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Focus: Grammar: Adverbs of Frequency Materials: 1 die assign an adverb of frequency for each number on die
Student Grouping: 2 teams
Description: Students practice adverbs of frequency & how often do you questions Procedure: 1. Review adverbs of frequency and how often do you questions 2. Divide the class into 2 teams. 3. Team A selects a team member to stand in front of the class. 4. Team B rolls the dice without letting TEAM A see 5. Team B students write “How often do you…." question that they think Team A student will respond to with the adverb they rolled. 6. Team B gets a point if the Team A student responds to the question using the adverb Team B rolled. 7. Repeat with Team B writing "How often do you…. question." 8. Model the game before beginning.
Focus: Grammar: Yes/No Questions/Information questions with any tense Language Function: Asking for and giving information Materials: paper
Student Grouping: 2 or more teams
Description: Student practice asking and answering questions. Procedure: 1. Select tense and question form to review. 2. Divide the class into 2 teams or more teams 3. Each team writes 10 questions to ask other team(s). 4. Team A selects a person to answer a question from Team B. 5. Team B asks question. 6. Team A person answers the question truthfully or with a lie. 7. Team B discusses and decides as a group if the answer is the truth or a lie. If they think it’s a lie, they say: Get out of here! Are you kidding? Seriously? If they think it’s the truth, they say: Oh, really? That’s interesting! 8. If Team B guesses correctly, they get a point. 9. Continue with the other team. 10. Model game before beginning.
Focus: Grammar: There is…/There are… Materials: paper pictures Student Grouping: 2 teams
Description: Students practice making There is /There are statements. Procedure: 1. Review there is/there are. 2. Divide the class into 2 teams. 3. Team A selects a team member to stand in front of the class. 4. Team B selects a picture of a place from an envelope. Team B writes 5 sentences with There is /There are describing a place. 5. When Team B is ready, Team A student says I think I’m lost! Where the heck am I ? 6. Team B gives a clue by saying one of the sentences they wrote. 7. If the Team A student guesses correctly, points are awarded and a student from Team B comes forward. 8. If the student’s guess is wrong, Team B gives the second clue using--- there is../are… 9. Team B keeps giving clues with there is../are…until the student guesses or uses up his/her 5 guesses.
Points are awarded as follows: first guess 5 pts 2nd guess 4 pts 3rd guess 3 pts 4th guess 2 pts 5th guess 1 pt
Focus: Grammar: Comparatives Materials: 1 die noisemaker
Student Grouping: 2 teams
Description: Students practice making comparative sentences. Procedure: 1. Review the comparative forms of adjectives. 2. Divide the class into 2 teams. 3. Team A selects a team member to stand in front of the class. Team B selects a team member to stand in front of the class 4. The teacher rolls the die. The topic for the comparative statement is determined by the number on the die Die: 1 = in the home 2 = in the school 3 = family members 4 = cities 5 = animals 6 = possessions 5. The first student to come up with a comparative sentence using an adjective appropriate to the topic uses the noisemaker to indicate he/she has a sentence and shares with class. If the sentence is correct, a point is awarded. If not, the other student has an opportunity to earn a point. 6. Model the game before beginning.
Focus: Verb forms Materials: 1 die cards with base form of verbs ( see following page) noisemaker Student Grouping: 2 teams
Description: Students recall and practice using forms of irregular verbs. Procedure: 1. Cut up the verb grid and put all the verb cards in a pile. 2. Review the following forms: base form/simple past/past participle/ present participle. 3. Divide the class into 2 teams. 4. Model the game. 5. Select a student from each team. 6. Tell the students what forms the numbers on the die represent. See sample die values chart. 7. Ask student A to roll the die and pick up a verb card. 8. The first student to create a sentence using the verb uses the noisemaker (bike bell, clapper) to stop the game. 9. The student shares his/her sentence. 10. Teacher determines if the sentence is correct and awards a point to that team. 11. If the sentence is incorrect, the other student gets a chance to produce a sentence. 12. Begin game with 1 student from each team.
Focus: Grammar: Complex Sentences Language Function: Attending expressions: Oh, really! Oh, you don’t say.
That’s interesting. Hmm hmm Is that so? You’re kidding!
