Grammar games - motivation in teaching English

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.

4. 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.

2.2 Conditionals and Wishes of teaching grammar

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

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

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

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.

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

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.

6. VALUES

Materials: Worksheet 2.5

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

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.)

2. The students read the summary and then write five conditional sentences based on the information in the summary.

Example:

Blair lied and told Todd she was pregnant with his child so that he would marry her. She knew what he didn't: that he was about to inherit $28 million. As a result of her deception, Cord, the man she really loved, was disgusted with her. Since the marriage, Blair has discovered that she is now, in fact, pregnant, and Todd has discovered that he is a millionaire. Blair's mother, who is in a psychiatric center, knows the truth about the marriage and has a habit of saying whatever comes to mind.

Sample Sentences:

If Blair had not lied to Todd, he wouldn't have married her.

If Blair had not married Todd, she could have married Cord.

If Todd had known about the $28 million before his marriage, he might have suspected Blair.

Variation: Instead of using soap opera summaries, use a story the class has read. If this is a multi skills class, you know what material the class has read. If the reading class is separate, you can check with the reading instructor. Follow the same procedure, but write conditional sentences based on the story. You can also use fairy tales or fables.

MIXED CONDITIONALS

1. WHAT IF

Materials: None

Dynamic: Pairs/Small groups

Time: 15 minutes

Procedure: 1. Break the class into pairs or groups of three or four.

Explain (or review) that some actions have results not only in the time they happened, but can also carry over into the present or future.

Example: If I had eaten more last night... I wouldn't be hungry now.

2. Give each group or pair several if-clauses--things that happened in the past. Tell them this activity has results in the present and that they should make sentences with a past condition and a present result.

SUGGESTIONS: If I had written my essay last weekend

If I had gone to bed earlier last night

If I had washed my hair yesterday

If I had gone to the movies with my friends last night

If I had studied more English in my own country

2. COMIC STRIP ADVICE

Materials: Worksheet 2.7

Dynamic: Small groups

Time: 15 minutes

Procedure: 1. Distribute copies of the comic strip Cathy (Worksheet 2.7) to each group.

2. After they read the comic strip, have the groups work together to complete the (if-clauses. They can use the information provided by the mother in the strip or just make a logical ending.

Example: Cathy says: If only I weren't so fat.

Student results: I could wear my new dress.

I would have had more boyfriends. I would feel better.

REVIEWING THE CONDITIONAL FORMS

1. REVIEW MATCH

Materials: Worksheet 2.8

Dynamic: Small groups

Time: 20 minutes

Procedure: 1. Divide the class into small groups. Give each group the same number of cards. Be sure to give an even number to each group. If this is not possible, give one group one pair more than the others. Use the cards in Worksheet 112 or make your own.

2. Each group should make as many matches as possible. Group members should take the remaining unmatched cards to other groups and try to make a trade. {Important: They cannot give away a card without receiving one in exchange, and they cannot take a card unless the other group agrees to the trade.)

3. When one group has matched all its cards, the game stops. A group member reads the matches, and the rest of the class must agree that they are logical. If all matches are accepted, that group is the winner. If one or more matches is rejected, the game proceeds until the next group feels it is finished.

NOTE: Because of mixed conditionals, there will not necessarily be matches for all cards.

2. DEAR ANNIE

Materials: Worksheet 2.9

Dynamic: Whole class

Time: 30 minutes

Procedure: 1. Have students pick one of the seven situations on the worksheet and write a letter to "Dear Annie" in which they explain their situation and ask how it can be avoided in the future or how it could have been avoided.

2. Collect the students' "Dear Annie" letters. Randomly redistribute them to the class, making sure that no one receives his/her own letter.

3. Have students pretend they are Annie and respond in writing to the letter they received. They must use whichever conditional structures are appropriate to the situation described in the letter,

4. Have several students read to the class the original letter they wrote along with their (Annie's) response. Return the letters and the responses to the authors of the original letters.

WISHES

1. ALADDIN'S LAMP

Materials: Worksheet 2.10

Dynamic: Groups

Time: 20 minutes

Procedure: 1. Discuss the meaning of Aladdin's lamp if necessary. (A poor boy named Aladdin found an old lamp. When he rubbed it, a genie appeared and granted him three wishes.)

2. Tell students they have each found Aladdin's lamp and been granted three wishes. Have them write their wishes down.

3. Break students into groups of about five. Pass out one worksheet per group and have the students compare their wishes and answer the survey questions.

