME/DIFFERENT)

Dynamic: Pairs

Time: 20 minutes

Procedure: 1. Put students into pairs and give each student a copy of the worksheet. The students ask each other the questions on the worksheet. Then they write a sentence, using an appropriate correlative conjunction to compare themselves with each student who answered each question.

Example:

Question: What month were you born in?

Student A's answer: June

Student В writes: Both Student A and I were born in

June.

or Neither Student A nor I was born in September.

2. Circulate to check on student progress. When all pairs have finished, you may want to have volunteers give a few example sentences.

4. CONNECTING IDEAS

Materials: Board, paper

Dynamic: Small groups

Time: 10 minutes

Procedure: 1. Write a list of connecting words on the board (for example, because, although, for, before, so). You may want to concentrate on just one type (conjunctions, adverbial subordinators, or transitions) or mix them.

2. Divide the class into groups of approximately three or four. Set a time limit (perhaps 5 minutes), and have the groups write a logical and grammatical sentence for each word on the board. Each sentence must have a different meaning. (This avoids such sentences as / went to bed after I finished my homework, I went to bed before I finished my homework, I went to bed because I finished my homework.)

3. For each word on the board, have the groups read their sentences. Give the groups a point if a sentence is both grammatical and logical. (If it is not correct, have other students correct it.) If you are also looking for correct punctuation, have a student from each group write some of the group's answers on the board.

NOTE: The time limit will vary depending on the level of the class and the number of words you list on the board. If you want, you can give the class a topic to base their sentences on, although this can lead to similar sentences, as noted in step 2 above.

5. PANTOMIME

Materials: 3" x 5" cards with instructions on them

Dynamic: Whole class

Time: 15 minutes

Procedure: 1. Write one situation on each card.

Suggestions: starting a car on a cold morning receiving a letter from a good friend eating something you don't like making scrambled eggs trying to study next to a noisy person

Hand out cards, face down, to the most outgoing students, who will be your "actors." They should not show their cards to anyone.

2. Be sure the class understands the meaning of "pantomime." Then call the first student to the front of the class to act out his/her card.

3. Ask the class to explain what the "actor" did by using adverbials of time and sequence and adverbial clauses of time.

Example: "First, she sat down at the table. Then she took her books out of her bag. As soon as she began to study, another student sat down next to her."

4. Encourage students to shout out possibilities for each action. Do not focus on guessing what the "actor" was doing, but rather on describing how he/she did it.

6. COMBINATIONS

Materials: Worksheet 3.4 See the Paragraph 2.2.3 - chapter 3 (Worksheet 3.4:COMBINATIONS)

Dynamic: Small groups

Time: 15 minutes

Procedure: 1. Put students into groups of three or four. Give each group one copy of the worksheet.

2. Have students work together to choose the best answer for each sentence. (Remember, the directions state to find the expressions that can not be used in the sentences.) In each case, two answers are correct and one is not. The students are looking for the expression/word that is not possible in the sentence, considering both appropriate meaning and appropriate punctuation.

7. COMPLETE THE SENTENCE

Materials: Worksheet 3.5 See the Paragraph 2.2.3 - chapter 3 (Worksheet 3.5:COMPLETE THE SENTENCE)

Dynamic: Teams

Time: 15 minutes

Procedure: 1. Cut up the worksheet and divide the class into two teams.

2. The students on each team take turns drawing slips of paper that contain a clause beginning or ending with a coordinator or subordinator.

Examples: He went to class although...

Because he was all wet. . .

3. If the student completes the sentence correctly, he/she scores a point for his/her team.

NOTE: You may want only the student who draws the slip to respond, or you may allow the teammates to help. Either way, accept the answer only from the student who drew the slip. This activity can also be used with intermediate students if you limit the coordinators and subordinators to those used in their text.

8. JUST BECAUSE

Materials: Worksheet 3.6 See the Paragraph 2.2.3 - chapter 3 (Worksheet 3.6: JUST BECAUSE)

Dynamic: Pairs

Timer: 15 minutes

Procedure: 1. Arrange students in pairs and give each pair a copy of the worksheet.

2. Using the randomly listed independent clauses, the students work together to write logical and grammatical sentences by combining two of the clauses with because. Punctuation also counts!

3. You can award one point for each correct sentence, or one point for a logical combination of clauses and one point for correct punctuation. Collect the written sentences and grade them immediately, if possible. The pair with the most points wins. If you do not want to do this activity as a competition, go around the room and have the pairs share some of their sentences as a closure.

4. As a follow-up activity, use the students' combination and punctuation errors for an error analysis worksheet.

Variation: Read an independent clause from one of the lists on the worksheet. The students, working in small groups, supply a logical completion to your sentence, using because. The first group to produce a good completion scores a point. Alternatively, ask all groups for a completion and give points for all correct answers.

9. OTHERWISE ...OR ELSE

Materials: None

Dynamic: Whole class

Time: 15 minutes

Procedure: 1. Explain that you will write a sentence such as I have a headache or / have to work on the board after a student volunteer leaves the room.