Materials: a deck of playing cards conjunction grid indicating what each suit represents ( see sample ) grid with numbers and verbs (see sample ) Student Grouping: 2 teams Description: Students representing 2 teams take turns creating complex sentences using clauses from each other's sentences.
Procedure: 1. Review the components of a complex sentence. 2. Review the conjunctions you want the students to use. 3. Divide the class into 2 teams. 4. Display the 2 grids you have created. (document reader/overhead) 5. Model the game using students. 6. Select one student from each team to come to the front of the class. 7. Student from Team A selects a card. The suit determines the conjunction to be used. 8. The number on the card determines the verb phrase to be used from verb phrase grid. Student A must make a complex sentence with the selected conjunction and verb phrase. 9. Student B then uses an attending expression and creates another
complex sentence using a different conjunction and the new clause provided by Student A.
EXAMPLE: Student A selects 9 of hearts from deck of cards. Therefore, looking at the sample conjunction grid he must create a sentence using a time conjunction. and verb phrase “do my homework. Example:
Team A Student: Before I eat dinner, I always do my homework. Team B Student: Oh really, after I do my homework, I watch TV. Team A Student: Is that so, when I watch TV, I check the TV guide. 10. The students continue until they have produced 2 sentences each. 11. While the students are producing sentences, the members of either
team can stop the game when they think an error has been made. 12. If no errors are made, both teams get a point. 13. Begin game with 1 student from each team. Variation: Different conjunctions and sentence types can be practiced. Example: coordinate conjunctions and compound sentences Number of conjunctions given for each type can be reduced.
HHHmmmmmm,,, III wwwooonnndddeeerrr wwwhhhyyy.........
Level: Intermediate and above
Focus: Grammar: Indirect Questions & Statements Language Function: Asking for & giving information Indirect Questions: Indirect Statements: Do you happen to know why...? Well, I have no idea why, but Can you tell me why...? I am not sure, but I think Do you know why...? Hmm, that`s a great question, I imagine…
Materials: paper Student Grouping: 3 teams: 2 teams to play 1 team acts as judges to choose the best answers
Description: The judges write indirect questions about something they've always wondered about, but do not know the answers to. Students from 2 teams make up creative answers to the questions. The judges select the best answer, and the team scores a point. Procedure: 1. Review indirect questions and indirect statements. 2. Divide the class into 3 teams: 2 teams playing and 1 team judging 3. Ask the students in the judging team to write indirect questions about something they've always wondered about that they don't know the answers to. Encourage the students to be creative. Provide some examples. See examples below. 4. Model the game. 5. Select 1 player from each of the 2 playing teams. 6. One member of the judging team asks the 2 players one of the questions. 7. Each player confers with the members of their team and gives an answer. 8. The judges choose the best answer. 9. The student who gave the best answer throws a die to determine how many points the team gets. 10. Begin game with 1 student from each team. Sample Questions: Could you tell us why ……. the world is round? we yawn? water is blue? milk is white? you cry when you cut onions? we put candles on birthday cakes? turtles have shells? people fall in love? zebras have stripes? fish live in water? blood is red? we dream?
Focus: Grammar: Any grammar structure Materials: paper to draw on and markers timer Student Grouping: 3 teams
Description: First in groups students write sentences in target structure. Then students draw pictures of the sentences. Procedure: 1. Review target grammar structure. 2. Divide class into teams. (minimum of 4 students on each team) 3. Model the game.
4. Select 1 student from each team. 5. Show the students a sentence containing the target structure.
Example: I have just eaten a pizza. 6. Ask the students to return to their groups and draw pictures to elicit the sentence from their team members. The students who are drawing can’t speak or write. 7. Tell the class which structure the sentence contains. In this case it’s the PRESENT PERFECT. Ask student to guess what the sentence is, based on the picture. 8. Tell the students they have 3 minutes to draw and guess the sentence. 9. When a team thinks they have a correct answer, they stop the game by using a noisemaker and sharing their guess. If they are wrong, the game continues until the time is up. 10. When the time is up, each group shares their guesses and the teacher selects the closest answer. 11. Begin game with 1 student from each team.