4. Each group can report its findings to the class.

Relationships between ideas

PARALLELISM

1. MEMORIZE IT

Materials: Worksheet 3.1

Dynamic: Whole class

Time: 10 minutes

Procedure: 1. Make copies of the handout. Give half of your class Part A and the other half, Part B. Do not tell the students that there is a difference between the sentences in the two parts.

2. Tell the students to memorize the sentences for about 30 seconds and then turn over their papers. On the backs of their papers, or on another piece of paper, have them write the sentences exactly as they remember them.

3. Students now turn their papers back to the front and check their answers with the sentences. Did anyone get all the sentences correct?

4. Reveal that there is a difference between the sentences in the two parts and have a student with Part A compare papers with a student who has part B. Ask them which one was easier to remember and why. Talk about where the parallel structure is in each sentence in Part A.

NOTE: Those students with Part A usually have an easier time memorizing the sentences because of the parallel structure. Occasionally, however, you may have a student who can memorize Part В completely. In that case, talk about how some people have a good ability to memorize, but that it is easier for most of us if there is some kind of structure.

JOINING IDEAS

1. EITHER/NEITHER/TOO

Materials: 3"x 5" index cards

Dynamic: Whole class

Time: 15 minutes

Procedure: 1. Write out two kinds of cards: one set has sentences; the other set has short answers that agree or disagree. Each sentence in Set One has only one matching answer in Set Two.

Example: Set One Set Two

I'm having a good time I am, too.

I'm not having fun. I'm not either.

The U.S. president lives in

Washington, D.C His wife does, too.

I don't have a headache. Neither do I.

I didn't do the homework. Neither did I.

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

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

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

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

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

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.

2.3 Examples of worksheets in classroom

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.

11. I'll lend you the money if you promise to pay me ______________ .

12. Before our teacher hands _______________ our tests, she always tells us to put our books____________________ .

13. Yuji is not a serious student; he is always fooling _________ in class.

14. I know this class is difficult, but try to get ____________________ it.

15. Hitoshi grew _________________________ in a small town in Japan.

16. Cassio hung the phone before I could ask him about the _______________ homework.

17. I like to buy clothes, but I hate trying them ___________________.

18. If you don't know how to spell a word, look it_______________ in the dictionary.

19. Elena lost her essay and had to start _____________________ .

20. I ran _________________ my former teacher in the parking lot today. I hadn't seen him in three years.

Chapter 2:

Worksheet 2.1: SUPERSTITIONS MATCH

Table 4

if you sleep with a mirror under your pillow	you will dream of what your future husband looks like
if you trip on a flight of stairs	you will have triplets
if your cat washes its face	company is coming
if your eyebrows grow together or your arms are hairy	you will be very rich
if the bottom of one of your feet itches	you are going to take a trip
if your nose itches	you'll kiss a fool
if a cat licks its tail	it will rain
if your ears burn	someone is talking about you
if you find a four-leaf clover	you will have good luck
if you walk under a ladder	you will have bad luck
if you use the same pillow your dog uses	you will dream what he dreams
if you step on your shadow	you will have bad luck
if you want to do well on a test	use the same pencil you used for studying because it will remember the answers

Worksheet 2.2: JUST THE FACTS

Table 5

drive with your eyes closed	eat five pizzas at once
use sunscreen	heat water to 100°C
fly east from here	put ice cubes in the sun
have a baby	never study
read a lot	do not eat
over water plants	pour oil on water
pass this class	take scuba diving lessons

Worksheet 2.3: DIRECTIONS

Table 6

A. I. Can you tell me how to get to...? The Goddard Space Flight Center The White House Georgetown University II. If you take ... you will get to ... 395 495 16th Avenue	B. I. If you take . . . you will get to ... Mac Arthur Boulevard Route 214 The Baltimore-Washington Parkway II. Can you tell me how to get to...? The University of Maryland The National Zoo The Pentagon

Table 7. Worksheet 2.4: LINE-UF

If you lost your homework and your teacher did not believe that you had done the work, what would you do?	If you discovered, after eating dinner at a restaurant, that you had no money or credit cards with you, what would you do?
If you disliked your sister's new boyfriend, what would you say to her?	If you saw your friend cheating on a test, what would you do?
If you had a choice between finishing your essay and going to a party, what would you do?	If you arrived at a friend's house for dinner and realized you had the wrong night, what would you say?
If your parents told you not to see your boyfriend/girlfriend, what would you do?	If your parents asked you to return to your home country, what would you do?
If your friend gave you a puppy for your birthday, what would you do?	If a classmate asked you a personal question, what would you say?
If your friend made mistakes in grammar while speaking, would you correct him/her?	If you were invited for dinner to a friend's house and the food was terrible, what would you say or do?

