Дипломная работа: Grammar Games - Motivation in Teaching English

2. Give the groups a time limit and have them search through their magazines to find a picture that contains situations illustrating prepositions of place.

3. When the time is up, each group goes to the front of the class, holds up its picture, and explains (in sentences) the contents of the picture, using prepositions of place.

Example: The dog is under the table.

The table is next to the man.

The table is in front of the window.

4. The group that found a picture allowing them to correctly use the most prepositions of place from the list on the board wins.

NOTE: With an intermediate group, choose a wider range of prepositions that they have already reviewed.

2. SCAVENGER HUNT

Materials: Worksheet 1.1, objects filled in various objects provided by instructor[5]

Dynamic: Pairs

Time: 20 minutes

Procedure: 1. Before students come into the classroom, distribute various objects around the room, placing them in visible positions that students can describe using their prepositions of place. List the objects on the worksheet.

2. Divide the class into pairs and give each pair a copy of the worksheet.

3. The students look around the room for each object listed on the worksheet and write a complete sentence describing its location. The first group to finish brings their worksheet to you to be checked. If the answers are correct, that group wins.

3. PREPOSITIONAL CHAIN DRILL

Materials: None

Dynamic: Whole class

Time: 10 minutes

Procedure: 1. Review prepositions of place.

2. Take a small object, such as a pen, and do something with it, then describe your action. (Put the pen on the desk and say, "I put the pen on the desk.")

3. Give the pen to a student and ask him/her, "What did I do with the pen?"

4. The student answers and then does something different with the object that involves a different preposition of place.

5. The student then passes the object to the next student and asks, "What did we do with the pen?" That student repeats what the teacher did and what the first student did with the object. The second student then does something different with the object before passing it to the third student.

Example:

Teacher: I put the pen on the desk. What did I do with the pen?

Alfredo: You put the pen on the desk. (to the next student, Damian) I put the pen above my head. What did we do with the pen?

Damian: The teacher put the pen on the desk. Alfredo put the pen above his head. I put the pen under my book. (to the next student) What did we do with the pen? etc.

6. This activity continues until no one can do something different with the pen that can be described using a preposition of place.

NOTE: You may want to write the prepositions that have been used on the board to help the students remember.