2. Send a volunteer out of the room. With the rest of the class, brainstorm several possible logical clauses to complete the sentence, beginning with otherwise or else.

3. Erase the sentence on the board and have the volunteer return. The other students offer their responses. The student volunteer tries to construct the sentence that had been written on the board.

Example:

Possible responses: Otherwise, I would be scared.

Otherwise, I would worry about my valuables.

Otherwise, someone could break in.

Sentence on the board (which the volunteer must guess);

I always lock my doors.

2.2.3 Examples of worksheets

Chapter 1: Worksheet 1.1: SCAVENGER HUNT

With a partner, find the objects on the list. They are all located somewhere in the classroom. Then write a complete sentence that includes a prepositional phrase to describe each object's location.

Objects:

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Locations:

1. ___________________________________________________________

2. ___________________________________________________________

3. ___________________________________________________________

4. ___________________________________________________________

5.___________________________________________________________

6. ___________________________________________________________

7. ___________________________________________________________

8. ___________________________________________________________

9.____________________________________________________________

10. __________________________________________________________

Worksheet 1.2: ERROR ANALYSIS

With your partner, decide whether the sentences describing the picture are correct or incorrect. If they are incorrect, correct them.

1. The bird is on the umbrella.

2. The sandwiches are behind the salad.

3. The spatula is on the man's hand.

4. The hammock is between a tree and a pole.

5. The dog is under the table.

6. The cat is under the table.

7. The baby is beside the father.

8. The hot dogs are next to the salad.

9. The chairs are under the table.

10. The grill is in front of the man.

Worksheet 1.3 A: PREPOSITION BEE (LOWER LEVEL)

1. What time do you get up ___________________________ the morning?

2. She is sitting ____________________________________________ me.

3. The roof is ______________________________________our classroom.

4. I have a doctor's appointment ______________________________10:30.

5. Scott was born ___________________________________________June.

6. Do you have any money _____________________________ your wallet?

7. I am standing __________________________________Sarah and Alison.

8. I'll meet you ____________________________ the library this afternoon.

9. Our classroom is _____________________________________ the office.

10. Before the test begins, please put your books ______________ the table.

11. Keiko attends class ___________9:00________________________2:30.

12. What time does it get dark_______________________________ night?

13. I'll be ________________ my office after class if you want to talk to me.

14. Please keep your notes____________________________your notebook.

15. I'm always cold because there is a ceiling fan directly ________my desk.

16. When it's cold, I wear a sweater _________________________my skirt.

17. Hugo works out in the gym ____________________________ Saturday.

18. Where's my pencil? I don't see it, but it must be ______ here somewhere.

19. The back seat is ________________________ the driver's seat in a car.

20. I'm going _____________________________to take my dog for a walk.

21. The children pressed their noses inside the store _______ the glass to see what was inside the story.

Worksheet 1.3 B: PREPOSITION BEE (HIGHER LEVEL)

1. I'll meet you _____________________4:00, give or take 15 minutes.

2. Mary was walking ________________ from her car when I saw her.

3. It's raining; you'd better put a coat ____________________your dress.

4. Marco was walking ____________________the river when he fell in.

5. He set the vase ____________________________________the table.

6. The basketball went ________________________________the hoop.

7. The sign warned people not to lean_________ the newly painted wall.

8. My partner's eyes kept closing the entire presentation. It _______was so embarrassing!

9. Shut the computer ____________________if you are the last to leave.

10. Max is ________________Mexico, but he has lived here for 10 years.

11. You can't get Jasmine's attention when she is _____________ a group of her friends.

12. There were many accidents _______________the big storm last week.

13. The glass fell ___________ her hands _________________ the floor.

14. Because of my allergies, the doctor told me I would have to

go _________ chocolate.

15. My house is located __________________________ the city limits.

16. Your final essays are due __________________________ May 27.

17. Jordan was born __________________________ the last day of July.

18. I sat in the middle seat, ____________________ Luci and Claudia.

19. Because of all the trees, I can't see what is ________ those buildings.

20. Dogs must be ________________________ their yards or on a leash.

21. Is there any holiday that is celebrated ________________ the world?

Worksheet 1.4: TIC TAC ТОE

pay hand look

put try wake

make shut run

do figure grow

find fill tear

ask call drop

write watch pick

look keep hang

hang give fill

Worksheet 1.5: PREPOSITION BEE (PHRASAL VERBS)

1. I first asked my girlfriend _______________ on a date two years ago.

2. I had a message to call you_______________________________.

3. Rumi gave ____________on her math homework because she couldn't figure the problems.

4. My handwriting was so messy that my teacher told me to do my homework______________________.

5. Ali is very easy-going; he gets ____________________ everyone.

6. If the classroom gets too hot, take _________________ your sweatshirts and sweaters.

7. Watch________________________! There's a big pothole in the road.

8. The copy machine ran ________ paper, so I couldn't make you copies.

9. I need an alarm clock to wake __________________________ .

10. They are tearing ___________ the old building on the corner.

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