Table 8. Worksheet 2.5 A: VALUES

You accidentally break your host family's remote control. Do you confess?	Your best friend's boyfriend girlfriend asks you out. Do you accept?
You see your teacher's car hit a parked car and leave. You know the owner of the damaged car. Do you tell him/her?	A new acquaintance invites you to a party, and everyone there goes skinny-dipping. Do you join them?
You know that a friend's boyfriend is involved with another man. Do you tell her?	You see a friend shoplift something inexpensive. Do you talk to him/her about it?
Your friend is copying someone else's homework instead of doing it himself/herself. Do you talk to him/her?	The cashier overcharges you by 15 cents. Do you complain?
You see your sister's husband kissing another woman. Do you tell her?	You run over your neighbor's dog, Do you confess?
The waiter forgets to charge you for your dessert. Do you tell him?	Your parents tell you to stop seeing your boyfriend/girlfriend. Do you see him/her in secret?

Table 9. Worksheet 2.5 B

YES	NO
YES	NO
YES	NO
YES	NO
YES	NO
YES	NO
YES	NO

Worksheet 2.6: STORY SAGAS

Sample Summaries:

From General Hospital:

Catherine is accused of murdering Damian even though no body has been found, (Damian has disappeared under mysterious circumstances.) Lucy remembers seeing Catherine parked outside her building at 11 P.M., which does not match the prosecution's case. Lucy agrees to testify for Catherine. When asked how she happened to look outside at 11 P.M, Lucy says that her pet duck was quacking. This amuses the jury and the lawyers, who laugh at Lucy. Embarrassed, Lucy tries to defend her duck, which only makes matters worse. After her testimony, Catherine is angry at Lucy for mentioning the duck because it made Lucy look foolish and caused the jury to disregard her testimony.

From All My Children:

Charlie and Hailey were dating, but break up over a difference of opinion regarding her domineering" father. Meanwhile, Cecily's newly famous movie star husband divorces her. She returns to Pine Valley and begins to work for Charlie. An attraction begins to develop between them, which they both deny. Charlie is surprised when Hailey announces only weeks after their break up that she is engaged to Alex.

From One Life to Live:

Eighteen-year-old Joe falls in love with a much older woman, Dorian. Although she swears that she really loves Joe, everyone warns him that Dorian is just using him and that he will be hurt. Joe's mother makes a deal with Dorian. Dorian's part of the deal is to drop Joe and marry David, who agrees to marry Dorian for money.

David impersonates Vicki and Tina's brother to inherit a fortune. When he falls in love with Tina, he is forced to reveal the truth to her. She agrees to conceal the truth to help David inherit. David and Tina marry in secret. When Tina's ex-husband, Cord, learns about the marriage, David must confess he is not the true heir. To save Tina from possible conspiracy charges and to help her retain custody of her children, David tells Tina he never loved her, and he divorces her. Having had to give up Tina, whom he really did love, he agrees to Dorian's plan to marry Dorian.

Pic. 1. Worksheet 2.7: COMMIC STRIP ADVICE

Table 9. Worksheet 2.8: REVIEW MATCH

if you catch a cold	you need to take some medicine and keep warm
if I had been tired	I would have taken a nap
if I had a dog	I would take him for a walk
if you eat a lot of ice cream	you will gain weight
if I had been as sick as you	I wouldn't have gone to school
if you study hard	you get good grades
if I had had a dog	I wouldn't have been afraid to be alone
if I found a wallet	I would return it
If I find your wallet	I will return it to you
If I had found your wallet	I would have returned it to you
if I had eaten the whole box of chocolates	I would have had an upset stomach
if you had asked me	I would have helped you
If I had had enough money	I would have lent you some
if I am sick tomorrow	I will stay home
if I had eaten a lot of ice cream	I would have felt sick
if I am angry	my face turns red
if your skin turns green	you have a serious problem
if you ask me	I will tell you the truth
if you need me	I will be there
if I were bitten by a dog	I would go to the hospital
If my feet hurt	I would rub them

Worksheet 2.9: DEAR ANNIE

Choose one of the situations. For the situation you choose, write a letter to "Dear Annie" explaining your situation. Ask her for advice about how your situation could have been prevented or how it can be prevented in the future.

1. You forgot to lock your car and as a result, your books were stolen from the back seat. How could you have avoided having your books stolen?

2. You were absent from class on Monday when the teacher told the class there would be a test on Tuesday. How could you have avoided failing the test?

...