Дипломная работа: Grammar Games - Motivation in Teaching English

Instructor's grid:

1 call back	2 give back	3 stop sleeping	4 stop a machine/ light	5 get through with
6 return	7 invent	8 return a call	9 start a machine/light	10 throw out
11 make up	12 shut off	13 be careful	14 put off	15 discard
16 wake up	17 postpone	18 turn on	19 watch out for	20 finish

2. TIC TAC TOE

Materials: Board, Worksheet 1.4 (optional)[8]

Dynamic: Teams

Time: 10 minutes

Procedure: 1. Draw a tic tac toe grid on the board with the first word of the phrasal verbs written in. Divide the class into two groups.

2. A student from Team X comes to the board and writes in the corresponding particle for the verb he/she selects. If correct, he/she draws his/her mark in the square (an X). (You may choose to accept only combinations you have studied in class or that are listed in the students' books, or you may decide to accept any correct combination. Whichever you decide to accept, make your decision clear to the students before playing the game.)

3. A student from Team О then comes to the board and does the same. If an answer is incorrect, the student cannot draw his/her mark and erases the answer. The next player on the other team may choose that same square or another square.

4. The first team with three marks in a row wins.

NOTE: You will probably want to explain game strategy such as blocking, but often the student's choice is based on which verb he/she knows.

5. As a follow-up, divide the class into groups of three and use the worksheet. One student is X, one is 0, and the other is in charge and can have his/her book open to the verb page to judge whether an answer is correct. After the first game, the students should rotate roles so that the judge is now one of the players. Continue until all students have had a chance to be the judge. As you will see, some of the verbs on the handout take several different prepositions. As long as the students make an acceptable phrasal verb, the answer is correct.

NOTE: The items on the worksheet come from the list in Fundamentals of English Grammar. If this worksheet is not appropriate to your class, modify it.

Variation: On the grid on the board (or on a modified worksheet), fill in the squares with both parts of phrasal verbs. When a student selects a certain square, he/she must use the phrasal verb in a complete sentence which demonstrates understanding of the meaning. If the sentence is correct, the student puts his/her team's mark in that square.

Example:

ask out do over fill up

get off give up try on

turn off make up hang up

A student from Team X chooses "give up." The student then makes a sentence orally: I couldn't understand the assignment, so I gave up. The sentence must reflect the student's understanding of the meaning of the phrasal verb. A sentence such as I gave up or Don't give up is not acceptable. If a sentence is accepted as being correct, the student writes an X over the square. A student from Team О then chooses a square and makes a meaningful sentence using that phrasal verb. Alternate turns until one team has three in a row or the game is a draw.

3. PREPOSITION BEE

See the directions for the Preposition Bee on Worksheet 1.5 or a similar list of your own sentences.[9]

4. BEAT THE CLOCK

Materials: 3" x 5" cards (see sample)

Dynamic: Teams

Time: 30 minutes

Procedure: 1. Put a sentence using a phrasal verb on one side of as many index cards as you need. Review and discuss phrasal verbs. Have the students create sentences or dialogues and practice orally.

2. Divide the class into two teams, A and B. Arrange the teams so that Team A's desks are directly across from (and touching) Team B's desks. If using tables, have Team A sit on one side and Team В on the other side.