Focus: Grammar: Verb Tenses Materials: 2 dice Chart with locations represented by numbers Student Grouping: 2 teams
Description: A memory game for students to recall and practice using the simple past tense or other tenses or structures. Procedure: 1. Brainstorm and review actions which can be performed in certain locations such as at the park, at school, at home, at a party, at a medical centre, at a sports centre etc. 2. Review the past tense of verbs. 3. Divide the class into 2 teams. 4. Explain and model the game. 5. Select a student from each team. 6. Tell the students what locations the numbers on the die represent. See A 1. 7. Ask student A to roll the die to find out what location they will start with.. 8. This is a memory games in which each person must repeat what the
others have said and then add an item to the list, without repeating previous items Students from the two teams alternate. When a member of a team makes a mistake or can’t think of other items to add the opposite team scores a point. The die is thrown again for a different location and the teams start again.
Example: First student from team A : I went to the shopping centre and I bought some clothes. First student from team B: I went to the shopping centre and I bought some clothes and I met some friends. Second Student from Team A: I went to the shopping centre and I bought some clothes and I met some friends and I tried on an outfit.
1 Home 2 Party 3 Medical center 4 Shopping center 5 Sports center 6 Park 7 Beach 8 School 9 Airport 10 Bank 11 Zoo 12 Farm
This game can also be used with other tenses such as the simple present, the present progressive, the future with will or with going to, and the present perfect. In higher levels it can be used with the first, second and third conditionals.
Focus: Grammar: modal- can/ can’t Materials: 2 dice Charts with riddles Student Grouping: 2 teams
Description: A guessing game for students to practice using the modal can/ can’t. Procedure: 1. Review can/ can’t. Brainstorm some riddles and discuss the answers to these. For example: Why do some doctors change their jobs? (They run out of patients) What are two days starting with T, in addition to Tuesday and Thursday? (Today and Tomorrow) 2.. Divide the class into 2 teams. 3. Explain and model the game. 4. Select a student from each team. 5. Give the students the riddle chart.
6. Ask each student to go back to their teams and get the answers to the riddles. Give them 10 minutes to solve the riddles.
7. The team which finishes first uses the noise maker to stop the game. 8. The team shares its answers to the riddles. 9. Teacher determines if the answers are correct and awards a point to the team for each correct answer. 10. If an answer is incorrect, the team loses a point and the other team gets a chance to score points for their correct answers.
Focus: Vocabulary Materials: charts noisemaker cards with letters of the alphabet Student Grouping: several teams
Description: For students to recall and practice using vocabulary items. Procedure: 1. Review and give examples of vocabulary in different categories such as animals, cities, colours, foods, sports, hobbies. 2. Divide the class into teams of four students. 3. Explain and model the game. 4. Select a student from each team to be the team leader. 5. Give the charts to the team leaders. 6. Get one student to pick up a letter of the alphabet card from a pile. and turn the card over. This is the letter which all the words need to begin with. 7. Give the students a period of time (10 minutes) to fill in the chart. 8. The team which finishes first uses the noise maker to stop the game. 9. The team shares its words. 10. Teacher determines if the words are correct and awards a point to the team. 11. If a word is incorrect, the team loses a point and another team gets a chance to produce their vocabulary items.
Focus: Grammar: All Materials: a grid with 9 squares Student Grouping: 2 teams
Description: Students review grammar structures to play Tic Tac Toe. Procedure: 1. Review a grammar structure. See samples. 2. Display a Tic Tac Toe grid with a grammar structure in each square. 3. Divide the class into 2 teams, designating one as Team X and the other as Team O. 4. Have each team choose a captain. 5. Toss a coin to determine which team goes first. 6. The team selects a square and works together to produce a grammatically correct sentence using the structure from the chosen square. The captain informs the teacher when the team has a sentence. The captain chooses one of his teammates to write the sentence on the board. 7. The student writing the sentence on the board can not talk to his teammate while he/she is writing the sentence on the board. 8. The opposing team looks at the sentence and decides if it is correct. If it is correct, the team that wrote the sentence wins that square by marking it with their team letter, X or O. If it is incorrect, the opposing team wins that square if they can tell the teacher why it is incorrect. 9. Repeat. The first team to get 3 letters in a row wins. Variation: Human Tic Tac Toe: Place nine chairs in a TIC TAC TOE formation in the centre of the classroom. Play as above; however, instead of marking the squares with an X or O on the board. Have students sit in the chairs. Students cross their arms in front of them for X`s and make a circle with theirs arms for O`s.
