Grammar games as a method of teaching English
Grammar games as a means of teaching English. The history of teaching grammar. Advantages and disadvantages of learning grammar through play. The principles of grammar selection. Analysis of lesson plans developed as part of the current research.
| Рубрика | Педагогика |
| Вид | дипломная работа |
| Язык | английский |
| Дата добавления | 06.12.2020 |
| Размер файла | 1,5 M |
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3) Teacher writes the instructions on the board and asks the whole group to raise and perform the actions (Handout#7).
To provide students a practice with directions
Indiv.
Pairs
--
O/C
15 min
Production Stage
(game «Giving Directions»
Teacher calls one student out; in addition, this student should be blind-folded. The rest give instructions.
To provide students with freer practice in giving directions
Indiv.
O/C
10 min
Handout №1
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shop |
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|
cinema |
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school |
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hospital |
Handout №2
Sandeep will wake up early tomorrow, and go to the hospital where his mom works. The hospital is in the center of the city. He will go up the street, and turn left. Then, he will go to the shop which is down the street, to the right. He will buy a chocolate for his little brother. Then he will go back and turn right and take his brother from school.
Handout №3
1.Sandeep's mother will take him to the cinema.
2.There is a swimming pool next to the school.
3.Sandeep will go up the street and turn left to go to the hospital.
Handout №4
Handout№5
From the shop, go straight to the _______________. Cross the _______________ and go to the school. There is a swimming pool _______________to the school. Walk up the street for 5 minutes, then turn _______________, and cross the street. You will _______________the hospital there. Walk for _______________minutes, cross the street and you are at the zoo.
Handout №6
1.There is/ isn't a swimming pool next to the school.
2. The zoo is to the right/ left.
3.There is/ isn't a shop in town.
Handout №7
|
Go left! |
Go right! |
Go up! |
Go down! |
Turn left! |
Turn right! |
Lesson plan №3 (fragment)
Level: Elementary
Topic: Would like to
Instructional objectives:
By the end of the lesson students will be able to:
Students will learn how to use would like to talk about what they want to do/ have in the future;
Students will be familiar with important vocabulary travel and work;
They will be able to conduct a simple conversation and make sentences using construction and etc.
Educational objectives:
To practice students speaking abilities;
To teach to recognize would like/have.
Developmental objectives:
To develop speaking and writing skills
To develop cognitive and creative abilities as memory, imagination and curiosity
Materials: Blackboard, handouts, a piece of paper with tasks.
|
Stage |
Procedure |
Purpose |
Interaction |
Time |
|
|
Warm-up activity |
T. stars the lesson by greeting the students. Then T. asks how they are today, also some questions about how they spent previous day. After T. notes all missing (making roll call). |
To prepare students for the lesson |
O/C |
~2 min |
|
|
Pre-activity |
1) T. writes on the blackboard the theme and start to explain theme. T. start explain theme and writes on the blackboard the grammar structures; Formation: 1. Positive I You He She We They would like would like to Dona would like a cup of tea. Dona would like to teach Spanish. 2. Negative I You He She We They would not (wouldn't) like would not (wouldn't) like to Dona would not like a cup of tea. Dona would not like to be a dance teacher. 3. Positive questions WouldI You He She We They like like to Would you like a cup of tea? Would she like to be a Spanish teacher? |
To introduce new theme To activate students background knowledge |
O/C O/C |
~10 min |
|
|
During-activity (Game: Headless sentences) |
T. says to students that they will play a game «Headless sentences» T. explain the rules and organize class in threes and tell them they are going to compete in finding appropriate «heads» for 14 headless «sentences». She gave students sentence bodies and gave them 7 minutes. Students should write in the sentence beginnings they think are correct. When time is up pick one person from each triad and give them the sentence head. T. asks them to go to a triad that is not their own and score that groups sentences. T. asks the scores to tell their scores to the class and adjudicate on any points of doubt (handout 1) |
To develop writing |
O/C Ind.>O/C |
~15 min |
|
|
Post-activity |
Then the T. gives the students piece of paper where they should read small text and should correct mistakes (handout 2). |
To develop writing and speaking skills |
Whole group >O/C |
~ 9 min |
|
|
Fееdback |
To providе lеarnеrs with constructivе fееdback and givе rеcommеndations for improvement |
T. indicatеs Ss mistakеs and writеs thеm on thе blackboard to discuss thеm all togеthеr. |
O/C |
~ 2 min |
|
|
H/W |
T. gives to students homework. She explain what they shuold do. Make a list of 7 things you'd like to do on your vacation. |
T. gives students homework to fix and master new theme. |
O/C |
~ 1min |
Handout №1
Sentence bodies:
1……………………is played by two or four people, often on grass.
2……………………is played with big men in parks in Germany.
3……………………are watched by millions more than play it.
