Дипломная работа: Grammar Games - Motivation in Teaching English

Materials: A map (Worksheet 2.3) and a handout (either A or B) per student[12]

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.