Focus: Grammar: All Materials: Board Games Student Grouping: teams of 4
Description: Students review grammar structures by playing a board game. Procedure: 1. Review the grammar structure appropriate to the board game. 2. Form groups of 4 consisting of 3 players and 1 scorekeeper. 3. Ask each player to place a coin on the START SPACE. 4. The order of players is determined by the denomination on their coin. The smallest goes first, then the second smallest goes 2nd etc. 5. Player #1 rolls the die and moves his/her coin the number of spaces shown on the die. 6. Player 1 follows the instructions on the space. 7. Scorekeeper will award each correct answer 1 point. No points are given for moving forward or backwards. 8. Players take turns rolling the die and moving. 9. The game is over when 1 player reaches the FINISH space. The player with the most points is the winner.
1. Form groups of 4: 3 players, 1 scorekeeper 5. When you land on a space make a question or a statement with the given time expression | 2. Each player puts a coin on the START space. (lowest amount goes first) and punctuation mark or follow the instructions 3. Roll 1 die. 6. Scorekeeper will give each correct answer 1 point. (no points for moving forward or backward) 4. Move the coin the number of spaces shown on the die. 7. The game is over when 1 player reaches FINISH. The player with the most points is the winner
TIME EXPRESSIONS: ANSWER KEY 1. Form groups of 4: 3 players, 1 scorekeeper 5. When you land on a space make a question or a statement with the given time expression 2. Each player puts a coin on the START space. (lowest amount goes first) and punctuation mark or follow the instructions. 3. Roll 1 die. 6. Scorekeeper will give each correct answer 1 point. (no points for moving forward or backward) 4. Move the coin the number of spaces shown on the die. 7. The game is over when 1 player reaches FINISH. The player with the most points is the winner
REASONS & RESULTS: because/because of/due to /so/therefore 1. Form groups of 4: 3 players, 1 scorekeeper 5. When you land on a space, complete the sentence or follow the instructions. 2. Each player puts a coin on the START space. (smallest amount goes first)6. Scorekeeper will give each correct answer 1 point. (no points for moving forward or backward) 3. Roll 1 die. 7. The game is over when 1 player reaches FINISH. The player with the most points is the winner. 4. Move the coin the number of spaces shown on the die.
REASONS & RESULTS: because/because of/due to /so/therefore ANSWER KEY 1. Form groups of 4: 3 players, 1 scorekeeper 5. When you land on a space, complete the sentence or follow the instructions. 2. Each player puts a coin on the START space. (smallest amount goes first)6. Scorekeeper will give each correct answer 1 point. (no points for moving forward or backward) 3. Roll 1 die. 7. The game is over when 1 player reaches FINISH. The player with the most points is the winner. 4. Move the coin the number of spaces shown on the die.
REITERATIVE TAGS: so....I/neither...I 1. Form groups of 4: 3 players, 1 scorekeeper 5. When you land on a space, complete the sentence or follow the instructions. 2. Each player puts a coin on the START space. (lowest amount goes first) 6. The scorekeeper reads the sentence and the player completes it by saying Guess what? + correct tag. 3. Roll 1 die. 7. Scorekeeper gives each correct answer 1 point. (no points for moving forward or backward) 4. Move the coin the number of spaces shown on the die. 8. The game is over when 1 player reaches FINISH. The player with the most points is the winner.
REITERATIVE TAGS: so....I/neither...I ANSWER KEY 1 You are the scorekeeper. 4. The player must say Guess what ?+ the correct reiterative tag. 2. Write the names of the players in the box below. 5. A player gets 1 point for every correct response. (no points for moving forward or backward) 3. When a player lands on a space with a statement, read the statement. 6. The game is over when 1 player reaches FINISH. The player with the most points is the winner.
GERUNDS & INFINITIVES 1. Form groups of 4: 3 players, 1 scorekeeper 5. When you land on a space, answer the question or follow the instructions. 2. Each player puts a coin on the START space. (lowest amount goes first) 6 . Scorekeeper gives each correct answer 1 point. (no points for moving forward or backward) 3. Roll 1 die. 7. The game is over when 1 player reaches FINISH. The player with the most points is the winner. 4. Move the coin the number of spaces shown on the die.
