Дипломная работа: Grammar Games - Motivation in Teaching English

4. ERROR ANALYSIS

Materials: Worksheet 1.2 or other similar picture[6]

Dynamic: Pairs

Time: 1. Divide the class into pairs. Give each pair a copy of the worksheet or other similar picture.

NOTE: If you are using your own picture, also give the pairs several sentences you have written about the picture, as on the worksheet. Some sentences should be accurate, and others incorrect.

2. The pairs read the sentences about the picture and decide if they are correct or incorrect in their preposition usage. If they are incorrect, they must correct them.

3. When a pair is finished, check their work. If this is a competition, the first pair to finish the worksheet correctly wins. If using this activity as a review activity, go over the answers together when everyone has finished.

SUGGESTION: As a follow-up activity, have each pair write 10 True/False sentences with which to challenge another pair.

5. PREPOSITION BEE

Materials: Worksheet 1.3 A or 1.3 B for instructor's use[7]

Dynamic: Teams

Time: 10 minutes

Procedure: 1. Divide the class into two teams. Have them line up along opposite walls, or arrange their desks in two lines.

2. The first student from Team A steps to the front of the class. Read a sentence, omitting the preposition. The student must fill in the blank. Several answers will probably be possible; give the team a point for any appropriate answer.

3. Alternate students from the two teams until everyone has had a turn or you are out of time. The team with the most points wins.

SUGGESTION: Instead of reading the sentences, use an overhead and reveal one sentence at a time. This avoids repetition and helps the students to focus on the sentence.

NOTE: You may want to make your own sentences based on the prepositions your class has covered. This activity could also be done at a higher level with sentences using phrasal verbs.

PHRASAL VERBS

1. CONCENTRATION

Materials: Board, instructor's grid

Dynamic: Groups

Time: 25 minutes

Procedure: 1. Draw a grid on the board with just the numbers. On a paper, your grid will have the answers written in.

NOTE: In the example below, the phrasal verbs have been taken from the list in Fundamentals of English Grammar. Several of the verbs in the chart below can take more than one particle, but the list is usually limited to one or two combinations. It is important to choose combinations you have studied and to limit entries so that three or even four matches are not possible. If you have studied more than one combination (such as ask out, ask over, and ask around,) and you want to review them using this activity, you will need to use some particles more than once. That way, the students will be able to make matches such as ask out, drop out, and so on. This chart is intended only as a model to help you explain the game; your own chart will be geared to the lessons in your class.

On the board:

1	2	3	4	5
6	7	8	9	10
11	12	13	14	15
16	17	18	19	20

Instructor's grid:

1 ask	2 back	3 drop	4 up	5 through
6 around	7 out	8 off	9 down	10 fill
11 in	12 get	13 write	14 start	15 throw
16 over	17 away	18 put	19 fool	20 call

2. Divide the class into groups of about five. Tell them that this is a memory game and no writing is allowed. Explain that they are looking for matches and will get a point for each match. They can confer as a team, but you will accept an answer only from the student whose turn it is. They can call out two numbers together the first time since no one knows where any of the words are. In subsequent turns, they should wait for you to write the first answer before they call out their second number.

3. As the first student calls out numbers, write the words that correspond to these numbers in the blanks. Ask the class if it is a match. If not, erase the words. If so, leave them there and cross them out (see below).

On the board:

1	2	3	4 up	5
6 around	7	8	9	10
11	12	13	14	15
16	17	18	19 fool	20 call