4……………………a try can be converted into a goal.
5…………………….is dominated by the Chinese.
6…………………….is an event often won in the Olympics by black competitors.
7…………………….is enjoyed in countries that used to be directly oppressed by Britain.
8…………………….is/are played mainly by men in pubs.
9…………………….tends to be played by rich people with a small, pitted ball.
10……………………are betted on by all sorts of people.
11…………………...is played with nothing but a simple board and small round counters.
12…………………..a man may not be hit below the belt.
13…………………..are banned in China, but the Chinese love to play it.
14………………….the big balls have to end up as close as possible to the little ball.
Sentence heads:
1. Tennis
2. Chess
3. Soccer
4. In rugby
5. Table tennis
6. The 100 meters
7. Cricket
8. Darts
9. Golf
10. Horses
11. The Japanese game go
12. In boxing
13. Mah-jong
14. In bowls
Handout№ 2
Darren works in an office. He doesn't like his job, so he would not like to find a new job. Darren's wife is a dentist assistant. She would not like to become a dentist one day, because she will make less money.
Lesson plan №4 (fragment)
Level: Elementary
Topic: Sports and Games. Modal verbs: can/ can't/ could/ couldn't
Instructional objectives:
By the end of the lesson students will be able to:
*Students will learn how to use modals to talk about what they can and can't do;
*Students will be familiar with important vocabulary sport and games;
*They will be able to conduct a simple conversation and make sentences using modal verbs and etc.
Educational objectives:
*To practice students speaking abilities;
*To teach to recognize: can/ can't/ could/ couldn't.
Developmental objectives:
*To develop speaking and writing skills
*To develop cognitive and creative abilities as memory, imagination and curiosity
Materials: Blackboard, handouts, a piece of paper with tasks.
|
Stage |
Procedure |
Purpose |
Interaction |
Time |
|
|
Warm-up activity |
Teacher starts the lesson by greeting the students. Then teacher asks how they are today, also some questions about how they spent previous day. After teacher notes all missing (making roll call). |
To prepare students for the lesson |
O/C |
~2 min |
|
|
Pre-activity |
Teacher writes on the blackboard the theme and start to explain theme. Teacher shows pictures to students and she asks them to name types of sport (handout 1) Teacher aks students what they remerber from previous lesson. Teacher starts write on the blackboard the formation and grammar struccture. Positive: Robert can swim well.Martina could play tennis when she was 10. Negative: Robert cannot (can't) swim well. Martina could not (couldn't) play tennis when she was 10. Interrogative (Question): Can Robert swim well?Could Martina play tennis when she was 10? Teacher says listen to the text and fill in the table; What can/ can't/ could/ couldn't Sally do? (handout2). |
To introduce new theme To activate students background knowledge |
O/C O/C |
~10 min |
|
|
During-activity Game: ARE YOU THE ONE? |
Teacher gives piece of paper with the task that students should do. Then she explains what they should do. Students should match the questions with the answers. (handout 2). 1. Give every student a copy of the worksheet. 2. The object is for students to find someone who can give them a yes answer to each question. When they get a yes they write that student's name in the space. If they get a no answer, they continue to search for someone who will say yes. 3. Go over some of the answers as a closure (handout3). |
To develop writing |
O/C Ind.>O/C |
~15 min |
|
|
Post-activity |
Then the teacher gives the students piece of paper where they should read small text and should correct mistakes (handout 4). |
To develop writing and speaking skills |
Whole group >O/C |
~ 9 min |
|
|
Fееdback |
To providе lеarnеrs with constructivе fееdback and givе rеcommеndations for improvement |
Teacher indicatеs students mistakеs and writеs thеm on thе blackboard to discuss thеm all togеthеr. |
O/C |
~ 2 min |
|
|
H/W |
1)Teacher gives to students homework. She explain what they shuold do. Students should amswer to questions in written form ehat they can do and what they cant. Answer the questions about yourself. 1. Can you play basketball? 2. Could you run fast when you were a child? 3. Can you swim well? 4. Can you play tennis? 5. Could you play many games when you were a child? 6. Can you ski or skate? 2) Learn new vocabulary |
Teacher gives students homework to fix and master new theme. |
O/C |
~ 1min |
Handout №1
|
basketball |
||
|
run |
||
|
playground |
||
|
football |
||
|
fishing |
||
|
swim |
||
|
table tennis |
||
|
ski |
Handout №2
Handout №3
Listen to the text and fill in the table. What can/ can't/ could/ couldn't Sally do?
My name is Sally, and I am 32 years old. I now work as a Portuguese teacher. When I was a child, I could not speak Portuguese but now I can. My hobbies are skiing, skating, and running. I can't skate well but I'm really good at skiing. Two years ago I could not run very fast but I practiced hard and now I can.
Can Can'tCould Couldn't
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