GERUNDS & INFINITIVES ANSWER KEY 1. Form groups of 4: 3 players, 1 scorekeeper 5. When you land on a space, answer the question or follow the instructions. 2. Each player puts a coin on the START space. (lowest amount goes first) 6 . Scorekeeper gives each correct answer 1 point. (no points for moving forward or backward) 3. Roll 1 die. 7. The game is over when 1 player reaches FINISH. The player with the most points is the winner. 4. Move the coin the number of spaces shown on the die.
WISH: PRESENT & PAST 1. Form groups of 4: 3 players, 1 scorekeeper 5. When you land on a space, answer the question or follow the instructions. 2. Each player puts a coin on the START space. (lowest amount goes first) 6 . Scorekeeper gives each correct answer 1 point. (no points for moving forward or backward) 3. Roll 1 die. 7. The game is over when 1 player reaches FINISH. The player with the most points is the winner. 4. Move the coin the number of spaces shown on the die.
Where do you wish you had been born?
What's one thing you wish were different
about this country?
If you could live anywhere
where do you wish you lived?
What job do you wish you could
have?
What do you wish about this
school?
You're the
teacher's pet.
Go forward 4 spaces.
What do you
wish about your classmates?
What do you
wish you could do?
What's something you
wish about your best friend?
What place do you wish you had visited
when you were younger?
What do you wish you had done in your
country before coming here?
What do you
wish you didn't have to do every day?
You didn't do your
homework. Go back 4 spaces.
Where do you
wish you could go this
weekend?
What do you wish about your
teacher?
What do you wish about your
family?
How do you wish you were
different in appearance?
You did well
on the test.
Go forward
5 spaces.
What do you wish you hadn't
done in the past?
How old do you wish you were?
Which languages do you wish you
spoke & why ?
How much money do you wish you had?
What famous person do you
wish you knew?
You forgot
your wallet. Go home.
What's one thing you wish were different about this city?
How do you wish you were
different in personality?
What do you wish you had known when you were a teenager?
1 You are the scorekeeper. 4. A player gets 1 point for every correct response. (no points for moving forward or backward) 2. Write the names of the players in the box below. 5. The game is over when 1 player reaches FINISH. The player with the most points is the winner. 3. When a player lands on a space he/she answers the question or follows the instructions.
Where do you wish you had been born?
wish + past perfect
What's one thing you wish were different
about this country? wish + past
If you could live anywhere
where do you wish you lived?
wish + past
What job do you wish you could
have?
wish + past
What do you wish about this
school? wish + past
You're the teacher's pet.
Go forward 4 spaces.
What do you wish about
your classmates?
wish + past
What do you wish you could
do?
wish + past
What's something you
wish about your best friend?
wish + past
What place do you
wish you had visited when you were
younger?
wish + past perfect
What do you wish you had done in your
country before coming here?
wish + past perfect
What do you wish
you didn’t have to
do every day? wish + past
You didn't do your
homework.
Go back 4
spaces.
Where do you wish you could
go this weekend? wish + past
What do you wish about your
teacher? wish + past
What do you wish about your
family? wish + past
How do you wish
you were different in appearance?
wish + past
You did well
on the test.
Go forward 5 spaces.
What do you wish you hadn't
done in the past?
wish + past perfect
How old do you wish you were?
wish + were
Which languages
do you wish you
spoke & why ?
wish + past
How much money do you wish you had?
wish + past
What famous person do you
wish you knew?
wish + past
You forgot
your wallet. Go home.
What's one thing you wish were different about this city?
MODALS: should/must/have to/might 1. Form groups of 4: 3 players, 1 scorekeeper 5. When you land on a space, answer the question or follow the instructions. 2. Each player puts a coin on the START space. (lowest amount goes first) 6 . Scorekeeper gives each correct answer 1 point. (no points for moving forward or backward) 3. Roll 1 die. 7. The game is over when 1 player reaches FINISH. The player with the most points is the winner.
4. Move the coin the number of spaces shown on the die.
1 You are the scorekeeper. 4. A player gets 1 point for every correct response. Accept any reasonable answers.(no points for moving forward or backward)
2. Write the names of the players in the box below. 5. The game is over when 1 player reaches FINISH. The player with the most points is the winner. 3. When a player lands on a space he/she answers the question or follows the instructions.